This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.


This article is published in Language and Literacy (https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29605) under a Creative Commons Attributions License (http://creativecommons.org/licenses/by/3.0/).


Language and Literacy Researchers of Canada

Date of publication

Fall 2022



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