The challenge of sustaining change: contradictions within the development of teacher and librarian collaboration

References

• Aabø, S., R. Audunson, and A. Vårheim. 2010. “How Do Public Libraries Function as Meeting Places?” Library & Information Science Research 32 (1): 16–26. doi:10.1016/j.lisr.2009.07.008.
   Web of Science ®Google Scholar
• Alexander, R. 2008. Essays on Pedagogy: London: Routledge.
   Google Scholar
• Apple, M. W. 2000. “Between Neoliberalism and Neoconservatism. Education and Conservatism in a Global Context.” In Globalization and Education. Critical Perspectives, edited by N. Burbules and C. A. Torres, 57-77. New York and Abingdon: Routledge.
   Google Scholar
• Bakken, A., and J. I. Elstad. 2012. For store forventninger? Kunnskapsløftet og ulikhetene i grunnskolekarakterer [Too High Expectations? The Knowledge Promotion and Inequalities in Primary Grades]. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring. Accessed March 16, 2015. http://www.udir.no/Upload/Rapporter/2012/NOVA_slutt.pdf?epslanguage=no.
   Google Scholar
• Bamford, J., and R. R. Day, eds. 2004. Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.
   Google Scholar
• Barstad, J., R. Audunson, E. Hjortsæter, and B. Østlie. 2007. Skulebibliotek i norge: Kartlegging av skulebibliotek i grunnskule og vidaregåande opplæring [School Libraries in Norway: Survey of School Libraries in Primary and Secondary and Upper Secondary Education]. Volda: Høgskulen i Volda. Accessed March 16, 2015. http://www.udir.no/Upload/Rapporter/5/Skulebibliotekrapport_fullstendig.pdf?epslanguage=no
   Google Scholar
• Biesta, G. 2011. Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense publishers.10.1007/978-94-6091-512-3
   Google Scholar
• Carlsten, T. C., and J. Sjaastad. 2014. Evaluering av program for skolebibliotekutvikling 2009–2013 [Evaluation of the Program for School Library Development 2009–2013]. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning. Accessed March 16, 2015. http://www.nifu.no/files/2014/03/NIFUrapport2014-4.pdf
   Google Scholar
• Darwin, S. 2011. “Learning in Activity: Exploring the Methodological Potential of Action Research in Activity Theorising of Social Practice.” Educational Action Research 19 (2): 215–229. doi:10.1080/09650792.2011.569230.
   Google Scholar
• Drammen kommune. 2009. Handlingsplan for Drammensskolen 2009-2012 [Action Plan for Public Education in Drammen 2009–2013]. Drammen kommune rådmannen. Accessed March 16, 2015. https://www.drammen.kommune.no/Documents/Skole%20og%20opplaring/Grunnskole/Handlingsplan%20for%20Norges%20beste%20skole.pdf.
   Google Scholar
• Edwards, A., H. Daniels, T. Gallagher, J. Leadbetter, and P. Warmington. 2009. Improving Inter-Professional Collaborations: Multi-Agency Working for Children’s Wellbeing. London: Routledge.
   Google Scholar
• Elley, W. B. 2000. “The Potential of Book Floods for Raising Literacy Levels.” International Review of Education 46 (3/4): 233–255.10.1023/A:1004086618679
   Google Scholar
• Engeström, Y. 2005. Developmental Work Research: Expanding Activity Theory in Practice. Berlin: Lehmanns Media.
   Google Scholar
• Engeström, Y. 2011. “From Design Experiments to Formative Interventions.” Theory & Psychology 21 (5): 598–628. doi: 10.1177/0959354311419252.
   Web of Science ®Google Scholar
• Engeström, Y. 2015. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. 2nd ed. New York: Cambridge University Press.
   Google Scholar
• Engeström, Y., and A. Sannino. 2010. “Studies of Expansive Learning: Foundations, Findings and Future Challenges.” Educational Research Review 5 (1): 1–24. doi:10.1016/j.edurev.2009.12.002.
   Web of Science ®Google Scholar
• Engeström, Y., and A. Sannino. 2011. “Discursive Manifestations of Contradictions in Organizational Change Efforts: A Methodological Framework.” Journal of Organizational Change Management 24 (3): 368–387. doi:10.1108/09534811111132758.
   Web of Science ®Google Scholar
• Eri, T. 2013. “The Best Way to Conduct Intervention Research: Methodological Considerations.” Quality and Quantity 47 (5): 2459–2472. doi:10.1007/s11135-012-9664-9.
   Web of Science ®Google Scholar
• Giroux, H. 2011. On Critical Pedagogy. Edited by Shirley R. Steinberg and Ana Maria Araujo Freire, Critical Pedagogy Today. New York & London: Bloomsbury.
   Google Scholar
• Goodwin, C. 1994. “Professional Vision.” American Anthropologist 96 (3): 606–633.10.1525/aa.1994.96.issue-3
   Web of Science ®Google Scholar
• Ilyenkov, E. V. 1982. The Dialectics of the Abstract and the Concrete in Marx’s Capital. Moscow: Progress Publishers. Accessed March 16, 2015. https://www.marxists.org/archive/ilyenkov/works/abstract/.
   Google Scholar
• Ingvaldsen, S. 2012. “Joint Efforts to Improve Reading Education: Cooperative Projects between Public Libraries and Schools in the Norwegian School Library Program.” Paper presented at World Library and Information Congress, Helsinki. 2012.
   Google Scholar
• Janks, H. 2010. Literacy and Power. New York: Routledge.
   Google Scholar
• Kaptelinin, V., and B. A. Nardi. 2006. Acting with Technology: Activity Theory and Interaction Design. Cambridge, MA: MIT Press.
   Google Scholar
• Kärkkäinen, M. 1999. “Teams as Breakers of Traditional Work Practices: A Longitudinal Study of Planning and Implementing Curriculum Units in Elementary School Teacher Teams.” PhD diss., University of Helsinki.
   Google Scholar
• Krashen, S. D. 2011. Free Voluntary Reading. Santa Barbara, California: Libraries Unlimited.
   Google Scholar
• Linell, P. 2009. Rethinking Language, Mind, and World Dialogically: Interactional and Contextual Theories of Human Sense-Making. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Matusov, E. 2011. “Imagining No Child Left behind Freed from Neoliberal Hijackers.” Democracy and Education 19 (2): 1–8. Accessed March 16, 2015. http://democracyeducationjournal.org/home/vol19/iss2/2.
   Google Scholar
• Montiel-Overall, P. 2008. “Teacher and Librarian Collaboration: A Qualitative Study.” Library & Information Science Research 30 (2): 145–155.
   Web of Science ®Google Scholar
• Nerland, M. 2012. “Professions as Knowledge Cultures.” In Professional Learning in the Knowledge Society, edited by K. Jensen, L. C. Lahn and M. Nerland, 27–48. Rotterdam: Sense Publishers.10.1007/978-94-6091-994-7
   Google Scholar
• Pihl, J. 2011. “Literacy Education and Interprofessional Collaboration.” Professions and Professionalism 1 (1): 52–66.
   Google Scholar
• Pihl, J. 2012. “Can Library Use Enhance Intercultural Education?” Issues in Educational Research 22 (1): 79–90.
   Google Scholar
• Rafste, E. T. 2005. “A Place to Learn or a Place for Leisure: Pupils’ Use of the School Library in Norway.” School Libraries World Wide 11 (1): 1–16.
   Google Scholar
• Roe, A., and K. Taube. 2009. “Norwegian and Swedish Students’ Reading Engagement in 2000 and 2006 from a Gender Perspective.” In Northern Lights on Pisa 2006: Differences and Similarities in the Nordic Countries, edited by Tomas Matti, 133–155. Copenhagen: Nordic Council of Ministers.
   Google Scholar
• Street, B. 2000. “Literacy Events and Literacy Practices: Theory and Practice in the New Literacy Studies.” In Multilingual Literacies: Reading and Writing in Different Worlds, edited by M. Martin-Jones and K. Jones, 17–30. Amsterdam: John Benjamins Publishing Co..
   Google Scholar
• Tonne, I., and J. Pihl. 2012. “Literacy Education, Reading Engagement, and Library Use in Multilingual Classes.” Intercultural Education 23 (3): 183–194. doi:10.1080/14675986.2012.701424.
   Google Scholar
• UNESCO. 1994. UNESCO Public Library Manifesto. Accessed March 16, 2015. http://www.unesco.org/webworld/libraries/manifestos/libraman.html.
   Google Scholar
• Vasilyuk, F. 1991. The Psychology of Experiencing. New York: Harvester Wheatsheaf.
   Google Scholar
• Wells, G. 2011. “Integrating CHAT and Action Research.” Mind, Culture, and Activity 18 (2): 161–180. doi:10.1080/10749039.2010.493594.
   Web of Science ®Google Scholar
• Yamazumi, K. 2007. “Human Agency and Educational Research: A New Problem in Activity Theory.” Actio: An International Journal of Human Activity Theory 1: 19–39.
   Google Scholar