Collaboration

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Collaboration

  1. 1. <ul><li>Collaboration </li></ul><ul><li>VS. </li></ul>Working Together By Emily Farmer
  2. 2. What is Collaboration? <ul><li>Collaboration is based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). </li></ul><ul><li>Each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk, and control are shared; and the working relationship extends over a relatively long period of time (Callison, 1999). </li></ul>
  3. 3. Collaboration vs. Working Together <ul><li>According to DuFour (2003), cooperative tasks and activities can be characterized as “collaboration lite” and are distinguished from “true collaboration” by the absence of substantive conversation and work around student needs and instructional practices.  </li></ul>
  4. 4. What we each bring to the table... <ul><li>The teacher brings to the partnership knowledge of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught. </li></ul><ul><li>The media specialist adds a thorough understanding of information skills and methods to integrate them, helping the teacher to develop resource-based units that broaden the use of resources and promote information literacy </li></ul><ul><li>(Doiron & Davies, 1998).  </li></ul>
  5. 5. Advantages? <ul><li>Benefits include more effective use of both resources and teaching time, integration of educational technologies, and a reduced teacher/student ratio (Doiron & Davies, 1998). </li></ul><ul><li>Teachers with experience in collaborative planning and teaching view the role of the library media specialist more positively and welcome continued collaboration. Participants believe that the results of the collaboration are more powerful and significant than the results of their individual efforts (Friend & Cook, 1996).  </li></ul>
  6. 6. Disadvantages? Obstacles? <ul><li>A recognized barrier to successful collaboration is lack of time (Bishop & Larimer, 1999). </li></ul><ul><li>Attitudes toward and expectations of the role of the library media specialist (Wolcott, 1996). </li></ul><ul><li>Research shows that most students, teachers, and administrators don't perceive library media specialists and media centers as integral to their own success (Hartzell, 1997). </li></ul><ul><li>Library media specialists are often viewed as storytellers and providers of resources rather than co-teachers who share common goals (Bishop & Larimer, 1999). </li></ul><ul><li>Lack of Support from the administration. </li></ul><ul><li>Lack of support from the Administration.Lack of </li></ul>
  7. 7. Overcoming Time ! <ul><li>Library media specialists with flexible schedules are able to devote more time to planning and working with teachers (Callison, 1999). </li></ul><ul><li>While media specialists on a fixed schedule spend up to five minutes planning with a teacher, a media specialist on a flexible schedule spends more than 30 minutes (Haycock, 1998). </li></ul><ul><li>Media specialists with flexible schedules also develop four and one-half times as many integrated units of study than do those on fixed schedules, as well as teaching more information skills lessons integrated with classroom instruction (Tallman & van Deusen, 1994).  </li></ul>
  8. 8. Overcoming Attitudes ! <ul><li>Successful collaboration involves changing both the attitudes toward and expectations of the role of the library media specialist (Wolcott, 1996). </li></ul><ul><li>It is up to the library media specialist to take steps to change this by serving on curriculum committees, attending planning meetings, and sharing ideas for integrating the media center into the curriculum (Bishop & Larimer, 1999).  </li></ul>
  9. 9. Overcoming Administration ! <ul><li>Scheduling common planning time for teachers and media specialists also promotes collaboration. The greatest amount of collaboration occurs when the media specialist has a flexible schedule and team planning is encouraged by the principal (Tallman & van Deusen, 1994).  </li></ul><ul><li>Their critical role in promoting collaborative relationships goes beyond scheduling. Principal support includes working directly with teachers to develop their understanding of the role of the library. This is accomplished through staff inservices, featuring library activities in staff meetings, stating expectations of teachers regarding library use both during the hiring process and afterwards, and serving as a role model by effectively using the library and its information literacy program (Oberg, 1995). </li></ul><ul><li>Administrators who ask how teachers are using the resources of the media center and the expertise of the library media specialist create an atmosphere where collaboration is more likely to occur (Bishop & Larimer, 1999).  </li></ul>
  10. 10. Collaboration Continuum <ul><li>A simple handout </li></ul>Turf Trust TIME Sharing Resources Changing Services Sharing Information Cross Training Merging Structure Networking Coordinating Cooperating Collaborating Integrating
  11. 11. Flexible Scheduling
  12. 12. Keep your Principal informed...
  13. 13. The Collaboration <ul><li>This collaboration incorporated “Theme” from literature with the “Hero’s Journey” and synthesized it into a book trailer to show their understanding of both concepts. </li></ul><ul><li>You will need access to macbook’s imovie, flip cameras, an area to film (the library works), and literature as examples of the hero’s journey. </li></ul>
  14. 14. TEKS Covered <ul><li>The book trailer project along with the study of the hero archetype addresses but is not limited to these TEKS: </li></ul><ul><li>(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: </li></ul><ul><li>(A)  infer the implicit theme of a work of fiction, distinguishing theme from the topic; </li></ul><ul><li>(B)  analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and </li></ul><ul><li>(C)  compare and contrast the historical and cultural settings of two literary works. </li></ul><ul><li>(13)  Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: </li></ul><ul><li>(A)  explain messages conveyed in various forms of media; </li></ul><ul><li>(B)  recognize how various techniques influence viewers' emotions; </li></ul><ul><li>(17)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: </li></ul><ul><li>(D)  produce a multimedia presentation involving text and graphics using available technology. </li></ul><ul><li>(26)  Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: </li></ul><ul><li>(A)  listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective; </li></ul><ul><li>(B)  follow and give oral instructions that include multiple action steps; and </li></ul><ul><li>(C)  paraphrase the major ideas and supporting evidence in formal and informal presentations. </li></ul><ul><li>(27)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. </li></ul><ul><li>(28)  Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. </li></ul>
  15. 15. Collaboration Evaluation
  16. 16. Responsibilities Teacher Librarian - Teacher creates “Theme” flipchart and teaches “Theme.” - Presents the Hero’s journey to students using Librarian created product. - Introduces and teaches book trailers. - Films the book trailers with flip camera. - Librarian picks a selection of appropriate reading material that represents the hero’s journey. - Researches Hero’s journey and creates presentation. - Librarian provides technology and curriculum support. -Films book trailers with flip cameras.
  17. 17. Student Evaluation
  18. 18. Resources <ul><li>Teachers and Librarians: Collaborative Relationships. ERIC Digest. by Russell, Shayne http://www.ericdigests.org/2001-2/librarians.html </li></ul><ul><li>http://ell.spps.org/Components_of_Collaboration.html </li></ul><ul><li>Collaboration: A Definition http://www.actforyouth.net/documents/YDM%20pdf6.5C%20handout.pdf </li></ul>

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