MM’s Script:The instructional partnership continuum ends with data-driven collaboration. It takes collaboration a step further to where the teacher and school librarian evaluate test data to determine what the students don’t know. Once the deficits have been targeted, the students practice these skills as they’re learning the subject area content. The teacher and librarian look carefully at the constructed response questions, focus on two or three subskills, and track student progress carefully. Data-driven collaboration is necessary in this age of testing. Data-driven collaboration’s purpose it to improve student learning and achievement. Ultimately, this type of collaboration shows administration that the school is on target.
MM’s Script:There are numerous benefits of collaboration for teachers, librarians, students, and administration, but we decided to focus on only two benefits for each audience. The benefits of collaboration for teachers are that the curriculum is reinforced during media lessons, and that they have a partner to share the task of addressing student deficits. For the librarians, we have the chance to assess school learning goals and influence student achievement. We also have the opportunity to lighten teacher load in an age of increased expectations.
Why you need to know your school librarian
Jenny Corrado Michelle Melencio Nan RopelewskiWhy you need to know yourschool librarianNovember 6, 2012
Not your 20th century school librarian“Shush." Flickr. Yahoo, 24 Sept. 2006. Web. 15 Oct. 2012. <http://www.flickr.com/photos/circulating/251649357/>.
The 21st Century school librarianBraun, Linda W. "Next Years Model." School Library Journal. N.p., 1 Apr. 2012. Web. 15 Oct. 2012.<http://www.schoollibraryjournal.com/slj/articlesinterviews/893927-338/next_years_model_sarah_ludwig.html.csp>.
AASL Standards for the 21st- Century Learner Standards for the 21st- Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for school librarians to use to shape the learning of students in the school.“Standards for the 21st Century Learner” Web 22 October 2012<http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf>
AASL Standards for the 21st- Century Learner Learners use skills, resources, & tools to: Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue personal and aesthetic growth. “Standards for the 21st Century Learner” Web 22 October 2012 <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standard s_2007.pdf>
The school libraryThe mission of the school library program is to ensure staff and students are effective users of information and ideas.The School Library Media Specialist empowers students to be critical thinkers, enthusiastic readers, skillful researchers and ethical users of information. AASL. (2009). Empowering learners: Guidelines for school library media programs. Chicago, IL: American Library Association.
Roles of school librarianProgram AdministratorInformation SpecialistTeacherInstructional PartnerPhoto by Jenny Corrado
Roles of school librarian Resources throughout the entire school Print - books, texts, magazines Non print - CDs, electronic databases, e-books, internet resources Examples of Services Investigating electronic tools to enhance student learning Professional developmentof teachers – training them on use of tools Providing resources (print and electronic) for research Creating pathfinders for student projects
Instructional partnersTeacher and school librarian jointly identify: Student information needs Curricular content Resources to be used Learning outcomesSchool librarian works with: The entire school community Teachers in designing authentic learning tasks and assessments Teachers in ensuring that content and AASL standards are metAssociation for Educational Communications and Technology, and American Association of School Librarians. InformationPower: Building Partnerships for Learning. Chicago: American Library Association, 1998. Print.
STEPS TOWARDS COLLABORATION Teacher and school librarian work independently but come together for mutual Cooperation benefit. Their relationship is informal and instantaneous. Example: 3rd grade science teacher asks for books where students can identify and compile a list of materials that can be recycled. (Standard 3.0 – Life Science, Topic E – Flow of Matter and Energy, Objective A)Teacher and school librarian have a more formal working Coordinationrelationship and an understanding of shared missions.More joint planning and communication occurs.Example: 4th grade science teacher is teaching a unit on genetic traits that areinherited. She asks the school librarian to teach database search skills wherestudents can locate articles on this topic. (Standard 3.0 – Life Science, Topic C –Genetics)
Teacher and school librarian create a unit of study based on content and information literacy standards. The unit is team-designed, team-taught, and team evaluated.Example: 3rd grade science teacher asks forbooks where students can identify andcompile a list of materials that can berecycled. Librarian suggests a collaborationlesson on reducing winter waste. (Standard3.0 – Life Science, Topic E – Flow of Matterand Energy, Objective A)"Susan Lester and Buffy Hamilton." Flickr. Yahoo, 26 Feb. 2010. Web. 15 Oct. 2012. <http://www.flickr.com/photos/10557450@N04/4391134586/>.
Data-driven collaboration The teacher and school librarian take collaboration a step further. They plan comprehensively based on the results of evidence of student knowledge, skills, and learning.Example: 5th grade students have a deficitin identifying main ideas and using graphicorganizers. The 5th grade team and schoollibrarian develop a sky watching andconstellation unit focused on addressingthese deficits.
Collaboration challenges/solutions Finding a time to plan Participate on school-based teams that plan schedules Ask your principal for collaboration planning time Administrative support Keep administrator in the loop with reports (collaboration successes, lessons taught) Invite your principal to collaborative planning meetings School culture Participate in school leadership teams Enlist the trust of colleagues Federal mandates/testing Brainstorm lists of collaborative projects that address specific deficits in your school Data-driven collaborationBuzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., 2008. Print.
Benefits of collaboration Teachers Curriculum is reinforced during media lessons Partner to share the task of addressing student deficits Librarians Chance to directly assess school learning goals and influence student achievement Opportunity to lighten teacher load in an age of increased expectationsBuzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., 2008. Print.
Benefits of collaborationAdministration Assurance that collaborative partners are working in service of ensuring an effective school Resulting increases in measurable student skillsStudents Content units taught with seamless integration of information, textual, visual, digital, and technological literacy skills. Reinforcement for skills that have proven difficult on standardized testsBuzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., 2008. Print.
Building bridges"Perrine Bridge." Flickr. Yahoo, 11 July 2007. Web. 22 Oct. 2012. <http://www.flickr.com/photos/jstorm/933704861/>.