Reading+Notes+-+Module+1.2

Reading Notes for 1.2 Sheila DeLattre-Carter's Contributions Monica Bramall's Contributions ​ =TeacherTubeTestimonial Notes= Benefits of Classroom-Library Collaboration to: Kids get more individualized attention because working with two teachers instead of one (Peg) “Kids feel the library is their classroom” (Peg) Children finding answers to their questions on their own (Judy) Incorporates prior knowledge into new lessons (Tracy) “Students notice more” (Tracy) “Works with small groups of children in the library” (Paula) Teacher-librarian helps students effectively evaluate sites during research projects (Paula) Library is a welcoming place for learning (Mary Ann) Teacher-librarian teaches students library wiki with Pathfinder (Mary Ann) Lessons are linked to prior knowledge and real life (Mary Ann) Students learned works cited list with projects (Mary Ann) Students learned Easybib (Mary Ann) “Helped the students learn and become more successful.” (7th Grade Social Studies Teacher: Pat) 100% of the kids were engaged and completed the project. (High School Teacher: Sherri) Together they created a rubric and supplementary documentation to improve the student’s learning environment. (High School Student Teacher: Kelly) “helped me to use rubrics for student self-evaluation.” (High School Art Teacher: Diane)
 * Students:**

“Enabled more planning and lots more ideas because we feed off each” (Peg) “Very important part of role as educator” (Judy) “authentic learning” (Judy) “Enables teacher to take curriculum deeper” (Judy) Expands instruction (Tracy) “Helps teachers with curriculum” (Paula) Teachers learn Web 2.0 from teacher-librarian as well (Mary Ann) Teacher-librarian enhances teacher ideas and research (Mary Ann) Teacher-librarians takes projects and makes them work (Mary Ann) Lessons are linked to prior knowledge and real life (Mary Ann) Teacher-librarian taught reading, research, and presentation skills (Mary Ann) Assisted the teacher in teacher development by teaching a skill to the students that the teacher did not have. She modeled the teaching process to the teacher until the teacher felt comfortable with her skill level and was able to teach the skill to the student. (7th Grade Social Studies Teacher: Pat) Teacher Librarian = welcoming, provides materials and computer assistance, and teaches skills with “great detail.” (8th Grade Language Arts Teacher: Karen) The teacher librarian “helped more fully integrate the research and writing process into my courses.” (High School Art Teacher: Diane) The teacher librarian listened to the student teacher’s main idea, and then returned with several additional ideas to enhance the main idea. (High School Student Teacher: Kelly) Started with a nebulous idea and came to the teacher librarian who was able to help specify the project by suggesting research and technology options. She was willing to lend her expertise. (High School Teacher: Sherri)
 * Classroom Teachers:**

**School Librarians:** “Kids feel the library is their classroom” (Peg) “Enables teacher to take curriculum deeper” (Judy) Teaching 21st-century information (Judy) “Helps teachers with curriculum” (Paula) “Works with small groups of children in the library” (Paula) Teacher-librarian helps students effectively evaluate sites during research projects (Paula) Has global perspective of entire building (Paula) Is noticeable during testimonial that the principal is supportive of teacher-librarian collaboration and knows its true meaning and purpose (Paula) Kids buy into and enjoy activities in library (Mary Ann) Welcoming place for learning (Mary Ann) Teacher-librarian is very knowledgeable (Mary Ann) Enhances teacher ideas and research (Mary Ann) Takes projects and makes them work (Mary Ann) Resourceful for teachers (Mary Ann) Taught students works cited list with projects (Mary Ann) ​ ​ Teacher Librarian =helps students internalize new knowledge, “guided our knowledge”, made connections, taught with common vocabulary that transfers back to classroom and “travels across the curriculum,” and “gets the students into the library and makes each student ‘s learning experience more valuable to them.” (8th Grade Language Arts Teacher: Karen)

“Impacts academic achievement” (Paula) Is noticeable during testimonial that the principal is supportive of teacher-librarian collaboration and knows its true meaning and purpose (Paula) ​ Collaboration and Leadership =Joy McGregor= **Benefits of Classroom-Library Collaboration to:**
 * Administrators:**

Links to academic achievement (McGregor 201) Collaboration is linked to student success (McGregor 202) Teacher-librarian can watch students over the years (McGregor 209) A school-wide view is necessary if student learning is to be consistent and continuous (205).
 * Students:**

Collaboration is still not embraced or unfamiliar (McGregor 199) Teachers develop an understanding of what information literacy has to do with their curriculum” (McGregor 209)
 * Classroom Teachers:**

**School Librarians:** Collaboration is a chance for the teacher-librarian to prove his/her value in the learning experiences of students (McGregor 199) Teacher-librarian should lead the collaborative effort (McGregor 202) “There are no rules for creating a collaborative environment” (McGegor 204) “Teacher-librarian is well placed to be familiar with all curriculum” (McGregor 208) The Teacher Librarian must assure a new leadership role as a part of library management, guided by a vision and a mission (200-201). The Teacher Librarian must have curriculum knowledge to make collaboration effective (205).

Collaboration is still not embraced or unfamiliar (McGregor 199) The principal is the most important factor in the equation (McGregor 207) Teacher-librarian will keep principal informed because student success is the goal (McGegor 208) One of the most important factors in the equation is the principal (207).
 * Administrators:**

= Cooperation and Collaboration PPT = =Dr. Judi Moreillon, Ph.D= Slide 5: bottom quote about collaboration Slide 6: Teacher-librarian duties expected in cooperative activities Slide 8: Best way to advocate for your library and contribution as vital member of teaching faculaty Slide 9/10: Define duties of effective teacher-librarian

Citation: //Cooperation and Collaboration: Similarities and Differences.// Dir. Judi Moreillon. Texas Woman's University, 2009. Slide Programs, #5, 6, 8-10.

=Coteaching Strategies PPT= =Judi Moreillon, Ph.D.= Slides 6-13: Shows different coteaching strategies Slides 14: Defines team teaching strategies

Citation: //What Are Co-Teaching Strategies?// Dir. Judi Moreillon. Texas Woman's University, 2009. Slide Programs, #6-14.

= Empowering Learners = =AASL = = Page 20: = I. Building Collaborative Partnerships Guideline: The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong usrs and producers of ideas and information. Actions of SMLS: -collaborates with a core team of classroom teachers and specialists to design, implement, and evaluate inquiry lessons and units. -collaborates with extended teams -works with administrators -seeks input from students on the learning process. “The teaching of 21st-century skills requires that all aspects of teaching and learning are built on collaborative partnerships” (20)

“In today’s learning environment, the line between teacher and student has blurred. All members of the learning community now share the roles of teacher, learner, and collaborative partner. Together with the classroom teacher, the SLMS empowers students to take an active role in shaping their learning.” (pg. 20)

= The Learning Specialist: Clarifying the Role of Library Media Specialists = = A. Zmuda and V. H. Harada = Part 1: -The learning specialist is the SLMS (23) -Discipline of improvement - belief that teaching is good and powerful (23) -Internal accountability of every staff member (23) **also reference EWp. 20 to this -Role of administrator (24) -Role of learning specialist (24) -Development of learning specialist community adding insight to administrator (24) Part 2: -SMLS job description - curriculum, assessment and instruction, program oversight, and staff development (26) -Range of services provided by SLMS (27) -Principals learn about SMLS role by the job they do (27) -3 factors that impact effectiveness (27) -SMLS duties and responsibilities (28) -SMLS must provide collective evidence of learning (29) Collegiality among staff (29) -SMLS share accountability for improving performance (30) -internal accountability (32) Part 3: -SMLS must develop leadership expertise in 3 areas: collaboration, content and pedagogical expertise, and reflection and adaptability (32) -Collaboration process should include 4 factors (33) -SMLS must “possess deep knowledge” (33) -SMLS must remain current to be a trusted resource (34) -SMLS must own up to mistakes and be open-minded (34) School Factors that Impact Effectiveness: “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 overall performance.” (31)
 * Collective accountability for learning results
 * “both measure student learning and inform future teaching.” (29)
 * Collegiality among staff
 * The classic hallmarks of collegiality—talking about practice, sharing craft knowledge, rooting for the success of others, and observing one another engaged in practice (30)
 * Leadership structures that support learning specialists (27)

= What Does It Really Look Like When A Students Are Learning in the Library Media Center = = A. Zmuda = It is possible to create learners who are actively searching to make meaning, are actively searching to make meaning, who are internally motivated to pursue an answer, who are evaluating information to determine its relevance and its credibility, and who are taking care to correctly document their findings. There are four key actions that library media specialists can begin to take today to make this more likely to happen:


 * 1) Describe what it looks like when students are really doing the assignment and when they only appear to be doing it.
 * 2) Develop instructional interventions that refocus passive efforts to active struggles.
 * 3) Examine assignment directions, scoring tools, and revision opportunities to ensure that they communicate the value of making connections, analyzing evidence, developing ideas using information, drawing conclusions and refining work.
 * 4) 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.

While this may seem like a solitary endeavor at times, library media specialists can consistently work to enlist others in envisioning what “success” looks like and strive to create the conditions (feedback and then space) necessary for others to reflect on the implementation of successful practices. Both students and teachers alike will begin to see that a true sense of accomplishment in the library media center comes from the genuine struggle to make meaning. (pg. 27)

=Collaborative Strategies for Teaching Reading Comprehension= =Judi Moreillon= =Chapter 1: Collaborative Teaching in the Age of Accountability= - Teacher accountability for student achievement; data on standardized tests (1) -variable: “quality of instruction” (1) -NCLB spawned accountability (1) -SLMS are still recognized as support staff (1) -TLs must “step up” to set higher standards for themselves (2) - // Information Power // identifies 4 roles of teacher-librarians (2) -Teacher-librarian and reading comprehension strategies (2) -Phases of collaboration: codesign, coimplement, and coassess lessons (4) -Teacher-librarian is now highest instructional level (4) -Through collaboration, learner needs are taken into account (4) -Goal for 21st-century learner is “achievement for all learners (4) -Figure 1-2: “Coteaching Approaches” (5) = =

=Works Cited for Testimonials and Module Reading Notes= "7 th Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=125112&title=7th_Grade_Language_Arts_Teacher__] >. "7 th Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://www.teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher__] >. "8 th Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher__] >. " Elementary Art Instructor." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=121834&title=Elementary_Art_Instructor__] > "High School Art Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=121840&title=High_School_Art_Teacher__] >. "High School Student Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher__] >. "High School Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=125106&title=High_School_Teacher__] >. "Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < [|__http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher__] >. McGregor, J. //Collaboration and Leadership//. In Stripling, B. K. and Hughes-Hassell, S. (eds.), //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf)

Moreillon, Judi. //Collective Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. "Principal." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal__] > "Third Grade Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|__http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher__] >.

//What Are Co-Teaching Strategies?// Dir. Judi Moreillon. Texas Woman's University, 2009. Slide Programs, # 6-13. Zmuda, A. (2008, September). What Does It Really Look Like When Students Are Learning in the Library? //School Library Media Activities Monthly// 25 (1), 25-27. Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21// //st// //Century//, 2008. 23 – 43.