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Programmatic Role of Education Libraries in Informatics to Support Preservice Teacher Preparation Programs


by Lesley S.J. Farmer — 2010

Background/Context: The management, processing, and transformation of information constitute central tasks in education. Education informatics intersects the theories and practices of both informatics and education. In particular, informatics aids in the systematic incorporation of technology as educational stakeholders represent, process, and communicate information effectively. The systematic study of those informational structures and interactions, particularly the application of technology to discovering and communicating education information—education informatics—is less prevalent.

Purpose/Objective/Research Question/Focus of Study: As education librarians seek to collaborate with preservice teacher preparation programs, they need to apply informatics principles to optimize the library’s ultimate impact on student achievement. Specifically, education librarians need to examine several levels of information processing systems: student, faculty, program, institution, and government entities. Furthermore, education librarians need to identify the conditions or environments of these information systems because the infrastructure, available resources, and knowledge base all impact student learning.

Setting: The settings for this study were preservice teacher preparation programs and academic libraries.

Population/Participants/Subjects: The participants were preservice teachers, teacher preparation faculty, and librarians.

Research Design: This is a secondary analytic essay.

Conclusions/Recommendations: With the burden that teacher preparation faculty have in offering a well-rounded and time-efficient program, postsecondary education libraries and their staff can support efforts to address informatics, leveraging their contributions of resources and informatics expertise. Academic librarians have in-depth training in informatics in that they look at information systematically. Particularly in those institutions where librarians are assigned subjects in which to specialize, they can link their professional skill to content-area needs.



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Cite This Article as: Teachers College Record Volume 112 Number 10, 2010, p. 2603-2622
http://www.tcrecord.org ID Number: 15866, Date Accessed: 12/12/2017 6:57:46 PM

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About the Author
  • Lesley Farmer
    California State University
    E-mail Author
    LESLEY FARMER, professor at California State University, Long Beach, coordinates the Librarianship Program. She earned her M.S. in library science at the University of North Carolina at Chapel Hill and received her doctorate in adult education from Temple University. Dr. Farmer has worked as a teacher-librarian in K–12 school settings and in public, special, and academic libraries. A frequent presenter and writer for the profession, Dr. Farmer’s most recent books are Teen Girls and Technology (Teachers College Press, 2008) and Information Literacy Assessment in K–12 Settings (Scarecrow Press, 2008). In 2007, she received a Distinguished Scholarly and Academic Achievement Award from her campus and was selected as California Library Association Member of the Year. Her research interests include information literacy, collaboration, equity in library services, and educational technology.
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