Wingate annotated bibliography


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Wingate annotated bibliography

  1. 1. 1 A Collaboration of Media Specialists and Secondary Teachers: Developing Effective Strategies for Implementing Technology and Information Literacy Within Schools Mary N. Bennett-Wingate 1867 Elim Church Rd. NE, Ludowici, GA 31316 An Annotated Bibliography Submitted to: Dr. D. A. Battle of Georgia Southern University In partial fulfillment of the requirements for FRLT 7130 – Y01 Sunday, April 19, 2009 Statesboro, Georgia
  2. 2. 2 A Collaboration of Media Specialists and Secondary Teachers: Developing Effective Strategies for Implementing Technology and Information Literacy Within Schools In the high school I taught at, the media center was at the end of the hallway. It was an intriguing place, but one that I rarely visited and very seldom took my students too. I used technology in my classroom, but I always spent hours after school planning and preparing to do so. Therefore, I was surprised when I repeatedly heard the importance of collaboration between media specialists and teachers being stressed throughout my first semester of Instructional Technology classes. What I was learning made sense, but I had never before seen this true collaboration being put into practice. As a future media specialist, it is important that I prepare myself to collaborate effectively with the classroom teachers at my school. Why? Because student achievement depends on it. To learn more about how to effectively implement collaboration into a high school library setting, I searched several databases for relevant research articles. The most useful of the databases was Academic Search Complete. I found most of my articles from this source, and it returned the most relevant results. I also used SAGE Publications and the Professional Development Publication. I searched the databases for articles concerning collaboration, and then skimmed the results to select articles that focused on collaboration in the high school media center. I wanted to make sure that the articles dealt with several different content areas at the high school level, as that is the level I plan to work with as a librarian. Abilock, D. (2005). Six promising approaches to civic engagement. CSLA Journal, 29(1), 8-11. Retrieved April 7, 2009, from Academic Search Complete database.
  3. 3. 3 This article addresses the active role that media specialists can have in encouraging civic responsibility and involvement in students, while simultaneously meeting information literacy and classroom civic standards. Six approaches are presented as effective ways for media specialists to build civic knowledge and involvement through collaboration, and specific examples of each approach are given. These six approaches include classroom instruction in civic areas, discussing current issues, promoting civic service, civic learning through extracurricular activities, creating a student voice, and simulating real-life civic issues and situations. Achterman, D. (2007). The sower. School Library Journal, 53(10), 50-53. Retrieved April 15, 2009, from Professional Development Collection database. This article focuses on the work of Keith Curry Lance, a pioneer of library research. The article claims that the amount of effort put into the library is the single most important factor in determining standardized test scores. Lance goes on to say that though collaboration is important, how and what you collaborate on is more important. For example, focusing on information literacy standards is a must. Lance continues to say he has shifted his research from quantitative survey methods, to qualitative questions that focus on interaction between school personnel. Donham, J. (1999). Collaboration in the media center: Building partnerships for learning. NASSP Bulletin, 83(20), 20-26. Retrieved April 15, 2009, from SAGE Publications database.
  4. 4. 4 This article explains the necessity of collaboration between librarians and teachers in schools. Collaboration is what makes the learning of information literacy skills meaningful, authentic, and applicable. Students benefit from collaboration because the teacher and librarian each bring their area of expertise to the experience. The article provides a model for collaboration, offers techniques for implementing collaboration, and argues that without collaboration, learning is not effective. This article has historical significance because it gives background information on collaboration and its benefits, while addressing the fundamentals of applying it in schools. Downing, J. A. (2006). Media centers and special education: Introduction to the special issue. Intervention in School and Clinic, 42(2), 67-77. Retrieved April 15, 2009, from SAGE Publications database. The author focuses on effective means of collaboration between the media specialist and special education teachers. She supports a four-step method for ensuring collaboration is effective. The method includes making sure the teachers involved know their own strengths and weaknesses, know the strengths and weaknesses of their co-teacher, know the needs of their students, and know their area of expertise. She also highlights the way that collaboration between the two parties can increase library accessibility for SPED students. Overall, SPED students benefit from collaboration between the two parties. Eastman, W. D., & McGrath, K. (2006). Encouraging civic virtues. Knowledge Quest, 34(4), 28-31. Retrieved April 7, 2009, from Academic Search Complete database. This article focuses on the need of content-based civic knowledge among high schools students, as well as the information literacy needs of students to ensure they appropriately understand that
  5. 5. 5 civic knowledge they acquire. This article, written by a civics teacher and a media specialist, views the media specialist as a co-teacher in a classroom that encourages active student involvement. Through the creation of Web 2.0 tools that are civic content based and participation in real-life civic processes, students master civic standards and information literacy standards simultaneously. Houston, C. (2009). Commonwealth schools in the information age: The status of information services in Kentucky school media centers. School Libraries in Canada, 26(3), 9-19. Retrieved April 6, 2009, from Academic Search Complete database. The article addressed the changing job description of the librarian from one who simply manages books to one who teaches information literacy. Research has suggested that librarians who collaborate with teachers more effectively teach information literacy skills. It is suggested that collaboration affects information literacy comprehension because information literacy skills are increasingly needed for success in all content areas. A study was conducted to see librarians’ areas of focus, and what areas need more attention. The study revealed that increased collaboration was needed in Kentucky schools to raise student achievement. Long, D. (2007). Increasing literacy in the high school library: Collaboration makes it happen. Teacher Librarian, 35(1), 13-17. Retrieved April 2, 2009, from Academic Search Complete database. The article described a collaborative effort at a high school to increase student achievement. Each professional involved had a slightly different goal, all of which were met through the reciprocal teaching model implemented. The research template used promoted predicting,
  6. 6. 6 summarizing, asking questions, and clarifying. This method led to increased student achievement in English and History classes and an improvement in overall information literacy. Emphasis was put on the fact that media specialists are to teach students information literacy skills, and to teach teachers how to promote those skills in their classrooms. Ruffin, B. (2006). T.E.A.M. work: Technologists, educators, and media specialists collaborating. Library Media Connection, 24(4), 49-52. Retrieved April 15, 2009, from Professional Development Collection database. The author of this article provides a step-by-step outline for effectively promoting and implementing collaboration in the school setting. She uses the acronym TEAM to label those involved in the collaboration process: technologists, educators, and media specialists. The same acronym describes the steps in her process: taking action, establishing plans, applying lessons, and measuring success. She includes in her article two sample units that are examples of successful collaboration between a classroom teacher and media specialist. Schaffhauser, D. (2008). Make it work. T H E Journal, 35(8), 34-37. Retrieved April 7, 2009, from Academic Search Complete database. Ways to make media centers effective for student learning on low budgets is the focus of this article. One suggestion is the collaboration of media specialists across school districts to implement programs that would enhance student learning and information literacy. By collaborating across school districts, media specialists can offer reference databases and create websites for student assistance that would otherwise be too costly. The article also suggests
  7. 7. 7 others systems, such as RFID systems, that free up the media specialist to have more time for collaboration with teachers. Implications for Applications to Educational Settings My research proved to be very beneficial in providing me with effective techniques and strategies for implementing collaboration as a high school media specialist. It was repeatedly reiterated that collaboration has been proven to increase student achievement. This increase in achievement is primarily because the benefits that come from having two teachers of different content expertise planning a unit collectively cannot be outweighed. In fact, Donham (1999) goes as far as to say that collaboration between the media specialist and classroom teacher is what actually makes learning meaningful and applicable to real life. Therefore, it is all the more important that media specialists make every effort to collaborate with classroom teachers of all grades and content areas. The four step process that is encouraged in Downing’s (2006) article appears to be a promising technique for preparing and implementing collaboration. When teachers know the strengths and weaknesses of themselves, their co-teachers, and their students, along with knowing their content area material, collaboration is bound to succeed. And even though this method is presented primarily for collaboration between special education teachers and librarians, I would argue this method would be beneficial in all collaborative settings. Ultimately for media specialists, collaboration proves as an effective way of teaching information literacy standards along with content-area standards. This mingling of standards is necessary because it makes information literacy standards relevant to students, while simultaneously improving content based knowledge (Donham, 1999). If either party of the collaborative team were to work alone, the lesson would be much less meaningful and
  8. 8. 8 understandable for students. On this same note, the media specialist is not only responsible for collaborating with teachers to teach students, but also to teach the teachers themselves. While many teachers are experts in their specific content areas, they lack the knowledge to assist students in areas concerning information literacy. Therefore, it is all the more important that I, as the media specialist, assist the teachers, so they can in turn assist students. Overall, the research I completed for this project showed me the importance of collaboration in the media center, for the success of both the students and the teachers. The readings also highlighted several useful techniques for implementing collaboration, such as the TEAM approach presented by Ruffin (2006) and the four-step “knowing” approach presented by Downing (2006). This project has definitely better prepared me to be an effective media specialist by implementing collaboration to increase student achievement.