Abstract

An education librarian and faculty member collaborated on research grants to study teacher education student’s experiences with diverse books and to develop library collections. This study explores the development of internally grant-funded linguistically and culturally sustaining children’s book collections and assesses the impact of the grants with a model that analyzes research guide use, library instruction sessions, and reflection on grant-funded research, among other components. Intentional collection practices, including grant-funded collection development; faculty partnership; nontraditional bibliographic tools; and alternative forms of access, discovery, and shelving led to a vital and linguistically and culturally sustaining collection which reflects education student’s diverse identities.

摘要

一位教育图书馆员和教职员工合作提供研究资助，以研究师范教育学生对不同书籍的体验，并开发图书馆馆藏。本研究探讨了内部资助资助的语言和文化支持儿童图书收藏的发展，并通过分析研究指南使用、图书馆指导课程和对资助资助研究的反思等模型评估资助的影响。有意收藏的做法，包括资助的收藏开发；教师伙伴关系；非传统的书目工具；和替代形式的访问、发现和搁置导致了一个重要的、语言和文化上持续的收藏，它反映了教育学生的不同身份。