Mini+Case+Study+Discussion

Mini Case Study Discussion =**A.1.4 Case Study Discussion Page**= Cheryl Read - Blue Tracy Blackwood-Purple
 * Complete Works Cited for Matrix and Discussion listed at bottow of this page**
 * 9/12 - This is excellent work! cats **

2/3/12 Tracy - not sure if I set this up the right way, so let me know if you want it to look differently. I am going to write my quotes/thoughts, etc. and then cite them at the bottom of this wiki page later. I will identify them by placing info at the end of the quote/thought.

__**Notes/Phrases from Teacher Tube testimonials:**__

The teacher/librarian are one of the most important people at the school because there is no one else who impacts the academic achievement of every single child in the building. - Paula Godfrey, Principal

She helps students effectively learn how to evaluate sites when they do research instead of just copying all the information like elementary age children so often do. - Paula Godfrey, Principal

Collaboration with the librarian has enabled me to do more planning. We get lots more ideas because we feed off each other. The kids get a lot more individualized attention because they are working with two teachers instead of one. - Peggy Harding

__** Notes/Phrases/Thoughts from Module 1 Readings regarding collaboration **__ __** Teachers **__ Before teachers can truly embrace the value of a teacher librarian collaboration, they first need to understand why the librarian should be included in the collaboration. They need to develope an understanding of the importance of teaching information literacy and what the librarian has to offer in that area. (McGregor - paraphrased)

**My thoughts:** I think that today's librarians are being trained differently than in the past. The problem is that most teachers don't realize that. Most of them see the librarian as someone who just checks books in and out. They also see her as a babysitter sometimes. Many principals view the librarian the same way. Most of the teachers in my school did not even know that a master's degree was required in order to get certified as a librarian. Just this week, I took a reading class in the computer lab and introduced them to Story Bird, an online story generator. Storybird also allows student-to-student collaboration. During one class, the assistant principal came in to observe my lesson. He was amazed by what he was seeing and said, "How do you know about this? Where did you learn about it? " I gently reminded him that I was working on my master's in library and information science and that I have the opportunity to be exposed to many of the latest and greatest technology tools for learning. I also gently reminded him that I was a research specialist. This is the same assistant principal who is the first one to suggest that we close the library during lunch so that the library aide can be a lunch monitor. Teacher librarians who wish to work more closely with students and their teachers look for ways to introduce collaboration to administators and teachers. McGregor, 202. My thoughts: The librarian that was at my school before me had been their since the school opened nine years ago. She was a respected member of the school but had been trained in Library Science many years ago. We had a staff meeting the other day and had to bring a copy of our lesson plans. One teacher remarked," You have lesson plans?" I know they are ready for a change from our current system in the library and we are making small changes each week. However, I do not think that they see me as a "teacher" yet. I know this will take time and as we start these collaborative efforts their ideas will change as well. I have to start to make an effort to be involved and know what the teachers are teaching in order to make suggests for these efforts.

Effective partnerships help teachers meet their existing priorities, which incude the implementation of a standards-based curriculum. (The Learning Specialist, pg 38) **My Response**: Of all the benefits of a collaborative partnership, think this has to be the one that would carry the most weight. This year, my school district has required that teachers follows C-Scope, a district-wide curriculum program that is quite rigorous. The teachers are very stressed because they are unable to cover all the standards in a given six-week period. I can see how a collaborative effort with the librarian could alleviate some of this pressure.

__** Librarians **__ There is more to collaboration than the teacher librarian just trying to find someone to work with on a class assignment. There is a social aspect involved and all librarians need to understand that and embrace it as they learn to function in a leadership role ((McGregor, pg not numbered) **My response**: I think that when collaboration first became a catch word among teacher librarians, they just jumped in and started with what they knew, which was to work on a project with a teacher who was willing to partner with them. However, it seems that the first thing teacher librarians need to learn is how to be the effective leaders they are meant to be. Leadership doesn't mean domination, it means knowing what it takes to have an effective collaborative partnership, and taking the proper steps to ensure that success occurs. It means being flexible and teachable. It may also mean that the teacher librarian has to get out of her comfort zone, meaning the library, and take the first steps in developing the social networking that needs to take place prior to collaboration. I couldn't agree more! I believe the key to making collaboration a successful adventure is establishing personal relationships with staff. Making them want to work with you because you have something valuable to add to their lesson. They won't know this if they don't know things about you.

It's not always possible to work with every teacher in a particular grade level. (Jones article - pg 20 - paraphrased) "The most frequent levels of collaboration included providing books/resources when requested and exchanging information informally with teachers and administrators." (Jones article, pg 21 - exact quote) **My question**: Is there true collaboration when all the librarian does is provide books/resources when requested? Couldn't an aide do that? Yes, an aide can do these small things but I think when we use these opportunities to start up conversations about collaboration, it will help us to start building the relationships we need to make the collaboration happen in bigger areas. I also use this as a time to personal deliver the books, ask if there is anything else I can help them with, and just provide the best customer service that I can. "I've aligned myself with two or three of them (district elem librarians) so we have this ongoing communication where we trade ideas all the time. (Jones article, pg 22, exact quote) **My question**: Is communicating with other librarians considered collaboration? To me, that is just support.  Cheryl, I think if you work on developing a project together and can use it between schools that would be a collaborative effort. We had two teachers who had a Diary of a Wimpy Kid project going on at both schools. They ended it with a Skype session that allowed the students to battle against each other.  My response: That makes sense now that I see it explained. I never considered that teachers would work together on a project that was being done at different campuses. I really like that idea!

Networking with individuals like teachers and administrators is one way to begin developing relationships that could lead to future collaboration (Jones, pg 24, paraphrase)

When the librarian met with the teacher, she was already aware of the curriculum being covered in class because she had consulted a curriculum guide that was being used by the teachers. She suggested a research project that used research skills the students were already familiar with (Big 6). It seemed as if she had a list of questions in mind to keep the teacher engaged in the conversation and she also gave suggestions on things like how many sources they should be required to have and whether or not they should work with a partner.(Collaborative Conversation 1) **My Response:** I think that by doing a little legwork, the librarian made it easier for the teacher to say "yes" to collaboration. She asked open ended questions that allowed the teacher flexibility in how she wanted the project done. The librarian was the "scribe" for the collaborative effort, which also made everything easier for the teacher. Clearly, this librarian was there to support the teacher and the learning that was taking place in the classroom. I was impressed that the librarian suggestion differentiated learning for those students who needed it, such as GT or SPed students.

The librarian was professional, prepared and proficient during the entire collaborative process with the teacher. Clearly, she was prepared for the meeting by having a list of questions, suggestions and a calendar for planning. She kept the conversation on track and made sure that the teacher had a great deal of input. She showed by her actions that she was there to support the teacher's curriculum goals. (Collaborative Conversation 2)
 * My Response: ** I think it is important for the librarian to set the stage for collaboration by being fully prepared. If she just sits down and asks the teacher what she wants, then the teacher will see that as more work on her part and will probably not be too enthusiastic about future collaborative efforts.

It is important to note that reearch is only one type of learning that takes place in the library. (Zmuda, pg 27). **My Response**: It seems like almost all of the collaboration lessons I have learned about in my grad classes centers around research. I know the library is a good fit for that type of collaborative effort, but I do agree that other types of learning takes place.

To be credible with teachers, learning specialists must remain current with content and pedagogical developments in the disciplines so that their colleagues view them as trusted resources. (The Learning Specialist, pg 34) **My question**: How does one go about this? Professional development? What are some other ways?

__** Students **__ "planned collaboration improves teaching and learning, as well as models the cooperation a teacher wants students to use" (Jones, pg 23, exact quote) **My thoughts**: I agree with this in theory, but in reality, I am not convinced that students actually grasp the concept because so much of collaboration is done when students are not around. What they see is the result of collaboration.

By taking charge of their own learning, students become more self-satisified and confident. (Harada, 13) She suggests students learn self- assessment by using reflection logs, flowcharts, rating scales for group work, directed conversation, and letters, and graphic organizers. **My thoughts**: Teachers need to be taught how to help students learn how to do this. Harada states that reflection is critical in students getting feedback. In my own experience, I have learned that reflection is a key to helping me understand what I learned and also how it applied to my education.

Helping young minds take charge of their own learning is the finest contribution educators can make to student success in the 21st century world.( Harada, 13) My thoughts: I have been very impressed with the teachers at my daughter's middle school. They are constantly having the students reflect and self assess their own work through rubrics. My daughter has been "done" with a project, checked herself with the rubric as her guide, and realized she forgot a part or two. Some of these activities are similar to the ones I have had to do with grad school. How exciting that she is learning these skills at an early age. I question how we change their mindset that the teachers are in charge of their learning and to get them to realize that they have a hand in it. **My Response**: I think that is a valid question. In order to change the mindset of the student, the teacher must first change his or her mindset. For generations, teachers have been taught that they are in charge of student learning. Even today, with the pressure of state-mandated tests, classroom teachers are blamed by administrators if students do no perform at a certain level. In my opinion, there must be a paradigm shift in this way of thinking and that shift must begin at the top (administrators) and trickle down.

By collaborating with the teacher, the librarian was able to introduce students to technology tools during the research project, which helped the teacher meet tech requirements for that grade level. (Collaborative Conversation 2) **My response:** This reminds me that librarians must be trained in the technology that the school has available for students in order to introduce and teach it during collaborative efforts. This is also true of Web2.0 tools such as Prezi, Glogster, Storybird, etc. In my experience, I have seen that most teachers do not know how to use these tools and they do not have the time to learn them on their own, but if I offer to teach them to the students, they are willing to give it a try. For example, last year the students in one of the 6th grade reading classes were working on an "All About Me" presentation. The classroom teacher encouraged them to use powerpoint, but after I introduced them to to Prezi and Glogster, they took off with it.

The solution to the problem the is more than collaborating with classroom teachers to produce authentic research tasks; it also requires constant analysis of how students are working to ensure that they can learn something from the experience. (Zmuda, pg 26). __** Administrators **__ Whether or not a principal embraces teacher and librarian collaboration is colored, in large part, by his or her past experiences with these types of situations. The principals mental model will also play a large role in determining how the teacher librarian approaches collaboration (McGregor, no page)
 * My response: ** Learning from learning is something that we as librarians need to focus on in order for our students to grow as independent learners. I like that the author included indicators (questions) that the collaborating team can use to assess students learning.

**My thoughts**: After reading about top-down and bottom-up leadership, I realized that my principal uses the top-down mental model. For me that means that I need to create programs that make her look good and that support her programs and vision for the school. I think that it would be beneficial for me to spend some time learning exactly what her goals are because some are transparent and others are not. Clearly she would never say that she is doing things to make herself look good, but after three years of working under her leadership, I can see that is the case. For her, that means high test scores and good ratings from the TEA. In the end, that is really all that matters to her. One way I think I can appeal to her is by educating myself about the positive results of teacher and librarian collaboration and how that benefits the school and especially how it is related to higher test scores.

Administrators must determine how to support the individual efforts of learning specialists so that they can effectively work with students and staff (The Learning Specialist, pg 24) **My question:** How do you get admins to acknowledge a librarians as a learning specialist? It seems to be that the role of librarian as learning specialist is something that should be introduced in master's level courses for administrators. For too long, librarians have had to "prove" themselves and justify their jobs. I just don't see admins at my school seeing us in this light.

67% of principals meet regularly with their librarians and 56.9% valued appointing the librarian to school committees. (Impact Study) My thoughts: My first thought was I need to be meeting with my principal more! I need to present ideas and thoughts to her on a regular basis. My principal likes to think she had a hand in good ideas so if I am meeting with her and discussing with her, she is more likely going to support what is happening. I also need to work on getting myself on a committee at the beginning of the year since they were all formed when I got there. My thoughts: I agree! Sometimes I feel like the only time I meet with her is when there is a problem. I really want her to view me as a "go to" person and someone who will support the learning environment of the school.
 * WORKS CITED **

Coatney, Sharon. //The Many Faces of School Library Leadership//. Santa Barbara, CA: Libraries Unlimited, 2005. Print. “Donna Durrant and Susan Vohtz, A collaborative Conversation Part I”. TeacherTube. 2009. Web. 1 Feb. 2012.

“Donna Durrant and Susan Vohtz, A collaborative Conversation Part II”. TeacherTube. 2009. Web. 1 Feb. 2012.

Harada, V. "Self-Assessment: Challenging Students to Take Charge of Learning." //School Library Monthly//.26:10 (2010) : 13-15. Print.

Jones-Shultz, B. "Collaboration in the School Social Network." //Knowledge Quest//. 37:4 (2009) : 20-25. Print. “Judy Pickerell, 3rd Grade Teacher”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Marianne Nichols, 7th Grade Language Arts Teacher”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Paula Godfrey, Principal”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Peggy Harding, Kindergarten Teacher”. Interview by Judi Morellion. TeacherTube.2009. Web. 1 Feb. 2012.

“Tracy Ross, Elementary Art Instructor.” Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

Zmuda, A. "What Does It Really Look Like When Students Are Learning in the Library Media Center?". //School Library// //Media.// 25:1 (2008) : 25-27. Print.

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Smuda, A. and Harada, V. H. (eds)., //Librarians as Learning Specialists: Meeting the Imperative for the 21st Century//. Westport, CT: Libraries Unlimited, 2008. 23-43 (pdf).