Notes+For+Module+1


 * [[file:Rubric_1.4_Case_Study.doc]]

Assignment 1.4: Classroom-Library Collaboration Mini-Case Study**

Benefits to Students/ Benefits to the Classroom Teacher **
 * Pre-write T-chart Information

More individualized attention /More Planning and ideas (Kindergarten Teacher: Peggy H)

Learn how to find answers independantly /Authentic Learning expands curriculum (3rd Grade Teacher: Judy P.)

Provides opportunities for students to learn further information on topics/ Expands art lessons (Elementary Art Instructor: Tracy R.)

The teacher librarian impacts the achievement of every single student in the building (Elementary Principal: Paula G.)

The Library is welcoming, students learn to work with partners/The librarian is a wonderful resource for teachers on the campus (7th Grade Language Arts Teacher: Mary Ann N.) Students learned to find copyright free images to incorporte into their presentation/Classroom teacher learned along side the students as her librarian taught powerpoint lesson (7th Grade Social Studies Teacher: Pat)

Helped students with making connections across the curriculum/Felt welcomed into the library, views librarian as a great resource for curriculum and as a co- teacher (8th Grade Language Arts Teacher: Karen)

Students learned to work with rubric to self assess products/Working with the teacher-librarian has helped integrate writing into her Art class (High School Art Teacher: Diane R.)

/Teacher-Librarian helped her develp a project, brought new ideas for the project and worked as a co-teacher to present the project/evaluate the students (High School Student Teacher: Kelly)

Students benefitted from librarian's knowledge of digital storytelling through her involvment in the digital storytelling lesson/Has taken in ideas that are vague and the librarian has helped her to work into lessons and integrate technology into those lessons (High School Teacher: Sherri)

This article examines passive learning behaviors of students, what those behaviors look like and how they impede true knowledge construction. It then discusses what it looks like when true knowledge construction takes place. Reflective prompts are suggested to help in the development of indicators to gage student learning.
 * Reading Assignment: What Does It Really Look Like When Students Are Learning in the Library Media Center? by Allison Zmuda page 25-27**

On building collaborative partnerships: The guideline states "The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information." Actions to meet this guidline include collaborating with core teachers to design, implement and evaluate inquiry lessons and units...Collaborate with an extended team (parents, community, and other public and private entities) to provide additional assistance and support for lessons/units...Working with administrators to activel promote, support and implement collaboration and finally, to seek input from students on the learning process. An interesting statement in this reading is as follows: "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." I think that the wider learning community does learn when involved with students...partnerships with community business partners to provide mentoring and support are just one example here.
 * Reading Assignment: Empowering Learners page 20-21**

Begins with the experience of collaboration...When first introduced it was exciting and full of promise, but at this time still not embraced by many and has had a mixed response in the educational world. This article looks at research that backs up its worth, and then examines why it is so difficult splitting difficulties with collaboration implementation into internal and external factors. The topic of leadership as it relates to change is discussed, the complex change process is also discussed. Top down and bottom up leadership is explained with stance of somewhere between the two being the most effective is posed to the reader.
 * Reading Assignment: Collaboration and Leadership by Joy McGregor pages 199-215**

Change is a difficult thing, to create a "discipline of improvement" requires internal accountability of every staff member to teach well The administrator's job is to construct a meanighful role for the specialist position in the architecture of the school leardership team Principals find themselves hardpressed to define these jobs, often depending on prior experiences with other specialists. Indiana study (Lance, Rodney, and Russell 2007) The survey results indicated that approximately nine out of ten school principals learn about twhat library media specialists do from their on-the-job experiences Learning Specialists are partners in learning Congeniality vs collegiality: Collegiality is working with one another in the analysis of currculum and evaluation without getting pulled down by personal agendas...Many faculties are congenial but not collegial. Taking responsibility for student growth and self reflecting on teaching effectiveness are traits of collegiality Facilitating collegiality is a duty of a the learning specialist Consensual change occurs when staff distinguishes between what they like or prefer to do from what acutally works Learning specialists are informal leaders, administrators are formal leaders. Informal leaders are less threatening in a job coach sense, they do not evaluate staff. The job of formal and informal leaders is to send a unified message to the staff that the informal leaders work is backed up/supported by the formal leaders. 3 essential truths about leadership: Employees in any organization are volunteers. We can compel their attendance and compliance, but only they can volunteer their hearts and minds. Leaders can make decisions with their authortiy, but they can implement those decisions only through collaboration. Leaders must leverage for improved orgaizational performancde that happens through networks, not individuals. Learning specialists are positioned to foster alliances at all levels to work toward a common goal. .
 * Reading Assignment: The Learning Specialist: Clarifyng the Role of Library Media Specialists**