A.1.4.+Prewriting+Category+Matrix

Roger's Contributions

Leeandrea's Contributions **Sorry, forgot to login 9-18-12 at about 6:30 Central time; my contributions were notated as "guest" on the recent changes.

Collaboration = students learn more deeply (3rd-Grade Teacher Judy P.)
 * Students || Classroom Teachers || School Librarians || Administrators ||
 * Collaboration = more ind. attention for students (Kindergarten Teacher Peggy)

"I can instruct them in a certain art technique, and they will notice it in the books they read." (Elementary Art Instructor: Tracy Ross). -This indicates that students are making text to world connections which enriches their experience and increases understanding.

Engages, adds curiosity, and promotes inquiry for students. Ex. "One little boy wanted to know from a book that was written and illustrated by the same person which one was done first, the illustrations or the writings." (Elementary Art Instructor: Tracy Ross)

The teacher-librarian works with "small groups in the library." (Principal: Paula Godfrey)

He/she helps students "effectively evaluate sites" - not just "copying" from the Internet. (Principal: Paula Godfrey)

"There is __no other__ position that impacts achievement to the extent that the teacher-librarian does...." he/she "impacts...every single child in the building." (Principal: Paula Godfrey)

Planned collaboration = modeling cooperation teachers want students to use (Schultz-Jones 24) -- Excellent point. I find this personally relevant having been in classrooms where students struggle to cooperate with each other and focus on the task.

School librarians nurture effective collaboration network to meet learning goals of students. (Schultz-Jones 25) -- This is the bottom line. It all comes down to student learning.

"As teacher the school librarian empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information." (Empowering Learners: Guidelines for School Library Programs 18) -- Okay, so it's more than just student learning. It's about developing skills that students can use throughout their lives.

"...Susan and I have been able to engage students in conversations for learning and greater participation." (Hamilton 35) -- To the great benefit of students.

"Susan and I also support conversations for learning by incorporating collaborative learning and research activities as a regular part of classroom life." (Hamilton 36) -- Which addresses several AASL learning standards and helps students develop collaborative skills that will serve them well in college and in their careers.

"During our collaboration, our sophomore students made progress as independent learners and critical thinkers; this progress has been very gratifying to see. It has been quite a stretch for them to move from 'learned helplessness' where they are totally dependent on their teachers to 'resourceful thinker' where they can access information and accept responsibility for their own learning" (Hamilton 35). --There was a transformation of sorts for the students, which helped them develop 21st Century Learner skills, of which the teacher-librarian reaped positive benefits also.

"...we scaffold students' ability to "demonstrate confidence and self-direction" (Hamilton 36). -emotional and self-sufficiency factors are also at play while simultaneously developing skills of the 21 century learner.

"By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, ...and promote academic achievement(McGregor 201). -Two stakeholders work collectively to give the most important stakeholder, the student, what he/she needs during times it is most relevant in terms of resources and academic skills.

"...learning experiences are strengthened when both the classroom teacher and the teacher librarian work together" (McGregor 202). -Students can experience a well-rounded approach from professionals that can add depth to instruction together.

It was shown that there was a correlation between a high rating by administrators on the teaching of Information and Communication Technologies (ICT) and "advanced scores on the ISAT (Idaho Student Achievement Tests) reading and language arts tests" for students in grades 3 to 5, 7, 8, and 10 (Lance, Rodney, & Schwarz 16). || Collaborating = important role of being an educator (3rd-Grade Teacher Judy P.)

"We get a lot more ideas because we feed off each other." (Kindergarten Teacher Peggy)

"Collaboration with the teacher-librarian has enabled me to do more planning." (Kindergarten Teacher Peggy)

"It expands" - mentioned at least 3 times; helps her instruction be connected (Elementary Art Instructor: Tracy Ross).

The teacher-librarian works with teachers to "help with curriculum in the classroom." (Principal: Paula Godfrey)

"...teachers work together to analyze and improve their classroom practice." (DuFour 7)

"...you [the school librarian] are a key part in our planning because you are able to get those resources for us, but also you always come with ideas as well. And helping us realize our objective -- what needs to happen when we are teaching...." (testimonial from Brittany, elementary school teacher, from Kimmel 15)

"Through collaborative teaching, educators develop a common language, a common set of practices, and channels for communication that can increase student learning and help the entire school community better serve the academic and social needs of students and families." (Moreillon 6)

"Coteaching positively impacts adult learning as well." (Moreillon 6)

When educators collaborate for instruction, they teach critical thinking, problem-solving, collaboration, communication, and media literacy, and in the process, both students and educators learn. (Moreillon 9) -- I see two roadblocks to this happening: the attitudes of the teacher(s) and the librarian, and communicating/getting buy-in concerning the benefits of collaboration among the principal, teachers, and librarian. However, I could see how librarians could take a leadership role to create positive change in both of those areas.

Moreillon (Moreillon 8) cites the following as some of the benefits of collaboration and coteaching for teachers:
 * More one-on-one time with students
 * Clarification of goals and objectives through joint planning and co-assessment of lesson effectiveness
 * Improved faciliation of differentiated instruction
 * Information literacy skills integrated in a meaningful way into the curriculum
 * Shared responsibility for gathering engaging, effective resources
 * Fewer classroom management issues
 * More teaching time because of fewer management issues
 * More opportunities for creativity
 * Personal and professional growth opportunities
 * Integrated teaching (Moreillon 8)

By collaborating, teachers and teacher librarians provide learning experiences that ...give teachers a working partner (McGregor 201). -Having a partner in instruction to bounce ideas between each other, plan, and implement can help the teacher feel more successful at the attempts he/she makes regarding learning goals.

The teacher has a "go to" person that can help them come up with ideas and be a resource in times when it seems the energy for a continual push has declined. It can help when sometimes teachers feel like giving up. -" The teacher librarian also provides the agency for harnessing the energy, with teaching and leaming ideas, professional development, and resources" (McGregor 206). "Providing support by identifying what worked well, presenting new teaching ideas, suggesting new resources or new ways to use existing resources, and proposing possible revisions will help a teacher consider trying again. (McGregor, 211).

"Teachers whose students' achievement improves are viewed in a positive light by their administrators (McGregor 210). -Collaboration with the librarian can help improve student achievement and thus help him/her be viewed as an asset to administration.

Due to collaboration with the teacher-librarian, teachers are able to select the best resources, scaffold more effectively to help students succeed, and can get more student feedback. They can also demonstrate skills that cannot be done by a single person, such as cooperative learning, discussion, and debating. (Moreillon "Coteaching Strategies" PowerPoint) -- Good point about the demonstration of skills. A single teacher can TALK about those skills, but two teachers can //model// them for students. || "The kids feel that the library is their classroom, and that's our goal." ( Kindergarten Teacher Peggy)

The teacher-librarian is "one of the most important people who are at the school."(Principal: Paula Godfrey) -This is a very powerful statement coming from an administrator. The teacher-librarian is not only treated as an equal partner, but his/her importance and expertise is recognized. This type of thinking would definitely boost morale for the teacher-librarian.

Establishing/maintaining social network in school is fundamental to position of school librarian. (Schultz-Jones 22) -- This seems obvious to me, but should be brought up occasionally to remind ourselves that it's important.

Value of collaborative relationships = ability to make connections to meet educational objectives. (Schultz-Jones 24) -- To me, this really means that these collaborative relationships are a win-win for everyone involved -- students, teachers, school librarians and administrators.

Progress can be gratifying (Hamilton 35) -- Seeing students progress from dependent to independent learners can be very rewarding professionally, and reinforces the commitment to collaboration.

"Librarians who advocate for their students' needs have more success obtaining the staffing and budget levels necessary to achieve hose goals." (AASL 1) -- A definite win-win for the students and the librarian (added job security never hurts!).

"... this progress has been very gratifying to see" (Hamilton 35)... "It makes a librarian's heart beat faster" (Hamilton 38). -the teacher-librarian was able to personally feel good about the work she has done to strive for student achievement.

"I must be a lifelong learner myself, one who reflects regularly…I  learn from research and from my  personal learning network, from  my colleagues in my school, from my students" (Hamilton 40). -There are personal investments that the teacher-librarian benefit from.

-On-the-job training/professional development for personal growth is experienced in this profession. "We practice the best kind of professional development—job-embedded professional  development—when we coteach actual students in real time (Moreillon & Ballard, 6)

"...sharing resources and expertise to effect strategies that influence  student achievement" (Shultz-Jones 25).

There are various types of collaboration that librairans can engage in. -"All SLMSs exhibit a range of collaboration levels with teachers  and administrators in their  schools: designing course content and teaching alongside teachers, providing course materials, consulting on course content. providing books/resources when  requested, exchanging information informally, or never interacting..." (Shultz-Jones 21).

Collaboration gives the librarian a unique opportunity to show leadership skills. "...because collaboration by definition requires more than one person, inevitably someone must lead that effort (McGregor 202).

Even though we can take the lead, we are not in this alone. Different learning specialist share roles, tasks, and responsibilities in leading to student achievement in a collaborative culture (Zmuda & Harada 38-42). || The teacher-librarian shares a "global perspective" of the people and the happenings in the building like administrators. (Principal: Paula Godfrey) ..."The teacher librarian and the principal are typically the only ones with this "big picture view," and thus, the teacher librarian can propose collaborative ways to address overall problems by collaborative methods" (McGregor 210).

Principals benefit from the professional development for faculty and parents in the area of information technology and resources by not having to do it themselves or seek outside help to get such trainings done. (Church 40)

Principals benefit from librarian/teacher collaboration because it strengthens the school's culture through positive interactions that improve student achievement. (Church 40)

Principals benefit from librarian collaboration because they see the librarian as an additional leader who interacts well with fellow educators. (Church 41)

Principals perceive benefits for the school when: "Librarians provide in-service professional development opportunities to teachers; Librarians and principal meet regularly;  Librarian serves on key school committees, and;  Library access is scheduled flexibly." (Lance, et.al. 16)

Administrators have goals for the overall success of every child on campus. Librarian's must align library goals with campus goals to integrate it with the principal's vision. -"He or she can be either a vital support or a hindrance in the process. If the principal is a top-down leader, then the teacher librarian must look for clues about the direction in which the principal intends to take the school. What is his or her vision? How can a collaborative community make that principal look good in terms of his or her own goals and vision?... In each case, the librarian will want to keep the principal informed and in the loop, demonstrating that all efforts are for the improvement of teaching and learning and for the benefit of the students" (McGregor 208).

Regarding the value placed by administrators on library-related practices 61.5% found it to be "desirable" and 27.6% found it to be "essential" that the "librarian and teacher design instructional units together." From the data gathered it was recommended that administrators should "set the stage for effective collaborations by making it known that they expect it to be the norm" (Lance, Rodney & Schwarz 15-16). ||

Works Consulted
"3rd-Grade Teacher." Interview by Judi Moreillon. //Teacher Tube//. N.p., 2001. Web. 17 Sept. 2012. <http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher>.

American Association of School Librarians. //Empowering Learners: Guidelines for School Library Programs //. Chicago, IL: American Association of School Librarians, 2009. Print.

Church, Audrey P. "The Principal Factor." //Library Media Connection // May/June (2009): 40-41. Print.

DuFour, Richard. "What is a 'Professional Learning Community?'" //Educational Leadership// 61.8 (May 2004): 6-11. Print. 18 Sept. 2012. www.simagis.org/prodev/documents/PLC.pdf

"Elementary Art Instructor." Interview by Judi Moreillon. //Teacher Tube//. N.p., 2001. Web. 17 Sept. 2012. <[|http://teachertube.com/viewVideo.php?vid] title=3rd_Grade_Teacher>.

Hamilton, Buffy J. "The School Librarian as Teacher: What Kind of Teacher Are You?" //Knowledge Quest// 39.5 (May/June 2011): 34-40. Print.

Kimmel, Sue C. "Consider with Whom You Are Wo //Media Connection // May/June (2009): 40-41. Print.

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. "The Impact of School Libraries on Academic Achievement: A Research Study Based on Resources from Administrators in Idaho." //School Library Monthly // 26.9 (May 2010): 14-17. Print.

Mardis, Marcia, and Ellen Hoffman. "Collection and Collaboration: Science in Michigan Middle School Media Centers." School Library Research 10 (2007): n. pag. Web. 17 Sept. 2012. .

McGregor, Joy. "Collaboration and Leadership." //Curriculum Connections through the Library//. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print.

Moreillon, Judi. "Chapter 1: Collaborative Teaching in the Age of Accountability." //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: ALA Editions, 2007. 1-9. Print.

<span style="font-family: Arial,Helvetica,sans-serif;">Moreillon, Judi, and Susan D. Ballard. “Coteaching: A Pathway to Leadership.” //Knowledge Quest// 40.4 (2012): 6-9. < @http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KNOW_40_4_CoEditorColumn.pdf >

Moreillon, Judi. "Coteaching Strategies." PowerPoint. Lecture. 2009. Web. 10 Sept. 2011.

"Principal." Interview by Judi Moreillon. //Teacher Tube//. N.p., 2001. Web. 17 Sept. 2012. <[]>.

Schultz-Jones, Barbara. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 (March/April 2009): 20-25. Print.

<span style="font-family: Arial,Helvetica,sans-serif;">"Who Is the 21st-Century School Librarian?" American Library Association. //<span style="font-family: Arial,Helvetica,sans-serif;">American Association of School Librarians //<span style="font-family: Arial,Helvetica,sans-serif;">, 2012. Web. 18 Sept. 2012. <http://www.ala.org/aasl/aaslissues/toolkits/bldnglvl/building3>.

Zmuda, Allison, and Violet H. Harada. "The Learning Specialist: Clarifying the Role of Library Media Specialists." //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century//. Eds. Allison Zmuda and Violet H. Harada. Westport, CT: Libraries Unlimited, 2008. 23 – 43. Print.