Publications (Selected)

Oberg, D. (in press). The case of teacher-librarianship by distance learning at the University of Alberta, Canada. In S. Huffman, S. Albritton, W. Rickman & B. Wilmes (Eds.), Cases on building quality distance education programs: Strategies and experiences. Hersey, PA: IGI Global.

Oberg, D. (2010). Changing school culture: The role of the 21st century teacher-librarian. In C. Koechlin (Ed.), Proceedings: Leading journeys: Papers of the Treasure Mountain Canada Research Retreat, Edmonton, AB, June 2-3 (pp. 35-43). Salt Lake City, UT: Hi Willow Publishing.

Oberg, D. (2009). Evaluation: Transformation as well as accountability. The Bookmark, 11(4), 13-14, 16-20.

Oberg, D. (2009). Libraries in schools: Essential contexts for studying organizational culture and change. Library Trends, 58(1), 9-25.

Oberg, D. (2008, July). Library education in Canada. SET Bulletin: IFLA Section on Education and Training, 9(2), 12-16.

Oberg, D. (2007). Transforming instructional practice: Two case studies of inquiry-based learning. In Inspiring Connections: Learning, Libraries & Literacy - Selected Papers from the Fifth International Forum on Research in School Librarianship and the 30th Annual Conference, 2007. Retrieved from

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-19.

Bainbridge, J., Oberg, D., & Carbonaro, M. (2005). "No text is innocent": Canadian children’s books in the classroom. Journal of Teaching and Learning, 3(2), 1-14.

Oberg, D, & Henri, J. (2005). The leadership role of the principal in an ILSC. In J. Henri & M. Asselin (Eds.), The information literate school community 2: Issues of leadership (pp. 79-91). Wagga Wagga, Australia: Centre for Information Studies, Charles Sturt University.

Clyde, L. A., & Oberg, D. (2004). LIS journals as a source of evidence for evidence-based practice: The case of School Libraries Worldwide. Conference Proceedings of the 70th IFLA General Council and Conference, Section of LIS Journals, Buenos Aires, Argentina. 16 pp.

Gibson, S., & Oberg, D. (2004). Visions and realities of Internet use: Canadian perspectives. British Journal of Educational Technology, 35(5), 569-585.

Oberg, D. (2004). Promoting information literacies: A focus on inquiry. Conference Proceedings of the 70th IFLA General Council and Conference, Section of School Libraries and Resource Centers, Buenos Aires, Argentina. 14 pp. Also available in translation (Spanish and French).

Oberg, D. (2003). Breaking down barriers: Teacher-librarians as partners in Internet use in Canadian schools. In S. Zinn, G. Hart, & E. Howe (Eds.), IASL reports, 2003 - School libraries: Breaking down barriers (pp. 122-132). Seattle, WA: International Association of School Librarianship.

Henri, J., Hay, L., & Oberg, D. (2002). The school library-principal relationship: Guidelines for research and practice (IFLA Professional Report, No. 78). The Hague: IFLA.

Henri, J., Hay, L., & Oberg, D. (2002). An international study on principal influence and information services in schools: Synergy in themes and methods. School Libraries Worldwide, 8(1), 49-70.

Oberg, D. (2002). The affective dimension of information literacy. In S. Capra & J. Ryan (Eds.), Problems are the solution: Keys to lifelong learning (pp. 37-56). Brisbane, Australia: Capra Ryan & Associates.

Oberg, D., & Henri, J. (2002). Information transfer and transformation in teacher-librarianship: Synergy across the Pacific. International Information and Library Review, 34(1), 35-56.

Donham, J., Kuhlthau, C. C., Oberg, D., & Bishop, K. (2001). Inquiry-based learning: Lessons from Library Power. Worthington, OH: Linworth Press.

Gibson, S., Oberg, D., Pelz, R., & Zook, D. (2001). Mentorship of graduate students through involvement in faculty research. In C. Mitchell (Ed.), Collaboration uncovered: The forgotten, the assumed, and the unexamined. Westport, CT: Greenwood.

Oberg, D., Hay, D., & Henri, J. (2000). The role of the principal in an information literate school community: Findings from an international research project. School Library Media Research, Volume 3.

Oberg, D., Hay, D., & Henri J. (2000). The role of the principal in an information literate school community: Design and administration of an international research project. School Library Media Research, Volume 3.

Oberg, D. (1999). A Library Power case study of Lakeside Elementary School, Chattanooga, Tennessee. School Libraries Worldwide, 5(2), 63-79.

Oberg, D., & Henri J. (1999). Changing concerns in distance education for teacher-librarianship. Education for Information, 17, 21-33.

Oberg, D. (1999). The school library and the culture of the school. In K. Haycock (Ed.), Foundations of effective school library media programs (pp. 41-47). Englewood, CO: Libraries Unlimited.

Oberg, D. (1999). Connecting to the community. In Barbara Stripling (Ed.), Student learning in an Information Age: Principles and practice. (pp.299-323). Englewood, CO: Libraries Unlimited.

Oberg, D. (1999). Teaching the research process -- For discovery and personal growth. Section of School Libraries and Resource Centres, Conference Proceedings of the 65th IFLA Conference and General Council, held in Bangkok, Thailand, Booklet 3, pp. 52-60.

Oberg, D. (1998). Adoption of a district-level school library policy: A case study in change. School Libraries Worldwide, 4(1), 15-32.

Oberg, D. (1997). Learning to be a teacher-librarian. In K. Haycock & B. Woolls (Eds.), School Librarianship: International issues and perspectives (pp.81-88). Seattle, WA:L International Association of School Librarianship.

Oberg, D. (1995). Principal support: What does it mean to teacher-librarians? Sustaining the vision: A selection of conference papers, 24th International Association of School Librarianship Conference (pp. 17-25). Worcester College of Higher Education, Worcester, UK.

Oberg, D. (1995). High stakes: Technology and collaborative teaching. Information Technology Education Connection (ITEC) virtual conference on schooling and the information highway; Paper presented in Strand, K.: Cooperative planning and teaching model for the 21st century? Coordinated by the Centre for Teacher Librarianship, Charles Sturt University, Wagga Wagga, NSW, Australia. June 3-15.

Oberg, D. & Easton, E. (1995). Focus group interviews: A tool for program evaluation in school library education. Education for Information, 13(2), 117-129.

Oberg. D. (1994). Rethinking program evaluation: Lessons from a case study. The Canadian School Executive, 14(5), 21-24.

Oberg, D. (1993). Another literacy for the 21st century: Media and information literacy. ira Connections, 8(1), 9-11.

Oberg, D. (1991). When the going gets tough, the tough get going! Emergency Librarian, 20(5), 78.

Oberg, D. (1990). Cooperative program planning -- At what cost? School Libraries in Canada, 11(1), 7-10.