Case+Study+A1.4,+Module+1.3+Prewriting

A. 1.4. Prewriting: T-Chart for Benefits of Classroom-Library Collaboration to Students and Classroom Teachers
**Susan's Contributions**
 * Diana's Contributions **
 * **Students** || **Classroom Teachers** ||
 * Students feel the library is their classroom (Peggy) || Teachers have better planning and more ideas because the teachers and librarian can feed off one another. (Peggy) ||
 * Students receive individualized attention. "Kids feel the library is their classroom" (Peggy) || Teacher has more planning and more ideas, (Peggy) ||
 * Students are provided with more authentic learning, because they learn how to find the answers to their questions on their own. (Judy P.) || Able to take the broad state curriculum deeper (Judy P.) ||
 * Students are aided by reading ahead of time in the library about what they will be doing in class (for example, reading about Navajo blankets in the library and then working on Navajo blanket art projects) (Tracy) || Teachers are able to expand the instruction by covering another teacher's content in the library as well. (Tracy) ||
 * S. notice things in the books they read from what is learned in class (Tracy) || Collaboration expands the instruction (Tracy) ||
 * Students get extra small group help. (Paula) ​ || Assistance with classroom curriculum (Paula) ||
 * It impacts achievement of all the children. (Paula) || Collaboration helps with curriculum. The teacher-librarian has a "global perspective of the building." (Paula) ||
 * Students are able to buy into the teaching more, therefore they get more out of the lessons (Mary Ann) || Teachers are able to learn more themselves from collaborating with the librarian, by benefitting from the technology know-how of the librarian. (Mary Ann) ||
 * The students buy into the learning, Students collaborated with a partner to do research and make a presentation. They found a quote to apply to their own topic. (Mary Ann) || This was a learning process for all involved, including the teacher. The teacher-librarian contributed new ideas, and helped to plan out the process from start to finish. (Mary Ann) ||
 * Students are exposed to teaching techniques/technologies they otherwise could miss out on. (Pat) || Teachers get better ideas for presenting both curriculum and designing more creative assignments (Pat) ||
 * Students are able to learn and become successful. (Pat) || Teacher learns right along with the class. (Pat) ||
 * Students learn more variety of skills--with the librarian contributing her expertise to the teacher's lesson, such as how to avoid plagiarism while doing research. (Karen) || Teacher feel welcomed in the library, and more resources are made available to them by the librarian, which enhances their curriculum. (Karen) ||
 * Students use wikis, and learn how to not plagiarize. They internalize the new knowledge which makes the learning experiences more valuable. Students transferred knowledge from library to classroom to other classrooms. Collaboration is "opening the doors."(Karen) || Collaboration made new materials available for the teacher, and helped build connections and put the pieces together. It also allowed for team teaching. (Karen) ||
 * Students learn how to self-evaluate better, with use of rubrics, as introduced by the librarian who may have more experience with their use. (Diane) || Able to improve the integration of the curriculum, such as integrating research with the writing process. (Diane) ||
 * Self-evaluation was helpful to students. (Diane) || Able to teach writing across the curriculum and integrate research and writing into art. (Diane) ||
 * Students will enjoy projects/lessons more since the projects/lessons were designed with broader idea approaches. (Kelly) || Teacher get more help with evaluating projects that were collaborated on; the librarian can grade areas he/she is more proficient with (such as citations), and the classroom teacher can evaluate the area he/she is more knowledgeable about (such as the content of the project). (Kelly) ||
 * The unit was more enjoyable for students because it was more successful. (Kelly) || Improvement of the project by developing guidelines, creating supplementary documents, co-facilitating the project, and co-evaluating the students. (Kelly) ||
 * Students completed a digital storytelling project, 100% completion rate with students. (Sherri || Vague ideas developed into specific plans incorporating technology and research skills. In the past pulling books "doesn't feel like collaboration",(Sherri) ||
 * ​ ​Students are empowered to take an active role in shaping their learning. (EL p. 20) || Collaboration of SLMS and teachers will transform information technology into quality learning experiences, thus affecting achievement, even when at-risk factors are present (from CW: Indiana Learns) ||
 * Students will be engaged in the construction of knowledge and the commitment of thinking, and student performance on higher-order thinking tasks will be positively affected. (Zamuda, Harada, p. 43). || A collective accountability for learning results (Zamuda, Harada, p. 27, 29)) ||
 * "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs... and promote academic achievement." (McGregor, p. 201) || Information literacy skills can be integrated into all subject areas of school curriculum. (Zamuda, Harada, p. 37) ||
 * "Student achievement is related to teachers' being collaboratively responsible for student learning." (McGregor, p. 202) || ​This collaboration will help teachers make the connections between inquiry-based learning and information-literacy skills throughout the curriculum at all levels. (Zamuda, Harada, p. 37) ||
 * McGregor also mentions that collaboration strengthens learning experiences. (207) || An effective partnership helps teachers meet their existing priorities. (Zamuda, Harada, p. 38) ||
 * The teacher librarian "is able to watch the process learning of individual students over a period of years and with this knowledge can lead collaborations that fill in gaps and provide individualized learning experiences. (McGregor, p.209) || Teachers will have access to a range of resources beyond what they could normally provide to themselves and their students before such collaboration. (Zamuda, Harada, p. 38) ||
 * Students are engaged in "the construction of deep knowledge through the exploration of ideas and information, conducting of investigations, ans communication and evaluation of findings." (Zamuda, Harada, p.40) || Through collaboration, teachers will have support in using various technologies for accessing information, organizing data, teaching concepts and creating products. (Zamuda, Harada, p. 38) ||
 * || Collaboration allows for creative synergy and cooperative problem solving. (Zamuda, Harada, p. 38) ||
 * || The expertise of the teaching staff is increased through the collaborative tasks. (Zamuda, Harada, p. 38) ||
 * || McGregor discusses the benefit of a teacher librarian "sharing the load" with teachers and administrators in dealing with an area of concern, such as student motivation. (McGregor, p.206) ||
 * || Collaboration "motivates staff members to grow." (Zamuda, Harada, p. 33) ||
 * || "Effective partnerships help teachers to meet their existing priorities which include the implementation of a standards-based curriculum." (Zamuda, Harada, p. 38) ||