Collaboration & Your School Library Media Program

1. Collaboration & Your School Library Media Program http://www.wordle.net

2. The research shows . . . Loertscher, David. Powering Achievement: School Library Media Programs Make a Difference. Hi Willow, 2003. Library media specialists collaborating with teachers to build quality learning experiences contribute to academic achievement.

3. David Loertscher suggests . . . Five Key Things to Do Every Day to Make a Difference! • Collaborate with teachers to build solid learning experiences • Teach integrated information literacy • Motivate learners to read more • Push information beyond the LMC into the classroom and the home • Work on a leadership agenda Loertscher, David. Powering Achievement: School Library Media Programs Make a Difference. Hi Willow, 2003.

4. The Questions Become –- • How can you plan a sensible strategy to do this and live to tell about it? • How can you document these program components to explain to others when they discover you are still alive? Loertscher, David. Powering Achievement: School Library Media Programs Make a Difference. Hi Willow, 2003.

5. Continuum of Collaborative Planning Continuum of Collaborative Planning Collaboration Cooperation Coordination

6. Continuum of Collaborative Planning Coordination • Short term • No formal communication • No sharing of information • No sharing of resources • Individual work independently • No risk • No integration of resources • No student transfer of learning Alewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

7. Continuum of Collaborative Planning Cooperation • Longer term • Limited communication • Individuals still work independently • Some sharing of resources • Small risk • Limited integration of resources • Little transfer of student learning Alewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

8. Continuum of Collaborative Planning Collaboration • Long-term instructional planning • Instructional roles defined • Commitment to instructional mission • Well-defined communication • Resources shared • Greater risk • Joint instructional delivery • Joint assessment of instruction and student learning Transfer of student learning Alewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

9. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration … successful collaboration is directly related to quality of relationships, goals, and rewards …

10. The research shows . . . Environmental Factors Collaboration: Environmental Factors • Scheduled Planning Meetings • Impromtu Discussion • Administrative Support • Defined Roles • Flexible Scheduling

11. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Environmental Factors Scheduled Planning Meetings “Each member needs to attend the group planning sessions for the project to become a success. My least successful collaborative projects were ones that did not provide enough structured planning. I noticed that our collaborative efforts seem to work out better when we have a common time to plan and share ideas.”

12. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Environmental Factors Impromtu Discussion “My best efforts at collaboration come from comments I overhear at lunch or in the hallway. Sometimes I get ideas from children’s work displayed in the hall and then suggest a project idea to the teacher. I consistently advertise that I am available for collaboration through newsletters and e-mails.”

13. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Environmental Factors Administrative Support The support of the building principal is a serious consideration.

14. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Environmental Factors Defined Roles “What I liked about the group was that we did not attempt to ‘outshine’ each other because we saw the successes and failures as a group. We each played an active role in every lesson and we critiqued each other, but we also supported each other. Establishing each person’s specific responsibilities helped clarify what our expectations were for each other.”

15. Swerling, Chris, Newton MA Public Schools. N is for Note-Taking. AASL Conference 2009. Defined Roles • What does the librarian do? • What does the teacher do?

16. Swerling, Chris. N is for Note-Taking. AASL Conference, 2009. Defined Roles The library teacher brings to the table a knowledge of information literacy skills that are necessary for 21st century students, as well as standards-based education.

17. Swerling, Chris. N is for Note-Taking. AASL Conference, 2009. Defined Roles The classroom teacher brings to the table a knowledge of the students and how to differentiate instruction so that all children can learn.

18. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Environmental Factors Flexible Scheduling “I really believe attending teachers’ planning meetings to be extremely beneficial. Now, I won’t say it is absolutely necessary because we all know that scheduling just may not allow that. We must not give up on trying to collaborate if this happens. We must try to be creative and come up with alternative strategies.”

19. The research shows . . . Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors • Proactive Team Leader • Shared Vision • Self-Confidence in Contribution • Open Communication • Trust & Mutual Respect

20. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Proactive Team Leader “To be a proactive team leader, the teacher-librarian will look for opportunities to develop collaboration instead of reacting to strategies or plans already in place.”

21. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Proactive Team Leader Proactive Team Leader Reactive Team Leader

22. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Shared Vision “ . . . being involved, being viewed as part of the team, hearing and seeing first-hand what the teacher or department is trying to, and planning together really builds a foundation for successful collaboration.”

23. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Self-Confidence in Contribution “ Each member of the group feels that what they say is important and ideas are shared freely.”

24. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Open Communication “ Open and frequent communication enables updating one another, discussing issues openly, and establishing clearly defined goals.”

25. Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1. Collaboration: Social Factors Trust and Mutual Respect “ There is the trust factor. People must trust and see you as an expert in your field in order for them to invest the valuable time it takes to collaborate and plan with you.”

26. Collaboration: Building Influence with Teachers • Master the technology • Get on every curriculum committee you can (formal • curriculum involvement) and be involved in every • curriculum discussion you can (informal curriculum • involvement) • Become the research source for new ideas • Seek out teachers to join you in funding proposals to • internal and external sources Powell, Nancy. Role of the Library Media Specialist as a Collaborator in the Instructional Process. OSLIS Implementation Manual, 2000.

27. Collaboration: Building Influence with Teachers • Involve teachers in library operations • Establish a Library Media Advisory Committee • Make the library and yourself into real teaching resources: • professional library, idea bank, computers, make-ups, team • teaching • Make time for flexible scheduling of the library to include time • for student research • Take/make time to recognize and socialize Powell, Nancy. Role of the Library Media Specialist as a Collaborator in the Instructional Process. OSLIS Implementation Manual, 2000.

28. Doug Johnson suggests . . . I. Recognize what keeps others awake at night. • Use student mastery of content area objectives as the goal of the planning and activity.     • Know your school’s curricula and how students will be assessed.      • Know expected mastery of skills on high stakes tests.     • Know the research on effective practices in the content areas.     Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

29. Doug Johnson suggests . . . I. Recognize what keeps others awake at night. • Survey the teaching staff on instructional needs.     • Ask to be placed on the departmental communications mailing list.     • Become a member and attend curriculum committees at both the building and district level. Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

30. Doug Johnson suggests . . . II. Recognize your vital areas of expertise • Master and use teaching techniques, methods and resources that the classroom teacher doesn’t know     • Clarify your role as library media specialist so as not to seem threatening to the classroom teacher.     • Continue learning teaching techniques, methods and resources as classroom teachers master the old ones.     • Be a co-learner with your students and other faculty members.   Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

31. Doug Johnson suggests . . . II. Recognize your vital areas of expertise • Teach skills, don’t just provide resources. Look for areas where YOU are the resource, not necessarily the materials you control, such as projects that require primary resources.     • Keep track of past successes and communicate those success to others on the staff.     • Help create and participate in building-wide efforts such Writing Across the Curriculum.   Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

32. Doug Johnson suggests . . . III. Look for win, win situations • Practice Covey’s philosophy of win/win or no deal when collaborating. (from The Seven Habits of Highly Effective People)     • Look for a shared passion or interest in a topic with other teachers.     • Co-author and implement grants that support both the classroom and library media center.     • Help teachers improve areas of their curriculum with which they are currently dissatisfied.     Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

33. Doug Johnson suggests . . . III. Look for win, win situations • Look for unusual areas of collaboration (PE teacher, math teacher, special education teacher, custodian, secretary, parent organizations).     • Recognize that there is no “one-size-fits-all” and that early adopters and traditionalists both need services.     • Don’t let others take advantage of you – does the role you are asked to play have educational value?   Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

34. Doug Johnson suggests . . . IV. Brush up on your interpersonal skills. • Respond quickly to requests (or at least acknowledge that you have heard the request.)     • Send “thank-you” notes and create public statements of appreciation such as an award.     • Don’t expect others to understand your problems – no whining.   Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

35. Doug Johnson suggests . . . IV. Brush up on your interpersonal skills. • Seek out training and books on interpersonal skill building and effective communication techniques.     • Understand “difficult people” and learn techniques to work with them such as working in teams instead of one-on-one.     • Suggest mini-lessons for teachers who have “too much to teach.”     • Be likeable. Cialdini in his book Influence: the Psychology of Persuasion suggests these traits help make us likeable: • Being physically attractive (well-groomed) • Being similar • Paying others compliments • Being familiar to others through contact, cooperation and getting out of the library. • Being associated with positive happenings Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

36. Doug Johnson suggests . . . V. Build slowly, but meaningfully. • Don’t try to work with everyone at once, but cumulatively do a few new things well each year.     • Start with friends, but don’t let it end with friends.     • Build collaborative relationships by building personal trust.     • Build administrative support of your program by jointly creating program goals that support building goals.     • Spend time working with others on critical problems, not just nice extras.     • Work with beginning teachers early and be a mentor to them.     • The program will always be a road, not a destination - never give up and never be satisfied.   Johnson, Doug. Collaboration and Reflection. Doug Johnson Website. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.html 2007.

37. Collaboration Resources

38. Martha Alewine’s Library Media Services Web Sites http://sites.google.com/site/marthaalewine/collaboration http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/Instructional-Promising-Practices/Library-Media-Services/

39. http://sites.google.com/site/marthaalewine/collaboration

40. http://sites.google.com/site/marthaalewine/collaboration

41. http://wblrd.sk.ca/~teachlib_dev/coll/rubric/collrub2.htm

42. http://wblrd.sk.ca/~teachlib_dev/coll/role/collrole.htm

43. Collecting the Data: Templates and Resources for the SLMS http://www.nobl.k12.in.us/North/NorthMedia/LMS/data/index.htm

44. http://www.doug-johnson.com/dougwri/collaboration-and-reflection.htmlhttp://www.doug-johnson.com/dougwri/collaboration-and-reflection.html

45. http://www.indianalearns.org/collaborativeplanning.asp

46. Free, but requires registration. http://secondary.educator.oslis.org/teachingsupport/collaboration

47. Library MediaEarly Childhood through Young Adulthood http://nbpts.org/for_candidates/certificate_areas1?ID=19&x=48&y=10