Overview

This book details a funded study of the mental models of six United States and four Australian teacher-librarians. It analyzes and compares their espoused (before), in-action (during), and reflective (after) models while they were teaching two students—in one-on-one sessions—how to use a computer information database resource. The authors discover the what, how, and why of teacher-librarians' thinking, beliefs, and images (i.e. their mental models) as delineated through their verbalizations and actions before, during, and after each of two lessons. The authors also demonstrate the ways and extent to which stimulated recall methods can inform our understanding of teaching with electronic computer databases, and thereby prove a useful tool, not just for researchers, but also for teachers who want to discover more about their teaching and what their students were thinking.

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9780810852228

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Reviews

This publication is a must read for all teachers, irrespective of the level of teaching and the subject field. It provides a detailed account of how the mental models that a teacher uses to prepare and present a lesson impact on the ability of the student to grasp important concepts. Online Information Review, Vol. 31, No. 5, 2007 Henderson (education, James Cook U., Queensland, Australia) and Tallman (instructional technology, U. of Georgia, Athens) describe a funded study of six US and four Australian teacher-librarians that analyzed and compared their initial and final mental models while teaching two students how to use a computer database resource. The authors demonstrate the ways and extent to which stimulated recall methods can inform our understanding of teaching with electronic databases. Scitech Book News

Author Information

Lyn Henderson is a senior lecturer in the School of Education at James Cook University in Townsville, Queensland, Australia. Julie Tallman is a professor in the Department of Educational Psychology at the University of Georgia.

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