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Classroom Teachers & Teacher Librarians Work Together. Modified from a presentation by Sue Kientz, Teacher Librarian Fairfield High School and Kristin Steingreaber, Media Specialist, AEA 15. What is Collaboration?.

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classroom teachers teacher librarians work together

Classroom Teachers &Teacher Librarians Work Together

Modified from a presentation

by Sue Kientz, Teacher Librarian Fairfield High School

and Kristin Steingreaber, Media Specialist, AEA 15

what is collaboration
What is Collaboration?
  • Teachers and Teacher Librarians plan, teach and jointly assess specific curriculum units
  • Teachers and Teacher Librarians work together to design experiences that shape student learning.
  • “Part of my job is to help you do your job better”.

From The Information Powered School, Public Education Association and AASL. 2001.

what are the goals
What are the goals?
  • Improved student learning
  • Students produce work that meets standards of high quality – Quadrant D
  • Support students as a participatory culture
top 10 reasons to collaborate
Increases Student Achievement


Reinforce Role

Work in Non-clerical

Work with Student Teachers

Ethical use of information

Practice skills

Showcase your skills

Make use of online resources

Expand your collection

Peter Milbury, ALA May/June 2005

Top 10 Reasons to Collaborate
peter milbury s newest list
Peter Milbury’s newest list:
  • Helps assure library program is curriculum related
  • Fulfills the librarian’s role as teacher
  • Helps librarians better know the needs of teachers
  • Helps teachers get to know librarians and their libraries better
  • Provides better use of student/class time in the library
  • Assures that materials needed for the assignment are available
co planning checklist
Co-Planning Checklist
research finds
Research Finds:

Teacher-librarians recognize the critical importance of their participation in curriculum development; however, their actual involvement in collaboration with classroom teachers does not match the theoretical role and the role they were trained to perform.

Collaborativeplanning is impacted by the individuals involved, school climate, time for planning, the organization of the school, the facility and collection, and training; of these, the characteristics and actions of the people involved is most important.
Collaboration with colleagues and varied student use (individual, small group) is more evident in schools with flexibly scheduled library resource centers.

Regardless of whether the schedule is flexible or fixed, classroom teachers tend to accompany their classes -- the schedule is thus more a reflection of the school's philosophy and goals.

While elementary teacher-librarians participate more on school curriculum committees than their secondary school colleagues,

secondary teacher-librarians plan library-based units with teachers more often and more formally.

Collaboration between teacher and teacher-librarian not only has a positive impact on student achievement but also leads to growth of relationships, growth of the environment, and growth of persons.
  • Cate, Gwendolyn Landrum. (1998). A teacher's perception's of the library media specialist as instructional consultant. Ed.D. dissertation. Texas Tech University.
  • Farwell, Sybil M. (1998). Profile of planning: A study of a three year project on the implementation of a collaborative library media programs. Ed.D. dissertation. Florida International University.
  • Jones, Annease Chaney. (1997). An analysis of the theoretical and actual curriculum development involvement of Georgia school library media specialists. Ph.D. dissertation. Georgia State University.
  • Wilson, Locordkenic Retroze Douglas. (1997). An investigation of the differences between a flexibly scheduled media center and a traditionally scheduled elementary school media center and the effects on administration, faculty, and students. Ph.D. dissertation. Walden University.
to do those things
To do those things
  • Teacher- librarians must have a clear understanding of their skills and strategies as well as those we are working with.
  • Link to Special Education Collaboration
coteaching approaches
One Teaching, One Supporting

Station or Center Teaching

Parallel Teaching

Alternative Teaching

Team Teaching

Adapted from Friend, Marilyn, and Lynne Cook. 1996. Interactions: Collaboration skills for school professionals, 2d ed. White Plains, NY: Longman.

One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and/or provides assistance as needed.

After determining curriculum content for multiple learning stations, each educator takes responsibility for facilitating one or more learning centers. In some centers, students may work independently of adult support.

After collaborative planning, each educator works with half the class to teach the same or similar content. Groups may switch and/or reconvene as a whole class to share, debrief, and/or reflect.

One educator pre-teaches or re-teaches concepts to a small group while the other educator teaches a different lesson to the larger group. (Pre-teaching vocabulary or other lesson components can be especially valuable for English language learners or special needs students.)

Educators teach together by assuming different roles during instruction, such as reader or recorder or questioner and responder, modeling partner work, role playing or debating, and more.

Coteaching Approaches
Please take time to write down some of the skills and strategies that you bring to the collaborative experience.
“It’s Not Just Whodunnit, but How: The CSI Effect, Science Learning and the School Library”, Mardis, Marcia. Knowledge Quest, Sept/Oct. 2006, p. 12-17
Coach science learners in developing rich questions
  • Role to play in career counseling
  • Show teacher connections between classroom curricular and media center
  • Investigate actual statistics in library reference
  • Current, quality information from the library – digital resources
  • Ensure ethical and legal use of media materials
  • Purchasing materials
  • School library space! Can explore and host simulations and experiments.
you bring this too
You bring this, too!
participatory culture
Participatory Culture!
  • Create, Publish, Invent, Write, Perform
  • Podcasting, Wikis…..
standards based education
Standards-Based Education
  • “By aligning my lesson with content standards, “ says Debra Kay Logan, Mount Gilead, Ohio, “I send a clear message to teachers and administrators as to my instructional role in my school.” Because of my approach to lesson plans, my administrators know that I am a teacher who is teaching to impact student achievement.” LMC April, May 2004
collaborative planning requires
Collaborative Planning Requires
  • A knowledgeable and flexible teacher-librarian
  • Good interpersonal skills
  • A commitment to integrated information literacy instruction
  • Active support of the principal.
Each person brings his or her own strengths to the discussion.
  • Keep in mind that teachers plan differently.
  • Projects need to be continually evaluated.
starting each semester
Starting each semester
  • Meet to discuss long-range curriculum plans.

Defining questions:

  • What do we want the students to learn?
  • How will they learn this best?
  • How will we and the students know if they have really learned this?


Why is it so hard to do?

  • Reluctant Teachers
  • Time
  • Lack of technology
  • Mandated programs
reluctant teachers
Reluctant Teachers
  • Fear of being observed
  • Reluctant to seem as if we need anyone to help us.
reluctant teacher
Reluctant Teacher
  • Don’t expect results overnight
  • Need to find time to just talk
    • What are they teaching
    • How can you help them
  • Begin small
    • Provide resources
    • Give Booktalks
    • Grade bibliographies
    • Web links
the greatest teacher ever retires
The Greatest Teacher ever retires!!!
  • And the new teacher does not want to do the great lesson you have
    • Government classes
    • Letter to a government official
current event
Current Event
  • EbscoHost Newspaper Source
  • Created a web page of links
reluctant teacher33
Reluctant Teacher
  • Move from Cooperation to Collaboration
  • Teachers don’t have enough to plan with you
  • You don’t have enough to meet with them
be creative
Be Creative
  • Use calendar
  • Coffee Pot
  • Delivery service
  • Lunch
lack of technology
Lack of Technology!
  • Evaluate
  • Think outside the box
    • Rearrange the LMC
    • Use Department computer labs when not in use
collaborations i love
Collaborations I love
  • English 9
    • Love / Hate relationship
    • “Miracle Worker” and research about disabilities
  • Spanish II, III & IV Movies
  • Power Point for Speech
  • English 10 and US History
    • New this year
    • In trial stages
literacy strategies
Literacy Strategies
  • QAR (Question Answer Relationships)
    • Research questions students develop
    • One of each type
    • English 10 & US History
  • Silent Sustained Reading Time
    • Spanish III
    • Advisor/ Advisee Program
  • Concept Mapping
    • Inspiration software
    • Note taking
iowa teacher quality act
Iowa Teacher Quality Act
  • Career Development Plan
    • 2006 9th Health – new class
      • Reading 4 books a semester on Health related topic
      • Reading Comprehension Strategies
      • Vocabulary Strategies
    • 2007 Work with as many teachers as possible with Literacy strategies
      • Literature Circles
      • Book Club
  • Process Based learning raises test scores
  • Higher order thinking skills
    • QAR – Author and Me questions to answer
  • Collaboration with teachers
    • Time and frequency of collaboration
    • Number and range of teachers collaborating
    • Level of collaborative activity and LMS support
      • Gather resources for unit
      • Provide lesson ideas
      • Integrate info. tech literacy skills in curriculum
      • Teach information or technology skills
how this effects your work
How this effects your work!
  • Schedules - flexible
  • Collaborative planning records
  • Prepared bibliographies
  • Unit plans / lesson plans
  • Curriculum maps
  • Post-unit reflections
  • Interviews, focus groups, surveys,
  • Assessment - student
    • content knowledge
    • Information skills
    • motivation
collaboration opportunities
Quality of learning experience

Types of assignments - Higher level thinking

Teachers use information problem solving model

Impact on content learning and information skills

Integration of info and tech literacy skills

Greater use of resources

Level of student engagement

Collaboration Opportunities
collaboration allows you to evaluate the collection
Range, appropriateness, level, and amount of resources for curricular needs and student interests

Organization, accessibility and use of resources, space, and technology by staff and students

In LMC, classroom, over network, from home

During and outside school hours

Circulation of resources

Use of online resources

Staff expertise and availability

Collection mapping tied to curriculum

Post-unit assessment of resources

Post-unit student assessment

Library and lab sign-ups

Circulation statistics

Logs of online resource use

Interviews or focus groups

Satisfaction surveys

Collaboration Allows you to Evaluate the Collection
1 tips for gathering data
1. Tips for Gathering Data
  • Keep it SIMPLE
    • Minimum amount of information to show impact
    • Merge in daily routines
    • Identify where to best spend time to be effective
  • Be systematic
  • Use different types of evidence
  • Use both objective and subjective data
  • Consider samples of data
  • Collect data at opportune events
  • Plan for analysis right from the start
planning sheets


Planning Sheets

Stacy Fisher. and Jane Johns. Milton Middle School

recent examples
Recent Examples
  • Kansas – science/tech
log sheets


Log sheets

Stacy Fisher and Jane Johns. Milton Middle School

post unit review


Post-Unit Review

Unit title: Timeframe for unit:

Teacher: # of students

What worked well?

Suggestions for improvement:

Time spent on teaching information literacy / technology

Information & technology skills / standards learned:

From both the LMS’s and the teacher’s point of view was the unit enhanced by collaboration? Yes No


Was the unit successful enough to warrant doing it again? Yes No


How well was the unit supported by: (5=excellent, 4=above average, 3=average, 2=below average, 1=poor)

The collection The web resources Diversity of formats 5 4 3 2 1 5 4 3 2 1

Recency 5 4 3 2 1 5 4 3 2 1

Number of items 5 4 3 2 1 5 4 3 2 1

Reading level 5 4 3 2 1 5 4 3 2 1

Technology 5 4 3 2 1 5 4 3 2 1

What materials / technology will we need if we are planning the unit again?

Attach a list of resources used and/or found useful.

Adapted from Loertscher and Achterman (2003). Increasing Academic Achievement through the Library Media Center, p. 17.

presenting results
Presenting Results
  • Audience, Audience, Audience!
    • Principal
    • District administration
    • Board
    • Parents / community
  • Frequency of presentation
    • Annual report
    • Quarterly report
    • Special events (elevator interactions, faculty meetings)
  • Format of presentation
    • Oral presentation (with or without media)
    • Formal report
    • Brochure
    • Mass media (letter to the editor, mailing, webpage)
    • Memo
when presenting check
When presenting, check…
  • Highlights factors important to the audience?
  • Well organized, written and illustrated
  • Language appropriate to audience and avoids jargon?
  • Ties clearly to mission and goals of school and library program?
  • Emphasizes outputs, especially student learning?
  • Graphic depictions show relationships?
  • Plans for future and builds on previous years’ reports and activities?
  • Executive summary is clear, covers key points

Fitzpatrick (1998). Program Evaluation: Library Media Services

tracking collaborative units66


Tracking Collaborative Units

Input form 1

Skills Report

  • Impact!
    • Collaboration profile
      • Activities
      • Hours spent
      • Learning venues
      • Difficulty level of units
    • Content area profile
    • Resource profile
    • Research skills profile (3-9 skills)
    • Collaboration timeline

Input form 2

Collaboration Stats

Input form 3

Collaboration Goals

Input form 4



Hours and Places


administrative support
Administrative Support
  • Make sure they know what you are doing
    • IMPACT software
    • Monthly report
    • Standards and Benchmarks tied to lessons
  • – Collaboration, Blueprint for Collaboration between AASL and ACRL, “From Cooperation to Collaboration”, “Top Ten Reasons to Take It Seriously”.
  • Bush, Gail. The School Buddy System: The Practice of Collaboration. Chicago: American Library Association, 2002. ISBN 0-8389-0839-X
Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships K-6 (7-12). Linworth, 2002. ISBN: 1-586830236 and 1-586830236
  • Buzzeo, Toni and Jane Kurth. 35 Best Books for Teaching U.S. Regions. Scholastic, 2002. ISBN: 0-439207630
Donham, Jean. Enhancing Teaching and Learning, 2nd edition. New York: Neal Schuman, 2005. ISBN 1-55570-516-2
  • Weisman, Shirley. Windows into Instructional Collaboration. San Jose, CA: Hi Willow, 2002. ISBN 0-931510-82-1

Sue Kientz – Fairfield High Schoolsusan.kientz@fairfieldsfuture.org Steingreaber – Southern Prairie AEA (resources)

Thank You. Questions?