A.+1.4+Draft

Diana, I copied my one page word document below, plus my "works cited". For some reason, when I copied it over, my "works cited" was in a different font size and I can't get it to show the hanging indentions of the MLA style. This may not be a problem since we submit it ourselves, as a word document--I think--in addition to posting it here? Also, I highlighted my reflections in yellow; Dr. M. didn't say whether or not our highlights had to be in different colors, but if we don't use different colors, I don't know how she'll know which reflection belongs to each of us. I'll send you my copy from word in an email attachment. Susan Norman/Diana Ellis

Classroom-Library Collaboration Mini-Case Study

 Ralph Waldo Emerson once said, “The things taught in schools are not an education, but the means of an education.” What does this mean? To me, it conveys what the AASL establishes as a guideline for library media specialists: “The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, life-long users and producers of ideas and information” (AASL 19). In this paper, we will set forth to show how collaboration between the teacher and the teacher librarian in the school setting can help improve the success at which we are able to give our students the essential tools they will need as members of this information age, by looking at the benefits to both the students and to the teachers themselves. Firstly, we will examine the benefits of this collaboration to the students. The testimonials we were allowed to view immediately revealed such benefits. As Peggy said in her testimonial, “The students feel that the library is their classroom” (Peggy). How much more authentic will all instruction in the library be if the students see it as a crucial part of their success in the general classroom! Judy P., in her testimonial, immediately keyed in on the development of lifelong tools that the collaboration between the librarian and classroom teacher will result in, since students are provided with more authentic learning, because they learn how to find answers to their questions on their own (Judy P.). This again goes back to the AASL guideline referred to in the introduction. Researchers have touched on this benefit by stating, “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” (Zmuda, Harada 40). This need to be successful on the higher-level thinking tasks can make a huge difference in a child’s future success in school and in life. Not only does it help with regard to such academic tasks ; according to Kelly’s testimonial, the material taught was more enjoyable to students, because the lesson was more successfully carried out—due to the collaboration (Kelly). This resulting enjoyment is a possible reason why, as McGregor points out, that collaboration between the classroom teacher and librarian strengthens the learning experience (McGregor 207). Because the students have positive associations with the collaborative lessons, they will get so much more out of them, and these will be the concepts the students remember and internalize to a greater degree. The benefits of classroom teachers collaborating with the teacher librarian continue. Because of this positive attitude developed by the students due to their increased enjoyment of the lessons, “Students are empowered to take an active role in shaping their learning” (AASL 20). Also, because of that combination of expertise, as is pointed out by Pat’s testimonial, the students are exposed to teaching techniques and technologies they otherwise could miss out on (Pat). I know as a classroom teacher, I was more apt to pull in other technological resources if I had help with this integration, and someone there to help me guide the students and problem solve through the entire process; otherwise, the use of technology could be intimidating, and I would often put off utilizing the many better, more engaging tools available. This reinforces McGregor’s findings: “Student achievement is related to teachers being collaboratively responsible for student learning” (McGregor 202). As a classroom teacher, I can attest to the amount of stress that is lessened when you feel you have someone there sharing your concerns for the success of the students. Teachers that have experienced the process of collaboration noted many benefits. More ideas were generated (Kindergarten Teacher), and more resources available for planning just from the interchange between the teaching professionals (8th-Grade Language Arts Teacher). Big ideas could be fine-tuned and focused through collaborative planning. "Effective partnerships help teachers to meet their existing priorities which include the implementation of a standards-based curriculum" (Zmuda, Harada, p. 38). Instead of one instructional expert being held accountable for the objectives, two or more are working to meet the standards. Collaboration develops “a collective accountability for learning results” (Zmuda, Harada, 27). Judy P commented also that the material in the lessons went even deeper than the state curriculum (Third-Grade Teacher). With two or more professionals brainstorming, their lesson has the potential to reach another level. An additional benefit of collaboration is the improvement of integration of the curriculum (High School Art Teacher). By integrating information literacy skills into different subject matters, students are able to make connections between what is taught from classroom to classroom. When students make those connections, teachers benefit as well. Collaboration will help teachers “make the connections between inquiry-based learning and information-literacy skills throughout the curriculum at all levels” (Zmuda, Harada, 37). Teachers are able to expand the instruction by covering another teacher's content in the library as well (Elementary Art Instructor). When students are making connections across the curriculum and learning objectives are integrated, teaching becomes both more efficient and effective. The teacher-librarian is in a position to have a true "global perspective of the building" (Principal). They work with all of the grade levels and have knowledge about the spiraling curriculum. They also see the vertical development of students from grade to grade. This perspective makes the teacher-librarian a very valuable collaborative partner. They are truly able to share the load with teachers and administrators in dealing with an area of concern, such as student motivation (McGregor, p.206). Collaboration allows for “creative synergy and cooperative problem solving” (Zmuda, Harada, 38). Through collaboration a school wide concern can be addressed, benefiting all. If as Emerson said, “The things taught in schools are not an education, but the means of an education,” if our goal is to “encourages learners to be independent, life-long users and producers of ideas and information” (AASL 19), then collaboration is a tool for these visions. <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: yellow none repeat scroll 0% 0%;">It builds a bridge between the teacher and the teacher librarian, and between the students and the curriculum. Collaboration “put the pieces together” for everyone involved (8th-Grade Language Arts Teacher).

Works Cited American Association of School Librarians. //Empowering Learners//. Chicago, Illinois: American Association of School Librarians, 2009. Print. "High School Student Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. ** [video_id=125103&title=High_School_Student_Teacher|http://teachertube.com/members/viewVideo.php? video_id=125103&title=High_School_Student_Teacher] ** "Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. [|**http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher**] McGregor, Joy. "Collaboration and Leadership." //Curriculum Connections through the Library.// Eds. B. K. Stripling and S. Hughes-Hassell. Wesport, CT: Libraries Unlimited, 2003. 199--219. Web. Sept. 17, 2009. "Seventh Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. ** [] ** "Third Grade Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. ** [] ** 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 21st Century.// n.p.: Libraries Unlimited, 2008. 23--43. Web. Sept. 17, 2009. "8th-Grade Language Arts Teacher." Interview by Judi Moreillon. //Teacher Tube//. 06 Sept. 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>. American Association of School Librarians. //Empowering Learners//. Chicago, Illinois: American Association of School Librarians, 2009. Print. "Elementary Art Instructor." Interview by Judi Moreillon. //Teacher Tube//. 19 Aug. 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=121834&title=Elementary_Art_Instructor>. "High School Art Teacher." Interview by Judi Moreillon. //Teacher Tube//. 19 Aug. 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=121840&title=High_School_Art_Teacher>. "Kindergarten Teacher." Interview by Judi Moreillon. //Teacher Tube//. 19 Aug. 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher>. McGregor, Joy. "Collaboration and Leadership." //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 199-219. Print. "Principal." Interview by Judi Moreillon. //Teacher Tube//. 19 Aug. 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal>. "Third-Grade Teacher." Interview by Judi Moreillon. //Teacher Tube//. 30 July 2009. Web. 18 Sept. 2009. <http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher>. 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 21st Century//. 2008. 23-43. Print.

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