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Self-Directed Professional Learning of School Librarians.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Directed Professional Learning of School Librarians./
Author:	Maestas, Mary.
Description:	1 online resource (196 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30566354click for full text (PQDT)
ISBN:	9798379767143

Self-Directed Professional Learning of School Librarians.
Maestas, Mary.

Self-Directed Professional Learning of School Librarians. - 1 online resource (196 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--Emporia State University, 2023.

Includes bibliographical references

To develop a new understanding of how self-directed professional learning (SDPL) contributes to the professional growth of school librarians, a case study design using humanistic learning theory (Maslow, 1954; C. Rogers, 1983) and based on theoretical assumptions about adult learners (Knowles, 1968, 1975, 1980), the intentional self-directed learning of adults (Tough, 1979), and the person, process, context (PPC) model (Hiemstra & Brockett, 2012) was conducted identifying dynamic, intersecting elements of SDPL of school librarians. Specifically explored were required professional development goals, self-directed professional goals, daily professional learning activities, both selected and discarded, and skills or sets of knowledge sought. Data were collected from 20 strong self-directed learning, certified school librarians in a Midwestern state, United States using professional learning diaries covering a two-week period followed by semi-structured interviews. The data revealed the dynamic employment of themes found within the PPC model to facilitate desired, necessary professional learning that far surpassed the professional development structure employed by the school districts that fulfill federal and state laws mandating the professional learning of educators. The findings of this qualitative research inform a new model titled the Learner's Dynamic Self-Directed Professional Learning Guide, which is intended to serve as a supplement to the National School Library Standards (AASL, 2018). This new model was developed to guide school librarians in facilitating their own professional learning as well as to inform administrators, policy makers, and formal educators of essential and flexible elements towards lifelong, professional learning of these specialized educators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379767143Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Adult learning theoryIndex Terms--Genre/Form:

542853
Electronic books.

Self-Directed Professional Learning of School Librarians.
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500 $a Advisor: Dow, Mirah.
502 $a Thesis (Ph.D.)--Emporia State University, 2023.
504 $a Includes bibliographical references
520 $a To develop a new understanding of how self-directed professional learning (SDPL) contributes to the professional growth of school librarians, a case study design using humanistic learning theory (Maslow, 1954; C. Rogers, 1983) and based on theoretical assumptions about adult learners (Knowles, 1968, 1975, 1980), the intentional self-directed learning of adults (Tough, 1979), and the person, process, context (PPC) model (Hiemstra & Brockett, 2012) was conducted identifying dynamic, intersecting elements of SDPL of school librarians. Specifically explored were required professional development goals, self-directed professional goals, daily professional learning activities, both selected and discarded, and skills or sets of knowledge sought. Data were collected from 20 strong self-directed learning, certified school librarians in a Midwestern state, United States using professional learning diaries covering a two-week period followed by semi-structured interviews. The data revealed the dynamic employment of themes found within the PPC model to facilitate desired, necessary professional learning that far surpassed the professional development structure employed by the school districts that fulfill federal and state laws mandating the professional learning of educators. The findings of this qualitative research inform a new model titled the Learner's Dynamic Self-Directed Professional Learning Guide, which is intended to serve as a supplement to the National School Library Standards (AASL, 2018). This new model was developed to guide school librarians in facilitating their own professional learning as well as to inform administrators, policy makers, and formal educators of essential and flexible elements towards lifelong, professional learning of these specialized educators.
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650 4 $a Adult education. $3 543202
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