School Librarians and Teachers Embracing Community in Practice

Librarian researchers partnered with a university laboratory school to promote digital literacies to teachers through a community of practice using a librarian-teacher framework. Pre- and post-test surveys determined changes in digital literacy skills by school faculty and staff over one school year. Descriptive statistics indicate a positive change in faculty and staff familiarity with and use of digital content. Subgroup comparisons demonstrate large effect sizes for teacher familiarity with digital content by education level and position on the faculty. Administrative support at the school and university levels was vital in laying a solid foundation for this collaboration to develop and embed digital literacies into classroom instruction with expectations to foster growth in subsequent phases.