A+1.4+Case+Study+Category+Matrix

A 1.4 Case Study

Contributions: DaLin Stephanie Notes on co-teaching: Collaboration is not yet embraced by all educators. (McGregor)
 * = **Students** ||= **ClassroomTeachers** ||
 * = Library becomes a classroom (kindergarten-Peggy) ||= Expands instruction through research (Art - Tracy) ||
 * = Students learn how to find their answers (3rd- Judy P) ||= Can learn along with students through projects - example powerpoints (7th Social Studies - Pat) ||
 * = Learns to cite work and use technology (H.S English - Sherri) ||= Able to incorporate research and writing and use of rubrics (H.S. Art - Kelly) ||
 * = "Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning." (Empowering Learners 20) ||= "The goal is not to increase collaboration but to improve student performance." (Zmuda and Harada 31) ||
 * School librarian "collaborates with students to build information literacy skills and identify appropriate tools for collecting, communicating, finding, and using information." (Empowering Learners 20) || "assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles." (Empowering Learners 20) ||
 * Self-assessment is "visible as a key strand in the Standards for the 21st-Century Learner (AASL 2007)." and "School librarians can promote self-assessment by engaging students in critical reflection as they perform various learning tasks in the library." (Harada 14) -"Self-Assessment:....." || Speaking about developing engaged learners, Zmuda says, "Collaborating with classroom teachers to describe these learners is a significant step in answering that question and elevating the quality of student work in the library." (Zmuda 26) "What Does It Really Look Like......" ||
 * Focus of collaboration "should be on what the students need, not what the adults prefer." (Zmuda and Harada 33) || Collaboration "motivates staff members to grow instead of discouraging them with overwhelming tasks or unreasonable expectations." (Zmuda and Harada 33) ||
 * Access to more resources that just in the classroom (Moreillon, Cooperation and Collaboration PP, slide 6) || In the chapter "The Learning Specialist" the author quotes Morris as saying that Library Media Specialists "serve as the bridge to help teachers make the connections between inquiry-based learning and information-literacy skills throughout the curriculum at all levels." (Zmuda and Harada 37) ||
 * Students have the opportunity to give opinions and evaluate (McGregor 211) || Receive help with teaching ideas and more resources are available (Moreillon, Cooperation and Collaboration PP, slide 6) ||
 * || Help in evaluating student learning and the lessons themselves (Moreillon, Cooperation and Collaboration PP, slide 16) ||
 * || Receives feedback on student learning and the effectiveness of a lesson (McGregor 211) ||
 * = **School Librarians** ||= **Administrators** ||
 * = Impacts every student and interacts with all teachers...Impacts achievement (Principal - Paula) ||= "The goal is not to force staff to attend professional development; the goal is for them to improve their practice in order to improve student performance." (Zmuda and Harada 31) ||
 * = Resourceful with ideas for projects (7th - Mary Anne) ||= School librarians "work closely with principal in . . . making decisions about professional development (Zmuda and Harada 25) ||
 * = Provides tools and resources for projects and models things such as correct note taking. (8th - Karen) ||= <span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">School librarians "provide professional development for teachers as part of the school staff development program." (Zmuda and Harada 25) ||
 * <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">"The goal is not to garner more respect for the learning specialists; the goal is for the interactions between learning specialists and staff to help the system improve its overall performance." (Zmuda and Harada 31) || <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">"While measures of external accountability have reframed public debate on education, external accountability cannot save a system in which staff members work in isolation from one another." (Zmuda and Harada 29) ||
 * <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">When collaborating in developing what engaged learners looks like, the school librarian should "examine library practices and policies to ensure that they facilitate the unavoidable risk-taking, messiness, impulsiveness, analysis, frustration, and joy that come from the pursuit of a curiosity." (Zmuda 27) "What Does It Really Look Like......" || <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">"Leaders can make decisions with their authority, but they can implement those decisions only through collaboration." (Zmuda and Harada 31) ||
 * <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Not having formal evaluative power over teachers enables the school librarian to establish a "relationship with the rest of the staff by allowing him or her to establish a safe place for development, feedback, and problem solving that is not connected to formal teacher evaluation." (Zmuda and Harada 31) || <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Collaboration helps "them achieve their instructional goals for the school" (Moreillon, Cooperation and Collaboration PP, slide 9) ||
 * <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Gain respect of staff and administration when involved in meaningful collaboration that supports the school's goals and priorities. (Zmuda and Harada 40-41) || <span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Principal Paula Godfrey feels that the school librarian is one of the most important educators in the building because she has impact on every student and faculty member - many of them through collaboration <span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">She also feels that the librarian is the only other person besides the principal that really has a global view of the school, that sees the whole picture ||
 * <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;"><span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Collaboration helps advocate for the library and librarian's role as a member of the teaching faculty (Moreillon, Cooperation and Collaboration PP, slide 8) || <span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">High School Art Teacher Diane Roderick: mentioned that the district had implemented writing across the curriculum. Through collaboration, she was able to integrate research and writing into her curriculum. So the goal of the administration, writing across the curriculum, was able to be achieved more fully and effectively. ||
 * = <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Trades ideas with teachers to help develop new ideas for "getting teachers into the library." (Schultz-Jones 22) ||=  ||
 * = <span style="color: #9d00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Trades ideas with teachers to help develop new ideas for "getting teachers into the library." (Schultz-Jones 22) ||=  ||

Librarians collaborate with teachers to develop inquiry-driven units. Students of all learning styles can benefit and succeed with these typs of lessons. (Empowering Learners p. 20)

I am assuming that co-teaching is similar to team teaching, some of which I have some experience. Students loved the experience and so did we... We were able to keep the students more actively involved and focused. As teachers we felt as though we were much more involved in the lesson and could monitor students and pay attention to the little details we usually miss when we are on our own. There is also the added bonus of hearing materials being presented in different ways to meet the need that all students do not learn in the same manner.

Quote that really struck me was from the chapter "The Learning Specialist." "The goal is not to increase collaboration but to improve student performance. The goal is not to force staff to attend professional development; the goal is for them to improve their practice in order to improve student performance. The goal is not to garner more respect for the learning specialists; the goal is for the interactions between learning specialists and staff to help the system improve its overal performance." When that idea is joined to the fact that "Leaders can make decisions with their authority, but they can implement those decisions only through collaboration" (Zmuda and Harada). People have to want to collaborate for it to work, but as we collaborate, we can't lose sight that the end goal is not the collaboration itself but the results of the collaboration.

Another concept that really struck me was from "What Does It Really Look Like When Students are Learning in the Library Media Center." In this article, Zmuda points out that we can design all of these wonderful collaborative lessons, but we must know what an engaged student looks like. We must ask ourselves a series of hard questions, not just about the end goals, but what we want the process to look like. We must also evaluate our own library practices and policies to enable students to be the kind of learner we've envisioned.

Citations: <span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Schultz-Jones, Barbara. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 (2009): 20-25.

<span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">McGregor, Joy. "Collaboration and Leadership." //Curriculum Connections through the Library//. Ed. B. K. Stripling and S. Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 119-219.

<span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Harada, Violet H. "Self-Assessment: Challenging Students to Take Charge of Learning." //School Library Monthly// 26.10 (2010): 13-15.

<span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Zmuda, Allison. "What Does It Really Look Like When Students Are Learnging in the Library?" //School Library Media Activities Monthly// 25.1 (2008): 25-27.

<span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Zmuda, Allison and Violet H. Harada. "The Learning Specialist: Clarifying the Role of Library Media Specialists." //Librarians as Learning Specialists: Meeting the Imperative for the 21st Century//. Ed. Allison Zmuda and Violet H. Harada. Westport, CT: Libraries Unlimited, 2008. 23-43.

<span style="color: #9d00ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Moreillon, Judi. "Cooperation and Collaboration: Similarities and Differences." Powerpoint provided in Module 1.2 for LS5443.20 Librarians as Instructional Partners. TWU. Fall 2011.

"3rd-Grade Teacher." Interview by Judi Moreillon. 2001. Web. 19 Sept. 2011. < [] >.

“Elementary Art Instructor.” Interview by Judi Moreillon, 2001. Web. 19 Sept. 2011. <[]>.

“Principal.” Interview by Judi Morellon, 2001. Web. 19 Sept. 2011. <[|http://teachertube.com/members/][|__viewVideo__][|.php?video_id=121838&title=Principal]>.

“7th Grade Language Arts Teacher.” Inteview by Judi Moreillon, 2009. Web. 19 Sept. 2011. <[]>.

“7th Grade Social Studies Teacher.” Interview by Judi Moreillon, 2009. Web 19 Sept. 2011. <[]>.

“8th Grade Language Arts Teacher.” Interview by Judi Moreillon. 2009. Web. 19 Sept. 2001. <[]>.

“High School Art Teacher.” Interview by Judy Moreillon, 2003. Web. 19 Sept. 2011. <[]>.

"High School Student Teacher.” Interview by Judy Moreillon, 2009. Web. 19 Sept. 2011. <[]>.

“High School Teacher.” Interview by Judy Moreillon, 2009. Web. 19 Sept. 2011. <[]>.

American Association of School Librarians. Empowering Learners:Guidelines for school library media programs.Chicago:American Association for School Libraries, 2009.Print

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">McGregor, J. “Collaboration and Leadership.” //Curriculum Connections through the// //Library//. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. p. 199-219. Print.