Case+Study


 * Nicole Ellis is typing in purple!** Molly Kyle's typing is in green
 * Teacher || Student || Source ||
 * -satisfies teacher's need for authentic learning environment || -students learn to be independent learners || Judy P - 3rd grade teacher (video) ||
 * -teacher is able to incorporate information literacy instruction || -students are more capable of dealing with the information age as a result of collaborative instructions || Judy P - 3rd grade teacher (video) ||
 * teacher is able to take the curriculum deeper || students are able to ask more question, have an authentic learning experience, and learn HOW to find the answers || Judy P - 3rd grade teacher (video) ||
 * expands depth of instruction || instruction appeals to a variety of learning styles and increases depth of instruction || Tracy - elementary art teacher (video) ||
 * teachers are able to see students make connections and see the value in their instruction || students are able to make connections and transfer ideas from lesson to books || Tracy - elementary art teacher (video) ||
 * teacher learns new technology along with students || students are exposed to and properly taught new technologies and new ways to present their ideas || Pat - 7th grade social studies teacher (video) ||
 * collaborative, team teach environment || students are team taught, better able to make connections as a result of team teaching || Karen - 8th grade ELA teacher (video) ||
 * better overall project design, use of rubrics, helps teacher integrate research and writing into a difficult subject || self evaluation aspect of rubric, opportunity to research and write within an elective subject || Diane - High school art teacher (video) ||
 * had someone to learn from and compensate for weaknesses in instruction and project design; overall better prioject design || better project design and outcomes as a result of the teacher-librarian collaboration || Kelly - High school English student teacher (video) ||
 * sharing of expertise from both teacher and librarian, librarian helped refine lessons according to available resources and integrated technology || engaged in a much more refined and enriching research experience, were exposed to higher levels of technology || Sherri - High school English teacher (video) ||
 * able to have help with curriculum and see the global perspective that the librarian brings with her || able to be in smaller groups, learn about technology uses such as evaluating sites || Paula - elementary principal (video) ||
 * increased ideas, expertise, and resources || higher lesson engagement and achievement || Mary Ann - 7th grade ELA teacher (video) ||
 * increased ideas and planning || library becomes another classroom || Peggy - Kindergarten teacher ||
 * 1 write 1 read || no time wasted || CS4TRC Moreillon pg 8 ||
 * more interaction with students || More help || CS4TRC Moreillon pg 8 ||
 * explore more ways of explaining || greater understanding || CS4TRC Moreillon pg 8 ||
 * 2 voices in reading || more entaining || CS4TRC Moreillon pg 8 ||

* one common thread I noticed in all the videos was that the positive collaborative experiences between the teachers and librarian were almost always initiated by the librarian...... I agree that she was proactive instead of reactive. Another common thread I noticed was that Moreillon made everyone feel welcome to the library. She also made the library a place for learning, but not just for the students, but for the teachers as well.

From the readings: - "Incorporating information literacy throughout the curriculum provides an integrated and coherent way to focus on student learning." (McGregor, 206) - I think the benefits to student and teacher speak for themselves in this one! - "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement." (McGregor, 201) - once again, the benefits for students and teachers speak for themselves!

-"Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured." (Moreillon, 10)

collaborating - teachers see as unclear, daunting term

-"social forces are at work" (McGregor, 200)

-"if the teacher librarian is not part of this leadership effort, he or she could be left out of the collaboration entirely" (McGregor, 202). My take - If we don't advocate and push for collaboration - no one will. We are the leaders - and should be the revolution we want to see.

- "collaborative planning takes time, and often it is time that participants do not feel they have. .... The teacheing itself makes ideas for improvement evident. If the team does not consciously collect those ideas as they emerge, they are lost. It is vital to the health of the team and the future of collaboration to meet to evaluate, and the teacher librarian needs to lead the team to do so, because otherwise, it will not happen. " (McGregor, 211) evaluate good and bad aspects - be the evaluator copy evidence, reward teachers

"students are frequently unaware, however, that they hold the power of learning in their own hands." (Harada, 13)

"Helping yound minds take charge of their own learning is the finest contribution educators can make to student success in the 21st- century world." (Harada, 15)

"Student learning comes from active efforts to construct knowledge that requires them to pursue inquiries, locate and evaluate evidence, make connections, analyze patterns, reconcile apparent discrepancies, deliberate about language, communicatethinking, and, finally, revise their work." (Zmuda- What does..., 25).

"The goal is //not //to increase collaboration but to improve student performance. " (Zmuda - learning specialist.. 31 )


 * SUMMARY OF FINDINGS: **

If we base our summary on the overall premise from Zmuda's quote "The goal is not to increase collaboration but to improve student performance" (31), it is simple to see how collaboration benefits not only students, but teachers, administrators and librarians. Schools are expected to be a place where students are taught how to think and how to achieve as measured by student performance indicators like TAKS. Collaboration between educators increases student acheivement because it results in better project design, higher lesson engagement and achievement and it appeals to a variety of learning styles because of the increased ideas and planning. Collaboration can also provide students with a more authentic learning experience, as well as an independent learning experience. It appears that when the teacher-librarian initiates the collaborative experience and makes the school library a welcoming learner-centered environment for teachers and students, collaboration is more likely to occur and be a positive experience for those involved. McGregor sums it up very well when he says "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement" (201).

LATEST REVISION - AS OF 6:53PM MONDAY NIGHT: __Reflections on Collaboration in K-12 Education__

Harada states, "Helping young minds take charge of their own learning is the finest contribution educators can make to student success in the 21st- century world" (Harada 15). Yet, how does school staff ensure students are learning and taking control of their learning? Collaboration between teachers and teacher-librarians is the answer. Collaboration allows students to become authentic and independent learners and users of information while at the same time enabling teachers to continue to develop professionally and personally. When collaborating, student learning should be the primary focus. The “library becomes another classroom” where students are able to have an enriched learning experience (“Third Grade Teacher”). Students are able to take lessons learning in the classroom and extend that knowledge to the library, books, and technology. McGregor reinforces this idea: “Incorporating information literacy throughout the curriculum provides an integrated and coherent way to focus on student learning" (McGregor 206). When professionals collaborate, the students benefit from the combined expertise, smaller groups, and gain deeper understanding. Students at the elementary level will be open to seeing the librarian as another teacher and come to view the library as a place for learning. Secondary students tend to rely on their librarians for technology help and assistance with identifying resources. Zmuda states that this mindset of only having one teacher will have to change in order for students to realize that “learning comes from active efforts to construct knowledge that requires them to pursue inquiries, locate and evaluate evidence, make connections, analyze patterns, reconcile apparent discrepancies, deliberate about language, communicate thinking, and, finally, revise their work" (Zmuda 25). This level of student learning may seem daunting and unreachable for many teachers. Collaboration is the key to easing these fears and helping students learn. Teachers benefit from collaboration by having someone to learn from and with. Another person can bring new ideas, expertise, and a different perspective, all of which can improve student achievement. Teachers are able to refine lessons according to available to resources and integrated technology. Teachers are also able to “expand instruction” (“Elementary Art Teacher”) and “take the curriculum deeper” (“Third Grade Teacher). Unfortunately, as McGregor states “collaborative planning takes time, and often it is often it is time that participants do not feel they have” (211). With many librarians being the only personnel in the library, when will the collaboration take place? Will teachers meet in the library or will the librarian meet the teachers in their rooms? And if they leave the library, will the library have to close? How does the librarian balance the importance of student access to the library and the importance of collaborating with teachers? Librarians benefit from collaborating with teachers, both in regards to the effectiveness of the library collection and the various social forces at work in the school environment. Librarians will be able to see the global curricular picture more accurately, assessing the school’s curriculum needs and planning their acquisitions to match those needs. Librarians will be able to develop a cohesive, critical library collection based on the curriculum, students' needs and student interests. In addition, McGregor mentions "social forces are at work" in the school environment (200). Librarians who collaborate with the educators on their campus will be able to fully see themselves as an integral part of the school team and make connections that will promote collaboration. Each new teacher that becomes part of the school may also bring fresh ideas that he/she can share with the librarian. This is especially true of new technological tools. Administrators reap the benefits of collaboration between librarians and teachers by seeing increases in student achievement scores. Administrators benefit by knowing that they are not the only individuals responsible for enhancing the instructional practices and professional aptitude of teachers. They have another person to help with professional development, technology, and curriculum planning. “They [librarians] serve as the bridge to help teachers make inquiry-based learning and information literacy skills throughout the curriculum at all levels” (Zmuda and Harada 37). It will be up to the librarian to initiate this and show how valuable the librarian can be and what roles the librarian can fulfill. As shown in the testimonials, great teacher-librarians initiate collaborative experiences and become part of the leadership effort. “There is no other position that impacts achievement to the extent that the teacher-librarian does” (“Principal”). Zmuda states, "The goal is not to increase collaboration but to improve student performance" (31). It is simple to see how collaboration benefits not only students, but teachers, administrators and librarians. Schools are expected to be a place where students are taught how to think and how to achieve as measured by student performance indicators like TAKS. Collaboration between educators increases student achievement because it results in better project design, deeper lesson engagement and it appeals to a variety of learning styles due to an increase in perspectives when planning occurred. Collaboration can also provide students with a more authentic learning experience, as well as an independent learning experience. It appears that when the teacher-librarian initiates the collaborative experience and makes the school library a welcoming learner-centered environment for both teachers and students, collaboration is more likely to occur and be a positive experience for those involved. McGregor sums it up when he says "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement" (201). __ Works Cited __

“7th-Grade Language Arts Teacher.” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] “7th-Grade Social Studies Teacher.” Interview by Judi Moreillon. Web. 4 Feb. 2011. []

“8th-Grade Language Arts Teacher.” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] American Association of School Librarians. //Empowering Learners: Guidelines for School Library Programs//. Chicago: American Association of School Librarians, 2009. Print. “Elementary Art Instructor.” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] Harada, Violet H. "Self-Assessment: Challenging Students to Take Charge of Learning." //School Library Monthly// 26.10 June : 13-15. //EBSCOhost//. Web. 4 Feb. 2011. <[]>. “High School Art Teacher.” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] “High School English Teacher .” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] “High School Student Teacher (in English).” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] "Kindergarten Teacher." Interview by Judi Moreillon. Web. 4 Feb. 2011. <[]

McGregor, J.”Collaboration and Leadership.” In Stripling, B. K. and Hughes-Hassell, S. (eds.), // Curriculum Connections through the Library //. Westport, CT: Libraries Unlimited, 2003. 199-219. (pdf) Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension//. Chicago: American Library Association, 2007. 8-10. Print. “Principal.” Interview by Judi Moreillon. Web. 4 Feb. 2011. [] Schultz-Jones, Barbara. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 Mar. (2009): 20+. //EBSCOhost//. Web. 31 Jan. 2011. <[]>. “Third Grade Teacher.” Interview by Judi Moreillon. Web. 4 Feb. 2011. []

Zmuda, Allison. "What Does It Really Look Like When Students Are Learning in the Library Media Center?" //School Library Media Activities Monthly// 25.1 Sept. (2008): 25-27+. //EBSCOhost//. Web. 4 Feb. 2011. <[]>. Zmuda, A., and V. H. Harada. “The Learning Specialist: Clarifying the Role of Library Media Specialists.” In //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century//, 2008. 23 – 43.