Patricia Montiel-Overall's research while affiliated with The University of Arizona and other places

Publications (14)

Article
Full-text available
Exploratory factor analysis was used to examine the structure of a 32-item teacher and librarian collaboration survey (TLC-II). The survey consisted of two scales with 16 items in each scale, Frequency and Importance to Student Learning. Scores from teacher surveys (N=194) were examined using principal axis factoring and oblique rotation to identif...
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The qualitative, longitudinal study suggests how teachers and librarians learn to collaborate on inquiry-based science lessons that link science, information literacy, and structured English immersion standards for Latino elementary students. Teachers and librarians in the study received extensive professional development training about teacher and...
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This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used...
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Understanding teacher and school librarian collaboration is essential for school librarians to be able to comply with professional school librarian guidelines. While information exists about what school librarians perceive teacher and school librarian collaboration to be, little is understood about teachers' perceptions of collaborative endeavors w...
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Web-based instruction has become a preferred method of instruction for increasingly diverse communities of learners. To address the instructional needs of these learners greater consideration must be given to cultural differences in course design including architecture and instructional course structure. This paper argues that a cultural competence...
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Teacher and librarian collaboration is recommended in professional library and information science guidelines for school librarians. The guidelines suggest that when school librarians become an integral part of instruction, student learning improves. A proposed model of teacher and librarian collaboration identifies four facets of collaborative pra...
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The twenty-first century is marked by increased challenges in education and limited resources to address them. A solution proposed within school librarianship is teacher and librarian collaboration. This qualitative study examines the practices of highly collaborative teachers and librarians and identifies mechanisms that operate within schools to...
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Web-based instruction has become a preferred method of instruction for an increasingly diverse communities of learners. To address the instructional needs of these learners greater consideration must be given to cultural differences in course design including architecture and instructional course structure. This paper argues that a cultural compete...
Article
This article reports on quantitative data collected in a mixed methods study of teacher and librarian collaboration. This practice is discussed extensively in the literature on school librarianship as an instructional strategy that positively affects student academic achievement. However, while there is much anecdotal evidence regarding successful...
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Information literacy has become a powerful concept for library and information science professionals. However, information literacy must take into account culture to meet the challenges of a global society. This paper argues that a new framework is needed to move the discussion of information literacy from a conceptual understanding to a model that...
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This paper focuses on types of missing data on surveys and provides information about addressing the problem. A particular type of missing data discussed is item non-response, a problem encountered by library and information science researchers. An overview of issues associated with missing data on surveys and theoretical and methodological techniq...
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Collaboration is a ubiquitous term that has been defined in numerous ways across diverse fields. This paper draws on information from these diverse fields to begin to develop a theory of collaboration within library science for teachers and library media specialists. In order to fully understand the meaning of collaboration and the relationship bet...

Citations

... Cultural differences in communication may also affect online interactions providing challenges as well as opportunities to develop greater cultural understanding. For example, online communication may require greater sensitivity to sociocultural experiences and linguistic differences in communication (e.g., need for details in online messages) [89]. ...
... As early forerunners to IL defined as a social practice pointed out, this approach focuses on an individual's cognitive processes. Those who see IL a way of thinking may omit the socio-cultural constructed aspects of IL (Montiel-Overall, 2007) and focus on peer-review and omit other information sources (Fountain, 2013) or other disciplinary sources (Dold, 2014; see also Doherty, 2007;Doherty & Ketchner, 2005;Elmborg, 2006aElmborg, , 2006bLeckie, Given, & Buschman, 2010;Simmons, 2005;Tewell, 2015). ...
... The approach adopted for the analysis was a two-step process with Rasch analysis followed by path analysis. Rasch model can convert ordinal data into interval measures [24] and deal with missing data [31,32] which are problematic in CTT approaches [33][34][35]. The Rasch person reliabilities for the intent to resign and authority distance scales are less than 0.80 in Table 1. ...
... Furthermore, librarians are urged to consider how collaboration leads to tangible and measurable benefits rather than promoting collaboration "for collaboration's sake," noting that "collaboration itself" is "not the goal" (Cooper & Bray, 2011, p. 53). However, there remains a lack of research that explores how effectiveness of collaboration should be assessed (Montiel-Overall & Hern andez, 2012). To this end, this article seeks to plot out a future direction for research in school library collaboration that begins with consideration of current gaps in collective knowledge around factors influencing collaboration and school libraries and how to measure the effectiveness of these factors. ...
... Shared values are also perceived as an important prerequisite for adaptive teacher collaboration. For instance, Thomson and Perry (2006) argue that collaboration requires trusting relationships among willing partners (see also Montiel-Overall, 2005). In a study of Norwegian teachers, Skaalvik and Skaalvik (2018) found that the perception of shared values among the teachers correlated positively with job satisfaction and negatively with symptoms of burnout and motivation to leave the teaching profession. ...
... Teachers with greater understanding of the potential of collaboration are more likely to engage the librarian and use the library facilities and resources for learning (Montiel-Overall, 2010). Researchers have thus proposed a number of models to enhance collaboration between school librarians and their teacher colleagues (Haycock, 2007;Merga, 2019b;Merga et al., 2021;Montiel-Overall & Grimes, 2013). ...
... Teachers did not collaborate much with the library manager, while the library manager thought that collaboration between the two was the responsibility of the library manager and was mandatory. Similar to a study by Montiel-Overall and Jones (2011), which shows that teachers generally do not feel that they are often involved in collaborative efforts, which school library managers consider as an integral part of the school librarian's responsibilities. This could be seen in SDN Karya Mulya teachers; they thought that the division of responsibilities only occurred when borrowing and returning textbooks for students. ...
... Like others (e.g. Montiel-Overall, 2007) for the purposes of this article, despite the diverse nomenclature that exists both within and between nations, school library professionals are referred to as librarians herein. ...
... The focus on factors influencing collaboration in relation to school libraries is typically externally oriented, in that they are primarily interested in how the library staff (and typically focused on just one library staff member) collaborates with teachers (e.g. Merga, 2019a;Montiel-Overall, 2008). However, internal collaborative factors such as composition and cohesiveness of the school library team could also have significant influence on measures of effectiveness. ...
... It is common to use factor analysis to analyze data for exploratory scales in library and information science research. 51 Factor analysis is useful with survey data to model the interrelationships between variables with the aim to reduce the number of variables by identifying underlying factors. Factor analysis can also provide some support for the construct validity of the scale by providing evidence that the scale is measuring the correct underlying constructs. ...