Collaboration is a very important part of the school librarian’s role. It can be found in numerous articles
Appear out of nowhere
Seem to pop up all of the time
Stop you dead in your tracks
So what are all of these things? Why do they stop us from doing what we know needs to done? Here are some of the ones I have run into that I want to talk about today
You will have to start at the cooperation stage with these teachers and hope they will move on to collaboration after they work with you in small ways
Government teacher retires and Government Letter research goes with him How to approach the new teacher who is not interested in doing this – Only required class seniors take Look for a small thing to help with – next slide
Calendar – Explain Online calendars I check this online to see who is coming in and then go see them to see if they need any help Coffee Pot in the LMC office Not all staff use this but for the 5 to 6 who do – chance to touch base with them – what are you teaching right now, how can I help you. They also get to know you better and will ask for help more readily Delivery service or troubleshooting When you go to their rooms to deliver equipment or work on computers – ask about what they are doing – think of ways you could help teach material Eat Lunch with other teachers What are they teaching right now? Maybe meet and talk later about planning something together
Where do you have computers> When are they in use – business lab empty 2 periods a day Group work Two classes using the lab at the same time Rearrange your Media Center and beg for every computer you can get
1. English 9 - Many Obstacles this year New Standards and Benchmarks – trying them out as they write them Two English 9 teachers are doing the Disability unit Incorporated Inspiration into this research – students loved this Also teach concepts of keyword and subject searching Citing Book, Subscription service magazine or newspaper and Internet site using NoodleBib Other teacher is using “Teacher Selected” resources so no opportunity to teach keyword and Subject searching – not sure how to deal with this yet Students will only cite one subscription resource and one web site – will come down later and cite books they have read in SSR time All three teachers will need something different next year based on the Standards and Benchmarks – not part of creating them but have taken Information Literacy into account 2. Spanish Videos Started with Spanish IV students creating commercials Expanded to Spanish II making videos of a chapter in their text book Spanish III created “Personal” videos that could be used by an Internet dating service – students could create a new persona if they wished Show example if time allows How is this Information Literacy?? Still using Big 6 process, teach about Copyright laws before and during creation. Teacher is the Spanish expert and I provide the technology Power Point for Speech – First success I had 10 years ago Natural fit for me – presentations today are done with Power Point so the students should learn this during a speech class Harder to do now since many of the students already know how to use Power Point but still a rewarding unit. English 10 and US History We all complain about English 10 Research unit – teaching skills in isolation Trying to combine unit with Research needs of US History – both are required Sophomore classes So far so good – trial run last week – English 10 taught note taking skills, paraphrasing, and summarizing skills US History created the project – One teacher is having students research 1920 – 1930s – created a research question with subtopics Other teacher is having students create a Time magazine covering a 5 year time period from 1890 to 1930 Many parts to this group assignment but each student must create an article complete with pictures New databases this year – SIRS Decades, American History and US at War (ABC – CLIO) Teachers provide the History expertise My role – Primary and Secondary resources, Citing resources, Evaluation of Resources Forgotten Teacher – Inclusion class and did not have the Identified Needs teacher in on the planning – has created some interesting problems in assignments being modified without input from History teachers I
Health was a new class last year made up only of freshman My CDP was with this teacher who has taught PE for many years and is now in a class room situation Have planned many things together so far – sometimes I am in classroom with her sometimes just help plan activities. Reading Health related issues in books – this includes fiction and nonfiction Have used Reading comprehension strategies and Vocabulary strategies learned in Literacy Training Planning a unit on Addictions where students will do individual research similar to English 9 unit – will begin with group reading to teach about QAR and then have students write questions to guide research that will be of the four types.
By teacher and LMS either separately or together - could be online
Impact Collaboration between librarian and teacher A documentation strategy
Classroom Teachers & Teacher Librarians Work Together By Sue Kientz, Teacher Librarian Fairfield High School and Kristin Steingreaber, Media Specialist, AEA 15
Teacher -librarians recognize the critical importance of their participation in curriculum development; however, their actual involvement in collaboration with classroom teachers does not match the theoretical role and the role they were trained to perform.
Collaborative planning is impacted by the individuals involved, school climate, time for planning , the organization of the school, the facility and collection and training; of these, the characteristics and actions of the people involved is most important.
Collaboration with colleagues and varied student use (individual, small group) is more evident in schools with flexibly scheduled library resource centers. Regardless of whether the schedule is flexible or fixed, classroom teachers tend to accompany their classes -- the schedule is thus more a reflection of the school's philosophy and goals.
While elementary teacher -librarians participate more on school curriculum committees than their secondary school colleagues, secondary teacher -librarians plan library-based units with teachers more often and more formally.
Cate, Gwendolyn Landrum. (1998). A teacher's perception's of the library media specialist as instructional consultant. Ed.D. dissertation. Texas Tech University.
Farwell, Sybil M. (1998). Profile of planning : A study of a three year project on the implementation of a collaborative library media programs . Ed.D. dissertation. Florida International University.
Jones, Annease Chaney. (1997). An analysis of the theoretical and actual curriculum development involvement of Georgia school library media specialists. Ph.D. dissertation. Georgia State University.
Wilson, Locordkenic Retroze Douglas. (1997). An investigation of the differences between a flexibly scheduled media center and a traditionally scheduled elementary school media center and the effects on administration, faculty, and students. Ph.D. dissertation. Walden University.
Adapted from Friend, Marilyn, and Lynne Cook. 1996. Interactions: Collaboration skills for school professionals , 2d ed. White Plains, NY: Longman.
One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and/or provides assistance as needed.
After determining curriculum content for multiple learning stations, each educator takes responsibility for facilitating one or more learning centers. In some centers, students may work independently of adult support.
After collaborative planning, each educator works with half the class to teach the same or similar content. Groups may switch and/or reconvene as a whole class to share, debrief, and/or reflect.
One educator pre-teaches or re-teaches concepts to a small group while the other educator teaches a different lesson to the larger group. (Pre-teaching vocabulary or other lesson components can be especially valuable for English language learners or special needs students.)
Educators teach together by assuming different roles during instruction, such as reader or recorder or questioner and responder, modeling partner work, role playing or debating, and more.
“By aligning my lesson with content standards, “ says Debra Kay Logan, Mount Gilead, Ohio, “I send a clear message to teachers and administrators as to my instructional role in my school.” Because of my approach to lesson plans, my administrators know that I am a teacher who is teaching to impact student achievement.” LMC April, May 2004
Post-Unit Review Unit title: Timeframe for unit: Teacher: # of students What worked well? Suggestions for improvement: Time spent on teaching information literacy / technology Information & technology skills / standards learned: From both the LMS’s and the teacher’s point of view was the unit enhanced by collaboration? Yes No Why? Was the unit successful enough to warrant doing it again? Yes No Why? How well was the unit supported by: (5=excellent, 4=above average, 3=average, 2=below average, 1=poor ) The collection The web resources Diversity of formats 5 4 3 2 1 5 4 3 2 1 Recency 5 4 3 2 1 5 4 3 2 1 Number of items 5 4 3 2 1 5 4 3 2 1 Reading level 5 4 3 2 1 5 4 3 2 1 Technology 5 4 3 2 1 5 4 3 2 1 What materials / technology will we need if we are planning the unit again? Attach a list of resources used and/or found useful. Adapted from Loertscher and Achterman (2003). Increasing Academic Achievement through the Library Media Center, p. 17. Collaboration
Calendars: Documenting Collaboration and Integration