Developing the capacity of teacher-librarians to meet the diverse needs of all schoolchildren: Project ENABLE

William Myhill, Renee Franklin Hill, Kristen Link, Ruth V. Small, Kelly Bunch

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.

Original languageEnglish (US)
Pages (from-to)201-216
Number of pages16
JournalJournal of Research in Special Educational Needs
Volume12
Issue number4
DOIs
StatePublished - Oct 2012

Fingerprint

schoolchild
librarian
teacher
disability
educator
school
education
student
federal law
equal opportunity
action plan
curriculum development
information service
resources
staff
simulation
planning
human being
lack
language

Keywords

  • Digital media
  • Disability
  • Inclusive education
  • Library services
  • Social model

ASJC Scopus subject areas

  • Education

Cite this

Developing the capacity of teacher-librarians to meet the diverse needs of all schoolchildren : Project ENABLE. / Myhill, William; Hill, Renee Franklin; Link, Kristen; Small, Ruth V.; Bunch, Kelly.

In: Journal of Research in Special Educational Needs, Vol. 12, No. 4, 10.2012, p. 201-216.

Research output: Contribution to journalArticle

Myhill, William ; Hill, Renee Franklin ; Link, Kristen ; Small, Ruth V. ; Bunch, Kelly. / Developing the capacity of teacher-librarians to meet the diverse needs of all schoolchildren : Project ENABLE. In: Journal of Research in Special Educational Needs. 2012 ; Vol. 12, No. 4. pp. 201-216.
@article{f2d03407028f47d2af02344d3dadc126,
title = "Developing the capacity of teacher-librarians to meet the diverse needs of all schoolchildren: Project ENABLE",
abstract = "US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.",
keywords = "Digital media, Disability, Inclusive education, Library services, Social model",
author = "William Myhill and Hill, {Renee Franklin} and Kristen Link and Small, {Ruth V.} and Kelly Bunch",
year = "2012",
month = "10",
doi = "10.1111/j.1471-3802.2012.01240.x",
language = "English (US)",
volume = "12",
pages = "201--216",
journal = "Journal of Research in Special Educational Needs",
issn = "1471-3802",
publisher = "Wiley-Blackwell",
number = "4",

}

TY - JOUR

T1 - Developing the capacity of teacher-librarians to meet the diverse needs of all schoolchildren

T2 - Project ENABLE

AU - Myhill, William

AU - Hill, Renee Franklin

AU - Link, Kristen

AU - Small, Ruth V.

AU - Bunch, Kelly

PY - 2012/10

Y1 - 2012/10

N2 - US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.

AB - US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.

KW - Digital media

KW - Disability

KW - Inclusive education

KW - Library services

KW - Social model

UR - http://www.scopus.com/inward/record.url?scp=84867627788&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84867627788&partnerID=8YFLogxK

U2 - 10.1111/j.1471-3802.2012.01240.x

DO - 10.1111/j.1471-3802.2012.01240.x

M3 - Article

AN - SCOPUS:84867627788

VL - 12

SP - 201

EP - 216

JO - Journal of Research in Special Educational Needs

JF - Journal of Research in Special Educational Needs

SN - 1471-3802

IS - 4

ER -