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Finding Future Ready: One School Lib...

Ezell, Laura H.

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Finding Future Ready: One School Librarian's Lived Experience of a Framework.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Finding Future Ready: One School Librarian's Lived Experience of a Framework./
Author:	Ezell, Laura H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	223 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744922
ISBN:	9798645468347

Finding Future Ready: One School Librarian's Lived Experience of a Framework.
Ezell, Laura H.

Finding Future Ready: One School Librarian's Lived Experience of a Framework. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 223 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--Tennessee Technological University, 2020.

This item must not be sold to any third party vendors.

This dissertation is an autoethnographic study of my lived experience as school librarian attempting to engage with the Future Ready Librarians framework, an influential discourse presenting a model for innovative professional practice. Research questions for this constructionist interpretivist study sought understanding of the framework and of my experience of its elements before, during, and after engagement in professional development activity focused on the framework. Another research question asked how the autoethnographic process affected my sense of professional identity, with reference to Alsup's (2006) theory of borderland discourse. Results are presented through fictionalized narratives describing common themes of my experience, along with reflective borderlands discourses that attempt to reconcile conflicting personal and professional discourses to result in a more cohesive teacher identity. I found that I embraced FRL principles that meshed with preexisting personal discourses and resisted those that did not. Participation in an online course allowed me to view my practice as more future ready than I initially recognized, to pinpoint areas for growth, and to view the framework as one useful tool among many for improving professional practice. The practice of autoethnography helped me to reconceptualize my teacher identity in positive ways.

ISBN: 9798645468347Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Autoethnography

Finding Future Ready: One School Librarian's Lived Experience of a Framework.
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300 $a 223 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Baker, Julie C.
502 $a Thesis (Ph.D.)--Tennessee Technological University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation is an autoethnographic study of my lived experience as school librarian attempting to engage with the Future Ready Librarians framework, an influential discourse presenting a model for innovative professional practice. Research questions for this constructionist interpretivist study sought understanding of the framework and of my experience of its elements before, during, and after engagement in professional development activity focused on the framework. Another research question asked how the autoethnographic process affected my sense of professional identity, with reference to Alsup's (2006) theory of borderland discourse. Results are presented through fictionalized narratives describing common themes of my experience, along with reflective borderlands discourses that attempt to reconcile conflicting personal and professional discourses to result in a more cohesive teacher identity. I found that I embraced FRL principles that meshed with preexisting personal discourses and resisted those that did not. Participation in an online course allowed me to view my practice as more future ready than I initially recognized, to pinpoint areas for growth, and to view the framework as one useful tool among many for improving professional practice. The practice of autoethnography helped me to reconceptualize my teacher identity in positive ways.
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