Case+Study+Outline

= Case Study Outline =

What is collaboration Collaboration describes //how// people work together rather than //what// they do (Moreillon, 4).
 * Introduction**

Collaboration is a key theme that the American Association of School Librarians emphasized for building "partnerships for learning" between the school library media specialist and other members of the learning community (Schultz-Jones, 22).

Why collaborate No individual in a school environment exists or operates in a vacuum. No change occurs without affecting other seemingly unrelated elements" (McGregor, 201).

If the teacher librarian is not part of the collaboration effort, they might be left out of collaboration entirely. Teacher librarians need to view the concept of collaboration in its largest scope, beyond simple collaboration between teacher librarian and individual groups or grade level groups to school wide acceptance of collaboration with the teacher librarian as the natural obvious practice. (McGregor, 202-203).

Learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives." (McGregor, 203). Innovations in teaching cannot spread throughout a learning commuity if educators remain isolated, separate in their classrooms (Moreillon, 7).

Who collaborates Small states that "collaboration cannot be fully realized without creating a collaborative culture in which all partners see the importance and understand the benefits of collaboration to themselves, each other and their students" (Schultz-Jones, 22).


 * Benefits to students**

AASL Standards: Inquiry provides a framework for learning. To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment (11).
 * more individual attention (Kindergarten Teacher: Peg's Testimonial)
 * authentic learning, learn how to find answers (3rd-Grade Teacher: Judy P's Testimonial)
 * facilitates student inquiry (Elementary Art Instructor: Tracy's Testimonial)
 * computer skills, expand learning outside of classroom (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * connects TEKS to background experiences (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * utilize self-evaluation aspect of rubric ( High School Art Teacher: Diane's Testimonial )
 * enjoy different ideas (High School Student Teacher: Kelly's Testimonial)
 * Kids are successful! (High School Teacher: Sherri's Testimonial)
 * Internalize knowledge; skills learned transfer to other classes ( 8th-Grade Language Arts Teacher: Karen's Testimonial )
 * self evaluation through rubric ( High School Art Teacher: Diane's Testimonial )
 * more individualized attention (Kindergarten Teacher: Peg's Testimonial)
 * enables children to find answers independently (3rd-Grade Teacher: Judy P's Testimonial)
 * gets kids to "buy into" ideas (excites them); teaches about citing and effective research (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * learn about new technological tools like PP (7th-Grade Social Studies Teacher: Pat's Testimonial)
 * teaches effective note-taking; makes library a welcome environment ( 8th-Grade Language Arts Teacher: Karen's Testimonial )

Learning has a social context. Learning is enhanced by opportunities to share and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology (11).

School libraries are essential to the development of learning skills. School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 21 st century (11).

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge (14).

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems (14).

3.1.2 Participate and collaborate as members of a social and intellectual network of learners (15).


 * Viewed in this way, 75 percent of the teacher-librarian's job is directly concerned with teaching students (Moreillon, 2).

...lowering the student-to-teacher ratio through coteaching makes sense, particularly for children who enter formal schooling with fewer school-like literacy experiences (Moreillon, 7).

...as Hylen points out, "planned collaboration improves teaching and learning, as well as models the cooperation a teacher wants students to use" (Schultz-Jones, 22-23).

Zmuda: The article focuses on the "need to transform passive learning found in student efforts to just locate information to active engagement in constructing knowledge" (25).

"Many students regard the assignments they are given in the library media center comparable to completing "forms" - little more than bureaucratic exercises that are part of the daily drudgery of school" (25). Such disengagement inhibits true learning; it prevents students from the responsibility as well as the opportunity to build their intelligence" (25-26).

"When students are working to locate information to answer a question, they may be temporarily engaged in the "hunt" but find little intellectual satisfaction from their efforts. When students are really researching, however, the "hunt" is altogether different. Instead of being driven to find what they believe to be a predetermined answer, they are in the pursuit of truth" (26).**

In reference to the digital knowledge divide between rural and urban/suburban students (I think this applies to affluence as well): "The SLMS works to bridge this digital divide and ensure that all learners are skilled users of information in all formats. Expanded access to computers should be coupled with educational initiatives that help learners become effective users of digital technologies (Jenkins 2006)" (11).
 * AASL:

"With the SLMS and classroom teacher as their guides, students build on prior knowledge and experiences to construct new knowledge. The SLMS and classroom teacher assist this process, tailoring teaching methods to meet learners' needs. By reflecting on the learning process, students learn //how// to learn while constructing new knowledge" (20).

In building collaborative partnerships, the SLMS: "seeks input from students on the learning process" (20)**

Benefits to teachers


 * planning, brainstorming Kindergarten Teacher: Peg's Testimonial)
 * dig deeper into curriculum (3rd-Grade Teacher: Judy P's Testimonial)
 * extension of lesson plan (Elementary Art Instructor: Tracy's Testimonial)
 * integrate library skills into classroom lesson plans (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * FUN!!! (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * learn new skills from librarian such as powerpoint presentations (7th-Grade Social Studies Teacher: Pat's Testimonial)
 * consistency of thoughts/vocabulary across curriculums ( 8th-Grade Language Arts Teacher: Karen's Testimonial )
 * integrate research/writing into electives ( High School Art Teacher: Diane's Testimonial )
 * learn to use rubrics to guide written and other work ( High School Art Teacher: Diane's Testimonial )
 * assistance with projects (gather materials, make recommendations, expand topic) ( 8th-Grade Language Arts Teacher: Karen's Testimonial )
 * implement rubrics to guide studies; integrate writing and research process ( High School Art Teacher: Diane's Testimonial )
 * helps generate more ideas (Kindergarten Teacher: Peg's Testimonial)
 * expands instruction - takes curriculum deeper (Elementary Art Instructor: Tracy's Testimonial)
 * facilitates teacher's ideas (7th-Grade Language Arts Teacher: Mary Ann's Testimonial)
 * teaches educators new formats for instruction (Power Point) (7th-Grade Social Studies Teacher: Pat's Testimonial)
 * team teaching ( 8th-Grade Language Arts Teacher: Karen's Testimonial )
 * impacts professional development - incorporating writing across the curriculum into the course ( High School Art Teacher: Diane's Testimonial )
 * helps shape curriculum from nebulous ideas; aids with new technology (digital storytelling) (High School Teacher: Sherri's Testimonial)
 * provides alternatives to ideas; helps develop rubric; helps with grading (High School Student Teacher: Kelly's Testimonial)

Benefits to administrators One of the most important factors in the equation is the principal. The principal makes decisions about how teachers' time is spent and how planning time is covered. He or she can be either a vital support or a hindrance in the process" (McGregor, 207-208 Learning specialists in a school play a central role in the continuous effort to improve the achievement of all students through the design, instruction, and evaluation of student learning. The administrator's job is to construct a meaningful role for this position in the architecture of the school leadership team (Harada & Zmuda, 23).
 * academic achievement, research skills, information evaluation (Principal: Paula's Testimonial)
 * help with classroom curriculum, provide global perspective (Principal: Paula's Testimonial)
 * teacher librarian impacts academic achievement of EVERY student in building (Principal: Paula's Testimonial)
 * impacts academic achievement of students (Principal: Paula's Testimonial)

Benefits to librarians


 * contribute to overall success of campus
 * help campus meet academic goals
 * minimize isolation / separation from other faculty

Analysis

Summary
 * The American Association of School Librarians has stated that "the school library media specialist's opportunities for cultivating authentic, information -based learning have never been greater, and the responsibilities are also more crucial than ever before" (Schultz-Jones, 25).

"To meet the needs of learners today, schools must evolve from a 20th-century industrial model to a dynamic, fluid environment that promotes high-order thinking. Teaching should follow this model by continually changing to meet learners' needs" (AASL, 27). **

Works Cited


 * "Kindergarten Teacher: Peg's Testimonial." Interview by Judi Moreillon. Web. 20 Sept. 2009. http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher

"3rd-Grade Teacher: Judy P's Testimonial." Interview by Judi Moreillon. Web. 20 Sept. 2009. .

"Elementary Art Instructor: Tracy's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. 

"Principal: Paula's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. < http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal>

"7th-Grade Language Arts Teacher: Mary Ann's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. []

"7th-Grade Social Studies Teacher: Pat's Testimonial." by Judi Moreillon. Web. 19 Sept. 2009. []

" 8th-Grade Language Arts Teacher: Karen's Testimonial **."** by Judi Moreillon. Web. 20 Sept. 2009. < http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>

" High School Art Teacher: Diane's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. < http://teachertube.com/members/viewVideo.php?video_id=121840&title=High_School_Art_Teacher>

"High School Student Teacher: Kelly's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. []

"High School Teacher: Sherri's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. []

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. 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. Standards for the 21st Century in Action. Chicago: American Association of School Librarians, 2009. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Schultz-Jones, Barbara. Collaboration in the School Social Network, 2009. 20-25. Zmuda, Allison. "What Does it Really Look Like When Students Are Learning in the Library?" School Library Media Activities Monthly 25.1 (2008): 25-27. Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association of School Librarians, 2009.