Information literacy skills are needed to help solve real-world problems, but K–12 students lack these skills. The purpose of the study was to use Michael Fullan’s (2007) Change Theory initiation phase to investigate teachers’ perceptions of their own openness to change and about collaboration between a school librarian and a teacher in the context of information literacy instruction. An explanatory sequential mixed-methods study was used to analyze teacher perceptions by means of a quantitative survey and school librarians’ qualitative reactions (gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that teaching information literacy skills was the role of both school librarians and teachers. However, grading, assessing students’ progress, and teaching content-related information were the role of the teacher. The classroom teachers and school librarians both reported collaboration by dividing the lesson instead of working together on standards, planning, and assessments. A key finding that could contribute to successful implementation of change is gathering input from individual teachers by means of surveys and discussions in department meetings and communicating educational changes through faculty and department meetings.
Board approved: May 2019
North Dakota State University