Abstract
There is a lack of research that examines school library education, professional development, or application of culturally responsive pedagogy in K-12 online settings. This research study investigates the characteristics of the school librarianship knowledge gap on culturally responsive online pedagogy through needs assessment research. This presentation shares findings from the first phase of a research grant project to examine, assess, and address the school librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning. Data was collected utilizing national online webinars as online discussion groups. Inductive thematic analysis was performed to identify patterns (themes) within data. Findings indicate that school librarians are familiar with culturally responsive pedagogy, yet they struggle to translate it into implementation. Additionally, confusion between technology integration and tech-enabled learning exacerbates the knowledge gap on culturally responsive pedagogy. The findings from this needs assessment research will drive the creation of training for school librarians to address this knowledge gap. Implications for practice, school library education preparation programs, and research are discussed.
Presenters
Melissa JohnstonProfessor, College of Education, University of West Georgia, Georgia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
School Libraries, Culturally Responsive Pedagogy, Online Pedagogy, Needs Assessment Research
