LIBRARY INSERVICE FOR K-12 TEACHERS IN WASHINGTON STATE: A DESCRIPTION AND ANALYSIS WITH A MODEL WORKSHOP FOR TRAINING SCHOOL LIBRARIANS (K-TWELVE)

After a comprehensive review of the literature, this study was designed to investigate the content, extent, and format of library inservice offered to Washington public school teachers. The study also examined librarians' perceptions of teachers' needs for library inservice and factors that act as either supports for or obstacles to library inservice. Data were collected from a random sample of 350 K-12 school librarians by a survey. The survey also collected data on selected variables describing characteristics of the district, school, and background and experience of the respondent which might impact the provision of library inservice.;Significant variables distinguishing respondents who offered inservice from those who did not included the following: the full- or part-time status of the librarian, the number of years in their current library assignment, the principal's expectation for inservice, the inclusion of provision of library inservice as an evalution criterion, and whether the respondents had had training in providing inservice. Respondents differed in their perceptions of teachers' willingness to attend inservice, the role of librarians in the provision of inservice, and the level of administrative support. Time was perceived as a major obstacle. Positive teacher attitudes and administrative help and interest were perceived as major supports. The greatest teacher inservice need seen by those who offered inservice was instruction in how to integrate the library and classroom. Informing teachers of available materials was perceived as an inservice need by librarians who did not offer inservice. One conclusion, based on other variables measured, was that time may be a perceived rather than an actual obstacle. Librarians' attitudes may be a more significant obstacle.;A workshop was designed and conducted to teach librarians how to plan inservice using principles of adult learning. The model is fully described.;The findings, based on a 92.9 percent return, indicated inservice was limited in extent and scope. An average of 2.514 hours inservice was provided by each of the 306 respondents during 1982-83, with English/language arts and social studies teachers the main recipients. Equipment operation and general library orientation were the most frequent inservice content.