1. What Every Preservice Teacher
Candidate
Should Know about Working
with the School Librarian
For TWU COPE Student Teachers
Spring 2014
Judi Moreillon, M.L.S., Ph.D.
School of Library and Information
Studies
Texas Woman’s University
jmoreillon@twu.edu
Becky McKee, M.L.S.
Doctoral Student and Teacher
John L. Patton Academic Center
Dallas ISD

2. What’s In It for
YOU?
Classroom–Library Collaboration
for Instruction
Coteaching PowerPoint

3. Disclaimer

4. Objectives:
At the end of this workshop, you will be able to:
 Cite the benefits of classroom-library coplanning
and coteaching to students and educators.
 Identify strategies for practicing coteaching as
job-embedded professional development.

5. Role Play
 5th
-grade Classroom Teacher
 Civil War Heroes
 Research project
 Poster product
 Two Scenarios – cooperation and
collaboration

6. 5th
-Grade Social Studies TEKS
§113.16. Social Studies, Grade 5,
Beginning with School Year 2011-2012.
(E) identify the causes of the Civil War,
including sectionalism, states' rights,
and slavery, and the effects of the Civil
War, including Reconstruction and the
13th, 14th, and 15th amendments to the
U.S. Constitution.

7. 5th
-Grade ELA-R TEKS
§110.16. English Language Arts and
Reading, Grade 5, Beginning with School
Year 2009-2010.
(23) Research/Research Plan. Students
ask open-ended research questions
and develop a plan for answering them.
Students are expected to:

8. 5th
-Grade ELA-R TEKS
§110.16. (23).
(A) brainstorm, consult with others,
decide upon a topic, and formulate open-
ended questions to address the major
research topic; and
(B) generate a research plan for gathering
relevant information about the major
research question.

9. 5th
-Grade ELA-R TEKS
§110.16.
(24) Research/Gathering Sources. Students
determine, locate, and explore the full range
of relevant sources addressing a research
question and systematically record the
information they gather. Students are
expected to:

10. 5th
-Grade ELA-R TEKS
§110.16. (24)
(B) differentiate between primary and
secondary sources;
(C) record data, utilizing available
technology (e.g., word processors) in order
to see the relationships between ideas, and
convert graphic/visual data (e.g., charts,
diagrams, timelines) into written notes;

11. Coplanning Questions:
Why are we asking students to engage in
this learning experience?
Goals/Standards
 What do we want the students to learn?
Student Learning Objectives

12. Coplanning Questions (continued):
In what specific learning experiences do
we want them to engage? Who will be
responsible for each? Learning
Tasks/Responsible Educator
How will they communicate what they
learned? Learning Process/Products

13. Coplanning Questions (continued):
How will they/we assess their
learning? Assessment
Criteria/Tool(s)

14. Think…
about preparing for an individual, potluck, or
planned and shared party meal.
All images copyright-free from MorgueFile.com

15. What different considerations do you
have if you
are:
– eating a meal at home alone?
– bringing a dish to an unplanned
potluck?
– bringing veggies because someone
carefully planned the gathering and
all people whose last names begins
with A-D will bring veggies?

16. Classroom-Library Collaboration
is like planning, cooking, eating
together at a special party – and
cleaning up together! It involves…
collaborating with others to determine a theme
(goals and objectives),
date, time, and location (scheduling),

17. Classroom-Library Collaboration
date, time, and location (scheduling),
sequence of events (lesson or unit plan),
means to document the party (learning artifacts
or test),
and feedback from party-goers (assessment) for
the food, decorations, music, activities, and more?

20. Librarian’s Role…
In a collaborative school culture,
teachers report that the school library
conducts
substantial,
cost-effective,
hands-on professional development
through the cooperative design of learning
experiences;
school librarians have instructional
expertise; and…

21. Research-based Evidence…
the school library offers a learning
environment that is based on a “complex
model of teaching and learning of
teaching and learning that is exploratory
and highly motivational” (Todd, Gordon,
and Lu xxii-xxiii).

22. Still more evidence
 In a collaborative school culture, principals:
 “endorse a whole school, 21 century learning
environment where educators model collaboration
for students as they collaborate;
 encourage a culture of innovation, risk taking, and
high expectations and
 acknowledge the actions school librarians take to
shape a school culture of deep
learning” (Todd, Gordon, and Lu 2012 xxii).

23. Evidence FOR Practice
• Research in twenty states and one
Canadian province shows
• that well-funded, professionally-staffed
school library programs based on
classroom-library collaboration correlate
positively with student achievement,
particularly in reading (Library Research
Service 2014).

24. Evidence FOR Practice
• The Texas study, Texas School Libraries:
• Standards, Resources, Services and
Students’ Performance, showed that
collaboration between school librarians
and classroom teachers and school
librarians who provide instruction to
students and inservices for teachers
have a positive correlation with student
achievement (Smith 2001).

25. Still more evidence
 School librarians have the greatest impact on
student achievement when they practice
coplanning, coteaching, teaching ICT
(information and communication
technology), and providing inservice
workshops. These are among the library
predictors of students’ academic achievement on
standardized tests, particularly in reading and
language arts (Achterman 2008, 62-65).

26. Evidence FOR Practice
 Administrators correlate a successful educational
program with an active, collaborative, and
 resourceful library program (Lance et. al. 2010,
15-16). Principals who support collaborative
efforts amongst classroom teachers and school
librarians acknowledge the results of these
efforts are demonstrated in academic
achievement and increased scores on
standardized tests.

27. Conditions and Contexts for Success
• A culture of collaboration in the school;
• Collaborative planning scheduled during
the contract day;
• State-certified school librarians on the
faculty;
• A flexible library schedule based on
collaborative planning;
• Sufficient library support staff;

28. Conditions and Contexts for Success
• Professional development for librarians,
classroom teachers, and specialists with
clear expectations for implementation and
evaluation based on student learning
outcomes;
• Support and publicity for coteaching;
• Accountability for collaborative work and
coteaching;

29. Conditions and Contexts for Success
Administrators’ and educators’
beliefs
that coteaching
works!

30. 30
Digital Image created by Anna Darst, TWU Student
LS5443: Librarians as Instructional Partners, Spring 2013
Used with permission.

31. Two Heads Are Better than One
I am a teacher.
I am a teacher, too.
I teach in the classroom.
I teach in the library.
And we teach even better
side by side
we two.

32. Sometimes I approach you
with a new resource or tool.
Sometimes I approach you
with a learning problem
to solve.
We take turns leading
and following
and always working
together
as equal partners.

33. We plan for instruction
with student outcomes
in mind.
We brainstorm.
We negotiate.
We bounce ideas off each other.

34. I bring my knowledge of
individual students.
I bring my knowledge of
resources.
And we both bring our knowledge
of curriculum standards
and instructional strategies
and our love of learning!

35. We determine the
essential questions.
We select the best resources.
We build scaffolds
and bridges
to help learners succeed.

36. We model the tasks.
We model the process.
We assess our examples
with checklists and rubrics
that we designed together.
Then we turn the students loose…

37. to develop questions,
to make choices,
to locate, analyze, and
evaluate information
and ideas,
to develop strategies,
to organize their thinking,
to create new understandings.

38. With the guidance
of two educators,
with four helpful hands,
we monitor,
we adjust.
We give twice the feedback.
We are a team.

39. Two reflective practitioners,
two avid learners,
two joyful explorers
who know…
that two heads,
yes, two heads,
are better than one!

40. A ripple? Or a wave? It’s up to us!

41. Works Cited
Achterman, Doug. Haves, Halves, and Have-nots: School Libraries and Student Achievement in
California. Diss. University of North Texas, 2008. Denton, Texas: UNT Digital Library. Web. 4
Mar. 2014. <http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/>.
Coteaching Photographs. All Used with Permission. ©2013 Judi Moreillon
Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. 2010. “The Impact of School Libraries on
Academic Achievement: A Research Study Based on Responses from Administrators in Idaho.”
School Library Monthly 26 (9): 14-17. Print.
Library Research Service. School Library Impact Studies, 2014. Web. 4 Mar. 2014. <http://lrs.org>.
Smith, Ester G. Texas School Libraries: Standards, Resources, Services and Students’
Performance, 2001. Web. 4 Mar. 2014.
<https://www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html>.
Todd, Ross. “Evidence-based Practice and School Libraries: From Advocacy to Action.” School
Reform and the School Library Media Specialist. Eds. Sandra Hughes-Hassell and Violet H.
Harada. Westport, CT: Libraries Unlimited, 2007. 57-78. Print.
Todd, Ross J., Carol A. Gordon, and Ya-Ling Lu. “Clone the School Librarian”: Evidence of the
Role of the School Librarian in Professional Development. Growing Schools: Librarians as
Professional Developers. Santa Barbara, CA: Libraries Unlimited, 2012. xxii-xxiii. Print.

42. Workshop Evaluation
• Two sides
• Complete at the end of each session
• Exchange evaluation form for a school
librarian magazine at the end of the last
session
• Please fill out side one now.

43. Three Breakout Sessions
• Rooms
MCL 503, 504, and 505
• About 40 to 45 Preservice Teacher
Candidates in each room
• Teachers will stay in ONE room for the
entire morning.
• The facilitators will rotate.

44. Three Breakout Sessions
• Collaboratively Integrating Web 2.0
Tools into Teaching and Learning
Facilitated by Ruth Nicole Hall,
Doctoral Student, School of Library
and Information Studies (SLIS)
and Tammy Austin, Technology Integration
Specialist, Denton ISD

45. Three Breakout Sessions
• Copyright and Fair Use
Facilitated by Dr. Jennifer Richey, SLIS

46. Three Breakout Sessions
•Coteaching
Reading Comprehension Strategies
Facilitated by Dr. Judi Moreillon, SLIS,
and Becky McKee, Doctoral Student and
Teacher, Dallas ISD

47. Three Breakout Sessions
9:30 – 10:05
10:10 – 10:45
10:50 – 11:25
Turn in completed evaluation forms and
receive a magazine after the last session.

48. Follow-up Focus Group Session
11:30 – 12:30
MCL 501
Bring your completed evaluation form
to the session.

49. Click. Kk_metro_library.11. JPG. Morguefile.com.
http://www.morguefile.com/archive/display/186843 (accessed September 1,
2013).
Questions?