For+Academics

Associate Professor at the University of British Columbia, Marlene Asselin, has developed projects and written many articles on the preparation of preservice teachers to teach effectively in an information literate community. Some of these include:

Asselin, M. (2005). Preparing preservice teachers as members of information literate communities. In J. Henri & M. Asselin  (Eds.),//The information literate school community 2: Issues of l////eadership.// Wagga Wagga, NSW: Centre for Information Studies.

 Asselin, Marlene, Dreher, M J. (2004). New literacies for the new information age: Conceptions, instruction, and teacher preparation. //National Reading Conference Yearbook// (pp. 115-129). National Reading Conference.

 Asselin, M.& Doiron, R. (2003). An analysis of the inclusion of school library programs and services in the preparation of preservice teachers in Canadian universities. //Behavioral and Socal// //Sciences Librarian//, 22(1), 19-33.

<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; color: #2c4a67; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-weight: normal; line-height: 19px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left; vertical-align: baseline;">Asselin, M. (2000). Poised for change: Effects of a teacher education project on preservice teachers' knowledge of the school library program and role of the teacher-librarian. //School Libraries Worldwide, 6 //(2), 72-87. <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; color: #2c4a67; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-weight: normal; line-height: 19px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left; vertical-align: baseline;">Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. //Reading Psychology, 21 //(1), 31-57. <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; color: #2c4a67; display: block; font-size: 12px; font-weight: normal; line-height: 19px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left; vertical-align: baseline;">See also the work of Dr. Carolyn **Brodie** and Mary Tipton, co-directors Institute for Library and Information Literacy Education The Institute focuses on activities with PK-12 teachers, library media specialists, pre-service educators, and students working as collaborative peer-learner teaching teams in learning how to use school library media centers and information resources (i.e., print, electronic and web-based) more effectively to enhance student learning. " Faculties who prepare teacher-librarians also need to do their part by finding ways to collaborate with faculties who prepare classroom teachers and other school professionals in order to raise awareness of the ways in which educators can work collaboratively to benefit all and provide opportunities for guided collaboration experiences during their pre-professional academic studies. For example, at Syracuse University, faculty from the School of Information Studies are collaborating with faculty from the School of Education on several projects that require students from both schools to work together. Through this experience, faculty have developed a better understanding of each other's fields, goals and needs and have become motivated to find ways to provide collaboration experiences to their students." ( Small, Ruth V., Collaboration: Where Does It Begin? <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">T//eacher Librarian//, 14811782, 20020601, Vol. 29, Issue 5)