Abstract:

As shown by international ICILS 2013 study (Bos, W./, Eickelmann, B./ Gerick, J. 2014), the potential of digital media is not yet valued by all nations teachers. Especially in terms of individual training and participatory learning and digital research, teachers of today don’t know enough about the possibilities how to integrate digital media into class, especially into reading education. The limits for teachers are not only technical barriers or a lack of technical equipment but moreover a lack of confidence and flexibility as well as of didactical ideas. (Kantovourki, S./Garoufallou, E./Ivarsson, L. 2017). In contrast, public libraries don’t use their potential efficiently (Umlauf 2015) in order to cooperate with schools as real partners although they have a lot of facilities as well as competences schools, and teachers could not provide.

The German teaching-initiative “Experts of Reading”, developed, evaluated and constantly evolved by the Research Center Youth-Media-Education in Cooperation of Technical University of Dortmund and the Technical University of Cologne as well as the in-service training program BiSS (Education in language and writing) tries to establish a better cooperation between the institutions of school and library. Teachers in schools need information about what librarians know and in how far their workplace encourages different forms of learning and reading with digital media. In contrast, librarians need more information about curriculum and competences and other school-specific aspects. (Höft/Marci-Boehncke 2016). Based on the theory of Pierre Bourdieu, the teaching and working concept of “Experts of Reading” includes teachers as well as librarians digital working via a blended-learning concept in order to strengthen their digital self-efficacy and enhance their knowledge as cultural capital (Hellenschmidt/Marci-Boehncke 2012). A certificate at the end of at least one-year long training also reinforced the social capital of the efforts. The current paper will present the teaching model as well as qualitative and empirical data about the effects of teachers and librarians’ in-service training of the last two years.

References:
[1] Bos, Wilfried/Eickelmann, Birgit/Gerick, Julia et.al. (2014): ICILS 2013 – Computer- und inforamtionsbezogene Kompetenzen von Schülerinnen und Schülern in der 8.Jahrgangsstufe im internationalen Vergleich. Waxmann: Münster
[2] Hellenschmidt, Anja/Marci-Boehncke, Gudrun (2012b): Experten für das Lesen – Evaluation eines Blended-Learning-Angebots für Bibliothekarinnen und Bibliothekare. Vorteile. Chancen und Grenzen. In: Csanyi, Gottfried, Reichl, Franz & Steiner A.. (Hrsg.): Digitale Medien. Werkzeuge für exzellente Forschung und Lehre. Münster: Waxmann, S. 280-282
[3] Höft, Rita/Marci-Boehncke, Gudrun (2016): Experten für das Lesen: Leseförderung in Öffentlichen Bibliotheken weiterentwickeln. In: BuB – Forum Bibliothek und Information, 69(1), 51–55
[4] Kontovourki, S., Garoufallou, E., Ivarsson, L. et. Al. (2017): Digital Literacy in the Early Years: Practices in Formal Settings, Teacher Education, and the Role of Informal Learning Spaces: A Review of the Literature. http://digilitey.eu/wp-content/uploads/2017/01/WG2-LR-March-2017-v2.pdf
[5] Umlauf, Konrad (2015): Trends bei Bibliotheksfilialen. Bibliothek Forschung und Praxis, 39(2), S. 163-174.

Keywords:

Digital reading and media competence, teachers (in-service) education, librarians in-service education, professional development of teachers and librarians.