Case+Study+Draft




 * [[file:Woolam_Librarian_Teacher.doc]]

Classroom-Library Collaboration: A Mini-Case Study**

**Introduction** //(I couldn't figure out how to highlight on the wiki, so I just made it red. It's highlighted in the Word document) HP//
====Collaboration is the buzzword among school library media specialists, but what exactly does it mean? According to Dr. Judy Moreillon it is a “dynamic, interactive process among equal partners who strive together to reach excellence” (4). When educators and librarians form partnerships, they improve learning experiences for students. Working together benefits all members of the school community – teachers, students, librarians and administrators. It enhances the development and dissemination of curricula, improves teacher-student ratios, and creates a learning community where the librarian, teachers and administrators work together to ensure that students develop knowledge in a genuine manner that is applicable and memorable. Collaboration is essential to meet the American Association of School Librarians (AASL) standards for the 21st-century learner. This mini-case study argues the benefits of collaboration as applied to students, teachers, librarians and administrators.====

**Benefits to Students**
====As noted by Barbara Schulz-Jones, demonstrating the role of collaboration and cooperation gives students a template for how to use interpersonal skills in their own relationships (22-23). This understanding of teamwork and cooperation will benefit them in their current social positions and future careers. But that is not the only benefit. Based on testimonials given by several teachers who collaborated with their library media specialist, this segment will explore three major benefits collaboration has for students.====

====Peg, a kindergarten teacher, finds value in having more ideas and attention for students. Individual attention is extremely important in today’s populated classrooms where students sometimes do not receive the extra help they need to succeed. True learning requires building upon background knowledge. Unfortunately, too many students begin school at a disadvantage because they have little foundational knowledge. Co-teaching allows for a variety of ideas and tailor-made lessons that can fit individual student’s needs. ====

====Judy, a third grade teacher, follows the philosophy of “authentic learning” where “children find answers on their own” (Judy). Collaboration expands curriculum, allowing children to engage in higher order thinking skills and develop knowledge and skills meaningful to them. In her 2008 article, Zmuda focuses on the "need to transform passive learning found in student efforts to just locate information to active engagement in constructing knowledge" (25). Schools are not meant to be standardized test factories where students simply regurgitate information. They are designed to develop students into balanced and productive members of society. We, as school librarians, can bring out the best in our students when we collaborate with teachers. As Zmuda states, “When students are really researching, 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).====

====Finally, MaryAnn and Pat, both 7th grade teachers, were impressed with the school librarian’s introduction of new computer skills to their classes (Mary Ann and Pat). In reference to equity of access, the AASL in Empowering Learners states: "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). The school librarian introduces new technology to students and provides the space where this learning can occur. Does this mean the librarian must be up to date with the latest technology? Ideally, yes. But more important in this and all aspects of collaboration is the ability to remain open-minded, communicative, and enthusiastic. ====

**Works Cited:** I used quotes from these sources: American Association of School Librarians. Empowering Learners: Standards for the School Library Media Specialist. American Association of School Librarians. Standards for the 21st-Century Learner In Action. Moreillon, Judy. Collaborative Strategies for Teaching Reading Comprehension. Schulz-Jones, Barbara. “Collaboration in the School Social Network.” Zmuda, Allison. “What Does it Really Look Like When Students are Learning in the Library?” Testimonials: Peg, Judy, Mary Ann, Pat 

“For all teachers, knowing ‘what's in it for them’ is vital” (McGregor 209). In a collaborative partnership with the school librarian, “what’s in it” for the classroom teacher are the additional resources the school librarian brings to the lesson planning and delivery process. The school librarian brings not only an additional set of teaching skills to the partnership, but also knowledge of library print and non-print resources. Sherri noted in Dr. Judi Moreillon’s video, //High School Teacher: Sherri’s Testimonial//, that she has been successful in taking undeveloped ideas to the librarian and collaboratively preparing integrated lesson plans. “Teacher collaboration with the library staff can be really excellent and can result in really great projects for the kids” (Sherri).
 * Benefits to teachers**

In another Moreillon video, // 3rd-Grade Teacher: Judy P's Testimonial //, the teacher reports that the partnership allows for more in-depth coverage of the curriculum. The statement is supported by Moreillon’s observations that in collaborative teaching there is a shared responsibility for gathering resources, teaching time is expanded, and literature and information skills are integrated into the curriculum (8).

Another benefit to the classroom teacher is the opportunity for professional growth (Moreillon 7). Since each partner brings different skills and knowledge to the collaboration, both members of the team can learn from the other. In writing about classroom-library collaboration, Moreillon observes, “through collaborative teaching, educators develop a common language, a common set of practices, and channels for communication” (6).

While the whole of the educational process is focused on the goal of educating students, the classroom teacher is one of the primary beneficiaries of the collaborative partnership. Gaining the trust of the classroom teacher and developing a successful working relationship may very well be one of the most critical, yet challenging tasks for the school librarian. I think that the creative energy generated by the collaboration process as well as the knowledge and experience brought to the table by the librarian are key factors for establishing a mutually beneficial co-teaching connection.

McGregor observed that librarians can prove their value to the learning experience through collaboration (199). Achieving recognition for contributions made to the educational process is a key benefit for the school librarian. By getting out from behind the circulation desk and engaging teachers with ideas and resources, the school librarian will be viewed by teachers as an active contributor to the educational process instead of a passive supporting player.
 * Benefits to librarians**

By interacting with teachers at all grade levels, the librarian is in a position to see the larger picture of how the curriculum progressively builds the students’ knowledge base from grade to grade. A school principal noted in Moreillon’s video, //Principal: Paula's Testimonial//, that the teacher-librarian’s “global perspective” has a greater affect on learning than any other position. Recognition of the added value that the librarian brings to the learning process allows for more meaningful contributions and facilitates “school wide acceptance of collaboration with the teacher librarian” (McGregor 203).

The school librarian is still primarily viewed as a support function by teachers and administrators, and transitioning into the role of an active member of the educational process will be a challenge. I had not previously considered the librarian’s unique position that provides an overall view of the school’s educational process. By leveraging the opportunities afforded by this unique position, the librarian can become one of the key contributors to the school’s academic success.


 * Benefits to Administrators**

An important component of the learning community is the principal. As the instructional leader of the campus, the principal controls the whole school academic structure and facilitates collaborative relationships among the faculty and staff. “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). Principals and other administrators are aware of the benefits of not only grade level collaboration but also of vertical alignment of the curriculum. However, in many schools, this collaboration process does not include the school librarian. There are many benefits for the principal when the school librarian is able to collaborate with other teachers. Principal Paula (from the video testimonials) states the school librarians “help with classroom curriculum and provide a global perspective” (Principal Paula). As has been stated in many sources, the school librarian is the only other person on campus, besides the principal, who directly interacts with every child. Therefore, “the teacher librarian impacts academic achievement of every student in the building” (Principal Paula). It is to the benefit of the principal that the school librarian can see the “big picture” and collaborate with him/her about the strengths and weaknesses of the learning community. “In these communities everyone is invested in everyone else’s success” (Moreillon ix). Everyone must all work together to ensure the returns of that investment.

Principal Paula’s testimony is very insightful as I review the attitude with which collaborative relationships are viewed. I also feel that school librarians working with classroom teachers is a necessity for teaching information literacy. Sadly, many principals do not see the need for this type of interaction between the librarian and teachers. If collaborative efforts are not encouraged, those relationships will not develop and the students’ learning will not be enhanced. In addition, some teachers are not willing to collaborate because the school librarian is viewed as “support staff”. The principal can alter this perception by making collaboration a priority and modeling the respect that is due school librarians. What can be done to influence the principal’s attitude toward a more collaborative approach to teaching in the library? How can school librarians change the perception of others who view the library as a “holding place”? The library is a place of academics just as is a classroom, but is not seen as such quite often. The principal’s job is to “construct a meaningful role for this position in the architecture of the school leadership team” (Harada & Zmuda 23). Only then can school librarians thrive in a collaborative learning community.


 * Works Cited**

American Association of School Librarians. Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association of School Librarians, 2009. Print. American Association of School Librarians. Standards for the 21st Century in Action. Chicago: American Association of School Librarians, 2009. Print. "High School Teacher: Sherri's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. [] Teacher> "Kindergarten Teacher: Peg's Testimonial." Interview by Judi Moreillon. Web. 20 Sept. 2009. [] 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. Print. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Print. "Principal: Paula's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. <[]> Schultz-Jones, B. “Collaboration in the School Social Network.” Knowledge Quest 37.4, (2009): 20-25. Academic Search Complete. Web. 21 Sept. 2009. [] "7th-Grade Language Arts Teacher: Mary Ann's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. [] Language_Arts_Teacher> "7th-Grade Social Studies Teacher: Pat's Testimonial." by Judi Moreillon. Web. 20 Sept. 2009. <[] Grade_Social_Studies_Teacher> "3rd-Grade Teacher: Judy P's Testimonial." Interview by Judi Moreillon. Web. 20 Sept. 2009. <[] Teacher> 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. Academic Search Complete. Web. 21 Sept. 2009. [] 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. Print.