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