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  • 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.
  • Print Spreadsheet
  • By teacher and LMS either separately or together - could be online
  • Impact Collaboration between librarian and teacher A documentation strategy
  • PowerPoint

    1. 1. Classroom Teachers & Teacher Librarians Work Together By Sue Kientz, Teacher Librarian Fairfield High School and Kristin Steingreaber, Media Specialist, AEA 15
    2. 2. Video Conferencing - Polycom <ul><li>ICN </li></ul><ul><li>Aging </li></ul><ul><li>Cost (55 – 7.50) </li></ul><ul><li>Tradition – teacher up front lecturing </li></ul><ul><li>Polycom </li></ul><ul><li>With broadband – access over IP – Directory ( IPTV ICN ) </li></ul><ul><li>Under 100 for eyeball camera to several thousand for equipment </li></ul><ul><li>Communication and Just in Time! </li></ul>
    3. 3. What is Collaboration? <ul><li>Teachers and Teacher Librarians plan, teach and jointly assess specific curriculum units </li></ul><ul><li>Teachers and Teacher Librarians work together to design experiences that shape student learning. </li></ul><ul><li>“ Part of my job is to help you do your job better”. </li></ul><ul><li>From The Information Powered School , Public Education Association and AASL. 2001. </li></ul>
    4. 4. What are the goals? <ul><li>Improved student learning </li></ul><ul><li>Students produce work that meets standards of high quality – Quadrant D </li></ul><ul><li>Support students as a participatory culture </li></ul>
    5. 5. Top 10 Reasons to Collaborate <ul><li>Increases Student Achievement </li></ul><ul><li>Model </li></ul><ul><li>Reinforce Role </li></ul><ul><li>Work in Non-clerical </li></ul><ul><li>Work with Student Teachers </li></ul><ul><li>Ethical use of information </li></ul><ul><li>Practice skills </li></ul><ul><li>Showcase your skills </li></ul><ul><li>Make use of online resources </li></ul><ul><li>Expand your collection </li></ul><ul><li>Peter Milbury, ALA May/June 2005 </li></ul><ul><li>http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/335milbury.htm </li></ul>
    6. 6. Peter Milbury’s newest list: <ul><li>Helps assure library program is curriculum related </li></ul><ul><li>Fulfills our role as teacher </li></ul><ul><li>Helps us better know the needs of teachers </li></ul><ul><li>Helps our teachers get to know us and their library better </li></ul><ul><li>Provides for better use of student/class time in the library </li></ul><ul><li>Assures that materials needed for the assignment are available </li></ul>
    7. 7. <ul><li>http://nema.k12.ne.us/CheckIt/coplan.html </li></ul>
    8. 8. Research Finds: <ul><li>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. </li></ul>
    9. 9. <ul><li>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. </li></ul>
    10. 10. <ul><li>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. </li></ul>
    11. 11. <ul><li>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. </li></ul>
    12. 12. <ul><li>Collaboration between teacher and teacher - librarian not only has a positive impact on student achievement but also leads to growth of relationships, growth of the environment and growth of persons. </li></ul>
    13. 13. Sources <ul><li>Cate, Gwendolyn Landrum. (1998). A teacher's perception's of the library media specialist as instructional consultant. Ed.D. dissertation. Texas Tech University. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
    14. 14. To do those things <ul><li>We have to have a clear understanding of our skills and strategies as well as those we are working with </li></ul><ul><li>Link to Special Education Collaboration </li></ul>
    15. 15. Coteaching Approaches <ul><li>One Teaching, One Supporting </li></ul><ul><li>Station or Center Teaching </li></ul><ul><li>Parallel Teaching </li></ul><ul><li>Alternative Teaching </li></ul><ul><li>Team Teaching </li></ul><ul><li>Adapted from Friend, Marilyn, and Lynne Cook. 1996. Interactions: Collaboration skills for school professionals , 2d ed. White Plains, NY: Longman. </li></ul><ul><li>One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and/or provides assistance as needed. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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.) </li></ul><ul><li>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. </li></ul>
    16. 16. <ul><li>Please take time to write down some of the skills and strategies that you bring to the collaborative experience. </li></ul>
    17. 17. <ul><li>“It’s Not Just Whodunnit, but How: The CSI Effect , Science Learning and the School Library”, Mardis, Marcia. Knowledge Quest, Sept/Oct. 2006, p. 12-17 </li></ul>
    18. 18. <ul><li>Coach science learners in developing rich questions </li></ul><ul><li>Role to play in career counseling </li></ul><ul><li>Show teacher connections between classroom curricular and media center </li></ul><ul><li>Investigate actual statistics in library reference </li></ul><ul><li>Current, quality information from the library – digital resources </li></ul><ul><li>Insure ethical and legal use of media materials </li></ul><ul><li>Purchasing materials </li></ul><ul><li>School library space! Can explore and host simulations and experiments. </li></ul>
    19. 19. You bring this, too! <ul><li>http://www.eskeletons.org/main.cfm </li></ul><ul><li>http://thefunworks.edc.org/index.php </li></ul><ul><li>http://www.teachersdomain.org/ </li></ul><ul><li>http://www.biosciednet.org/portal/ </li></ul><ul><li>http://www.iowaaeaonline.org </li></ul>
    20. 20. Participatory Culture! <ul><li>Create, Publish, Invent, Write, Perform </li></ul><ul><li>Podcasting, Wikis….. </li></ul>
    21. 21. Standards-Based Education <ul><li>“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 </li></ul>
    22. 22. Collaborative Planning Requires <ul><li>A knowledgeable and flexible teacher - librarian </li></ul><ul><li>Good interpersonal skills </li></ul><ul><li>A commitment to integrated information literacy instruction </li></ul><ul><li>Active support of the principal. </li></ul>
    23. 23. <ul><li>Each person brings his or her own strengths to the discussion. </li></ul><ul><li>Keep in mind that teachers plan differently. </li></ul><ul><li>Projects need to be continually evaluated. </li></ul>
    24. 24. Starting each semester <ul><li>Meet to discuss long-range curriculum plans. </li></ul><ul><li>Defining questions: </li></ul><ul><li>What do we want the students to learn? </li></ul><ul><li>How will they learn this best? </li></ul><ul><li>How will we and the students know if they have really learned this? </li></ul>
    25. 25. Collaboration Why is it so hard to do?
    26. 26. Obstacles??
    27. 27. Road Blocks?
    28. 28. Brick Walls?
    29. 29. Why? <ul><li>Reluctant Teachers </li></ul><ul><li>Time </li></ul><ul><li>Lack of technology </li></ul><ul><li>Mandated programs </li></ul>
    30. 30. Reluctant Teachers <ul><li>Fear of being observed </li></ul><ul><li>Want to prove they don’t need anyone to help </li></ul>
    31. 31. Reluctant Teacher <ul><li>Don’t expect results overnight </li></ul><ul><li>Need to find time to just talk </li></ul><ul><ul><li>What are they teaching </li></ul></ul><ul><ul><li>How can you help them </li></ul></ul><ul><li>Begin small </li></ul><ul><ul><li>Provide resources </li></ul></ul><ul><ul><li>Give Booktalks </li></ul></ul><ul><ul><li>Grade bibliographies </li></ul></ul><ul><ul><li>Web links </li></ul></ul>
    32. 32. The Greatest Teacher ever retires!!! <ul><li>And the new teacher does not want to do the great lesson you have </li></ul><ul><ul><li>Government classes </li></ul></ul><ul><ul><li>Letter to a government official </li></ul></ul>
    33. 33. Current Event <ul><li>EbscoHost Newspaper Source </li></ul><ul><li>Created a web page of links </li></ul>
    34. 34. Reluctant Teacher <ul><li>Move from Cooperation to Collaboration </li></ul>
    35. 36. Time!!!! <ul><li>Teachers don’t have enough to plan with you </li></ul><ul><li>You don’t have enough to meet with them </li></ul>
    36. 37. Be Creative <ul><li>Use calendar </li></ul><ul><li>Coffee Pot </li></ul><ul><li>Delivery service </li></ul><ul><li>Lunch </li></ul>
    37. 38. Lack of Technology! <ul><li>Evaluate </li></ul><ul><li>Think outside the box </li></ul><ul><ul><li>Rearrange the LMC </li></ul></ul><ul><ul><li>Use Department computer labs when not in use </li></ul></ul>
    38. 39. Collaborations I love <ul><li>English 9 </li></ul><ul><ul><li>Love / Hate relationship </li></ul></ul><ul><ul><li>“Miracle Worker” and research about disabilities </li></ul></ul><ul><li>Spanish II, III & IV Movies </li></ul><ul><li>Power Point for Speech </li></ul><ul><li>English 10 and US History </li></ul><ul><ul><li>New this year </li></ul></ul><ul><ul><li>In trial stages </li></ul></ul>
    39. 40. Opportunity is knocking
    40. 41. Literacy Strategies <ul><li>QAR (Question Answer Relationships) </li></ul><ul><ul><li>Research questions students develop </li></ul></ul><ul><ul><li>One of each type </li></ul></ul><ul><ul><li>English 10 & US History </li></ul></ul><ul><li>Silent Sustained Reading Time </li></ul><ul><ul><li>Spanish III </li></ul></ul><ul><ul><li>Advisor/ Advisee Program </li></ul></ul><ul><li>Concept Mapping </li></ul><ul><ul><li>Inspiration software </li></ul></ul><ul><ul><li>Note taking </li></ul></ul>
    41. 43. Iowa Teacher Quality Act <ul><li>Career Development Plan </li></ul><ul><ul><li>2006 9 th Health – new class </li></ul></ul><ul><ul><ul><li>Reading 4 books a semester on Health related topic </li></ul></ul></ul><ul><ul><ul><li>Reading Comprehension Strategies </li></ul></ul></ul><ul><ul><ul><li>Vocabulary Strategies </li></ul></ul></ul><ul><ul><li>2007 Work with as many teachers as possible with Literacy strategies </li></ul></ul><ul><ul><ul><li>Literature Circles </li></ul></ul></ul><ul><ul><ul><li>Book Club </li></ul></ul></ul>
    42. 44. NCLB <ul><li>Process Based learning raises test scores </li></ul><ul><li>Higher order thinking skills </li></ul><ul><ul><li>QAR – Author and Me questions to answer </li></ul></ul>
    43. 45. Rigor and Relevance
    44. 46. Reviewing <ul><li>Collaboration with teachers </li></ul><ul><ul><li>Time and frequency of collaboration </li></ul></ul><ul><ul><li>Number and range of teachers collaborating </li></ul></ul><ul><ul><li>Level of collaborative activity and LMS support </li></ul></ul><ul><ul><ul><li>Gather resources for unit </li></ul></ul></ul><ul><ul><ul><li>Provide lesson ideas </li></ul></ul></ul><ul><ul><ul><li>Integrate info. tech literacy skills in curriculum </li></ul></ul></ul><ul><ul><ul><li>Teach information or technology skills </li></ul></ul></ul>
    45. 47. How this effects your work! <ul><li>Schedules - flexible </li></ul><ul><li>Collaborative planning records </li></ul><ul><li>Prepared bibliographies </li></ul><ul><li>Unit plans / lesson plans </li></ul><ul><li>Curriculum maps </li></ul>
    46. 48. Assessments <ul><li>Post-unit reflections </li></ul><ul><li>Interviews, focus groups, surveys, </li></ul><ul><li>Assessment - student </li></ul><ul><ul><li>content knowledge </li></ul></ul><ul><ul><li>Information skills </li></ul></ul><ul><ul><li>motivation </li></ul></ul>
    47. 49. Collaboration Opportunities <ul><li>Quality of learning experience </li></ul><ul><ul><li>Types of assignments - Higher level thinking </li></ul></ul><ul><ul><li>Teachers use information problem solving model </li></ul></ul><ul><ul><li>Impact on content learning and information skills </li></ul></ul><ul><ul><li>Integration of info and tech literacy skills </li></ul></ul><ul><ul><li>Greater use of resources </li></ul></ul><ul><ul><li>Level of student engagement </li></ul></ul>
    48. 50. Collaboration Allows you to Evaluate the Collection <ul><li>Range, appropriateness, level, and amount of resources for curricular needs and student interests </li></ul><ul><li>Organization, accessibility and use of resources, space, and technology by staff and students </li></ul><ul><ul><li>In LMC, classroom, over network, from home </li></ul></ul><ul><ul><li>During and outside school hours </li></ul></ul><ul><ul><li>Circulation of resources </li></ul></ul><ul><ul><li>Use of online resources </li></ul></ul><ul><li>Staff expertise and availability </li></ul><ul><li>Collection mapping tied to curriculum </li></ul><ul><li>Post-unit assessment of resources </li></ul><ul><li>Post-unit student assessment </li></ul><ul><li>Library and lab sign-ups </li></ul><ul><li>Circulation statistics </li></ul><ul><li>Logs of online resource use </li></ul><ul><li>Interviews or focus groups </li></ul><ul><li>Satisfaction surveys </li></ul>
    49. 51. <ul><li>Please take time to consider – how does this look in your school? </li></ul>
    50. 52. Gathering Data
    51. 53. 1. Tips for Gathering Data <ul><li>Keep it SIMPLE </li></ul><ul><ul><li>Minimum amount of information to show impact </li></ul></ul><ul><ul><li>Merge in daily routines </li></ul></ul><ul><ul><li>Identify where to best spend time to be effective </li></ul></ul><ul><li>Be systematic </li></ul><ul><li>Use different types of evidence </li></ul><ul><li>Use both objective and subjective data </li></ul><ul><li>Consider samples of data </li></ul><ul><li>Collect data at opportune events </li></ul><ul><li>Plan for analysis right from the start </li></ul>
    52. 54. 2. Samples
    53. 55. Planning Sheets Stacy Fisher. and Jane Johns. Milton Middle School Collaboration
    54. 56. Recent Examples <ul><li>Kansas – science/tech </li></ul>
    55. 57. Log sheets Stacy Fisher and Jane Johns. Milton Middle School Collaboration
    56. 58. Collaboration
    57. 59. 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
    58. 60. Calendars: Documenting Collaboration and Integration
    59. 62. <ul><li>Take time to look at planning sheets that are in the packet! </li></ul>
    60. 63. Rubrics
    61. 64. Presenting Results <ul><li>Audience, Audience, Audience! </li></ul><ul><ul><li>Principal </li></ul></ul><ul><ul><li>District administration </li></ul></ul><ul><ul><li>Board </li></ul></ul><ul><ul><li>Parents / community </li></ul></ul><ul><li>Frequency of presentation </li></ul><ul><ul><li>Annual report </li></ul></ul><ul><ul><li>Quarterly report </li></ul></ul><ul><ul><li>Special events (elevator interactions, faculty meetings) </li></ul></ul><ul><li>Format of presentation </li></ul><ul><ul><li>Oral presentation (with or without media) </li></ul></ul><ul><ul><li>Formal report </li></ul></ul><ul><ul><li>Brochure </li></ul></ul><ul><ul><li>Mass media (letter to the editor, mailing, webpage) </li></ul></ul><ul><ul><li>Memo </li></ul></ul>
    62. 65. When presenting, check… <ul><li>Highlights factors important to the audience? </li></ul><ul><li>Well organized, written and illustrated </li></ul><ul><li>Language appropriate to audience and avoids jargon? </li></ul><ul><li>Ties clearly to mission and goals of school and library program? </li></ul><ul><li>Emphasizes outputs, especially student learning? </li></ul><ul><li>Graphic depictions show relationships? </li></ul><ul><li>Plans for future and builds on previous years’ reports and activities? </li></ul><ul><li>Executive summary is clear, covers key points </li></ul>Fitzpatrick (1998). Program Evaluation: Library Media Services
    63. 66. Tracking Collaborative Units
    64. 67. Tracking Collaborative Units <ul><li>Impact! </li></ul><ul><ul><li>Collaboration profile </li></ul></ul><ul><ul><ul><li>Activities </li></ul></ul></ul><ul><ul><ul><li>Hours spent </li></ul></ul></ul><ul><ul><ul><li>Learning venues </li></ul></ul></ul><ul><ul><ul><li>Difficulty level of units </li></ul></ul></ul><ul><ul><li>Content area profile </li></ul></ul><ul><ul><li>Resource profile </li></ul></ul><ul><ul><li>Research skills profile (3-9 skills) </li></ul></ul><ul><ul><li>Collaboration timeline </li></ul></ul>Collaboration Input form 1 Input form 2 Input form 3 Input form 4 Skills Report Collaboration Stats Collaboration Goals Activities Coverage Hours and Places Timeline
    65. 68. Back
    66. 69. Research Skills Back
    67. 70. Collaboration Type and Resources Back
    68. 71. Collaboration Evaluation Back
    69. 72. Skills Reporting Back
    70. 73. Collaboration Statistics Back
    71. 74. Collaboration Goals Back
    72. 75. Collaboration Activities Back
    73. 76. Collaboration Coverage Back
    74. 77. Hours and Places Back
    75. 78. Timeline Back
    76. 79. Administrative Support <ul><li>Make sure they know what you are doing </li></ul><ul><ul><li>IMPACT software </li></ul></ul><ul><ul><li>Monthly report </li></ul></ul><ul><ul><li>Standards and Benchmarks tied to lessons </li></ul></ul>
    77. 80. Resources <ul><li>http://www.ala.org – Collaboration, Blueprint for Collaboration between AASL and ACRL, “From Cooperation to Collaboration”, “Top Ten Reasons to Take It Seriously”. </li></ul><ul><li>Bush, Gail. The School Buddy System: The Practice of Collaboration . Chicago: American Library Association, 2002. ISBN 0-8389-0839-X </li></ul>
    78. 81. <ul><li>Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships K-6 (7-12). Linworth, 2002. ISBN: 1-586830236 and 1-586830236 </li></ul><ul><li>Buzzeo, Toni and Jane Kurth. 35 Best Books for Teaching U.S. Regions. Scholastic, 2002. ISBN: 0-439207630 </li></ul>
    79. 82. <ul><li>Donham, Jean. Enhancing Teaching and Learning, 2 nd edition. New York: Neal Schuman, 2005. ISBN 1-55570-516-2 </li></ul><ul><li>Weisman, Shirley. Windows into Instructional Collaboration. San Jose, CA: Hi Willow, 2002. ISBN 0-931510-82-1 </li></ul>
    80. 83. Sue Kientz – Fairfield High School [email_address] http://fhslibrary.fairfieldsfuture.org/ Kristin Steingreaber – Southern Prairie AEA 15 [email_address] www.aea15.k12.ia.us/media/edcenter.php www.iasl-ia.org (resources) Thank You. Questions?