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I am in the process of rearranging the wiki so that it better addresses the requirements of the assignment.....Sarah (new info and updates are in blue) Me too, you're not going to believe this...but I found the same research that you already added! Sue Any additions of mine will be in ​violet

= = =Library Media Collaboration Page - K-5 =

//Homepage//

 * Definition of Topic:**

In the Elementary School setting, it is often difficult for teachers and librarians to collaborate for many reasons. Some of those reasons are as follows:


 * In a fixed schedule system, library time is often seen as a teacher’s prep time and so many teachers are unwilling or hesitant to give up this precious time.


 * Teachers and/or librarians see collaboration as additional work when they are already very busy and consumed by work.


 * Collaboration can be seen as a loss of control on the part of the teacher as well as by the librarian.


 * More experienced teachers may be less willing to change their ways which they see as effective already.


 * Administration may not promote or support an environment of collaboration.


 * A lack of combined plan time makes it difficult to coordinate efforts.


 * Many teachers and librarians are used to working in isolation.

http://www.libraries.phila.k12.pa.us/pennalexander/index.html
This school library uses a semi-flexible schedule and utilizes teacher librarian collaboration. Some of aspects of this program include (according to their website):


 * LMC visits are related to classroom activities.
 * The LMC can accommodate students of different grade levels simultaneously.
 * Students learn to locate materials through frequent practice and book checkout is not restricted to class visits only.
 * Teachers and students receive more individualized service.
 * Teachers and SLMS can plan collaboratively.

Examples of some of the documents they use can be seen in the resources at the bottom of the page.  Montiel-Overall, Patricia. " Teacher and librarian collaboration : A qualitative study ." //Library & Information Science Research// 30.2 (2008): 145-55.



Other success stories:
Teacher-Librarian Magazine profiles some examples of collaboration success stories.

http://teacherlibrarian.com/tlmag/v_29/v_29_5_feature.html

​ **The following model is not very valuable...may not want to use it unless we really need it... ** Fox, Carol. "The QueSPER Curriculum: A Collaborative Model for Integrating Literacy Skills and Information Literacy." Knowledge Quest 33.2. (2004): 47-50. Fox developed a model (QueSPER) for teaching primary skills using emotional connections, finding patterns and body activity. She brought that model into her work with teachers to bring information literacy skills into content curriculum.

__//2. Research Supporting Collaboration: //__
American Association of School Librarians and Association for Educational Communications and Technology (1998). Information power: Building partnerships for learning. Chicago: American Library Association.



The mission of the library media program is to ensure that students and staff are effective users of ideas and information. This mission is accomplished: --//Information Power: Guidelines for School Library Media Programs// (1988), p.1
 * by providing intellectual and physical access to materials in all formats
 * by providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas
 * **by working with other educators to design learning strategies to meet the needs of individual students.**

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2005). Powerful libraries make powerful learners: The Illinois study. Canton, IL: Illinois School Library Media Association. Retrieved February 26, 2007, from   "For schools to benefit as much as possible from strong libraries, access to them needs to be as flexible as possible, enabling teachers and students to work with the librarian and other staff and to use the library as a classroom and a study space as needed...Elementary schools with more flexibly scheduled libraries performed 10 percent better in reading and 11 percent better in writing on the ISAT tests of fifth-graders than schools with less flexibly scheduled libraries." (ii)

"At elementary and middle schools, one of the most common and effective strategies is identifying materials for teachers. School librarians are instructional consultants from whom classroom teachers can learn of more numerous, more authoritative, and more current books, articles, and databases than they would ever find on their own. While elementary and middle school library staff typically spend only two or three hours per week helping to improve instruction in this way, it appears to be making a difference in reading performance at those grade levels (increases of almost eight and seven percent, respectively). The payoff of this type of librarian- teacher cooperation is more students meeting or exceeding ISAT writing standards at those grade levels (almost 10 and 13 percent, respectively.)" (7)

The evidence produced by this study indicates that Illinois school libraries contribute measurably to the academic achievement of students, as reflected by their test scores. At all grade levels, test scores tend to be higher: (15) _
 * where access to school libraries is more flexibly scheduled,
 * where school libraries are staffed more fully,
 * where school librarians spend more time collaborating with classroom teachers

__http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/readingdevelopment.cfm__

__ The above link is to the AASL position on the role of the Library Media Specialist in student reading development (includes the need for collaboration on the part of the librarian and teacher to create an effective program) and states:

The following elements are integral to an effective reading program:__ _
 * __Teachers and library media specialist cooperatively select materials and collaboratively plan activities that offer students an integrated approach to learning.__
 * __Teachers and library media specialists share responsibility for reading and information literacy instruction. They plan and teach collaboratively based on the needs of the student.__

Montiel-Overall, Patricia. "A Theoretical Understanding of Teacher and Librarian Collaboration (TLC)." School Libraries Worldwide 11.2 (2005): 24-48.



"Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning, and shared creation of innovative integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and library curriculum by co-planning, co-implementing, and co-evaluating students' progress throughout the instruction to improve student learning in all areas of instruction." (9)

Barbara Immroth, PhD and W. Bill Bernard Lukenbill addresses the problems associated with teacher/librarian collaboration by proposing that a social marketing model be developed and tested in actual school library environments. [|Promoting Information Literacy & Teacher-Librarian Collaboration through Social Marketing Strategies] Barbara Immroth, PhD and W. Bill Bernard Lukenbill addresses the problems associated with teacher/librarian collaboration by proposing that a social marketing model be developed and tested in actual school library environments. [|Promoting Information Literacy & Teacher-Librarian Collaboration through Social Marketing Strategies]

//**3. Practical Advice for Librarians:**//
__**Coordination**


 * Flexible scheduling provides the best opportunity for coordinating teacher/librarian collaboration efforts. See the AASL's position statement on flexible scheduling:

[|AASL Flexible Scheduling Position Statement]


 * Frequency of collaboration matters more than the complexity of the activity or lesson.


 * Share benefits of collaboration in staff development meetings or professional development time to introduce ideas and promote the activity amongst staff.


 * Make collaboration simple for teachers. Create a menu of options based on curriculum for teachers to choose from based on their needs.

*Select a teacher who is open to collaborating for a first attempt. Your success with this teacher, will peak the interest of other teachers.


 * Organize. Keep a calendar with scheduled times so that other teachers can pick and choose times that work for them. Makes it easier for teachers and librarian to plan ahead of time.


 * Schedule meeting times formally and informally. Meetings in the hallway between classes, in the teachers’ lounge, in the parking lot all count.


 * Flexible scheduling allows for more opportunities to collaborate.


 * Cooperation**


 * Be flexible as far as times to meet and topics are concerned.


 * Make it simple for teachers. Anything that seems more complicated will be avoided by teachers as they are already busy and loaded with responsibilities.


 * Be the solution to staff problems. When new content areas are introduced or new programs implemented in your school, be the first to share resources and give ideas so that teachers will be more apt to reach out.


 * Allow time for trust to develop between teachers and librarians. Once teachers get to see librarians in action they will learn what we can do. This is important in an elementary setting where library time is often used as teacher prep time.


 * Share successes with administration and staff to advertise collaboration.


 * Divide responsibilities and make sure they are clear in the beginning.
 * Get your administration on board in order to promote collaborative activities in your school. Ask for time during meetings or staff development time to promote ideas.


 * Integrated Instruction**


 * Co-teach lessons with teachers. Having equal parts of the collaborative process helps make it more likely for collaboration to happen again.
 * Arrange to work with pre-service teachers to change the culture of self-contained classrooms. May even speak at pre-service workshops run by the district.


 * Integrated Curriculum**


 * Choose a lesson that can be improved or a topic that students struggle with.


 * Choose a topic that both the teacher and librarian are familiar with.


 * Choose a specific topic with a few specific student learning outcomes and goals so as not to overwhelm the collaborators.


 * Know the curriculum. Be a part of curriculum planning and be knowledgeable about state standards, high-stakes tests and any benchmarks.

Tips from personal interviews:
 * bundle great books,videos, and websites grouped according to theme all in one place (S.Youdelis Cramer)
 * Align places on the internet for materials, activities, games, etc. with the state standards in mind. (K. Ditchman)
 * Sit in on grade level meetings to hear what is coming up in the curriculum and prepare materials in advance (K. Ditchman)__

//**4. Bibliography**//
__Burk, Lynne F.. "Don't Hesitate, Just Collaborate!." Library Media Connection 26.3 (2007): 40-1. Burk discusses how daunting elaborate collaborative projects can be for teachers and school library media specialists and recommends breaking the annual research project down into manageable smaller lessons throughout the year across the curriculum areas.

//Bush, Gail. "Something to Talk About: Six Collaborative Conversations." Knowledge Quest 31.2. (2002): 34-7. Six good examples of conversations that a LMS could start with a teacher to foster collaboration. // Collett, Amy. " Practical Tips to Help the Collaborative Process Work More Effectively in the School Library Media Program." //Library Media Connection// 26.4 (2008): 20. The author discusses six step for an effective collaborative effort with teachers. Excellent and easy to follow advice for librarians.

Dawson, Kama L.. " Collaboration for Dummies : One Step at a Time!." //Library Media Connection// 26.6 (2008): 34-5. T he author presents a practical, step-by-step plan for collaboration in this article. Great suggestions and very accessible.

Gess, Angela. "Collaboration: Finding the Teacher, Finding the Topic, Finding the Time." Library Media Connection 27.4 (2009): 24-5. This article deals with practical ideas and examples for collaboration as well as discussing the reasons for hesitation on the part of self-contained classroom teachers. Suggestion is made to work with pre-service teachers to start the collaboration early in their careers. Hartzell, Gary. "Tactics for Building Influence with Teachers." Library Media Connection 27.1 (2008): 44. Hartzell lists 34 tips for building trust and influence with teachers. Lamb, Christopher, Winnie Porter, and Carol Lopez. " Three Heads Are Better Than One : The Reading Coach, the Classroom Teacher, and the Teacher-Librarian." //Teacher Librarian// 36.1 (2008): 28-9. This article discusses collaboration from three different viewpoints: from the classroom teacher, the librarian and reading specialist's perspectives. Each tells his/her story recounting a specific collaborative endeavor.

Markley, Chris. "Conversations about Collaboration." Learning & Media 36.1. (2008): 11-12 Discussions between a first grade teacher and school library media specialist took several years but was successful and opened their eyes to the possibilities. Montiel-Overall, Patricia. " Teacher and librarian collaboration : A qualitative study ." //Library & Information Science Research// 30.2 (2008): 145-55. A complete research study which analyzes the practices of highly collaborative teachers and librarians and identifies mechanisms which provide for this high quality collaboration. Further explores the Teacher Librarian Collaboration Model (TLC Model) and identifies what truly makes collaboration effective in terms of student learning objectives. __

//**5. Funding Sources**//
__From Teacher Librarian Magazine:

http://www.teacherlibrarian.com/tltoolkit/development_grants.html

//TL Professional Development grant// provide funds for attendance at national and international conferences or release time for collaboration with teachers. TL awards professional development grants to [|subscribers]. Simply write us a brief letter on institutional letterhead telling us how **$500** will benefit you or your program. Include your mailing label and a photograph of yourself. (If you work in a school or library system that subscribes to TL for every library just indicate which system in the letter.) Priority will be give for attendance at national and international teacher-librarian conferences and release time for collaborative planning with classroom teachers. Send your application to: 4501 Forbes Blvd., Suite 200 Lanham, MD 20706 Fax: 301-429-5743 e-mail: admin@teacherlibrarian.com
 * Teacher Librarian**


 * Missouri Association of School Librarians Teacher/Librarian Collaboration (TLC) Award:**

http://www.maslonline.org/?page=teacher_librarian

This grant could be used for further prof. development training on teacher-librarian collaboration:

The ISLMA Lauretta McCusker, O.P., D.L.S. Professional Development Grant is designed to provide financial assistance to ISLMA members who wish to participate in professional workshops, conferences and coursework related to the school
 * ISLMA Lauretta McCusker, O.P., D.L.S. Professional Development Grant**
 * Rationale:**

http://www.islma.org/mccusker.htm__

__**Collaborative School Library Media Award**__
__**Sponsored by Highsmith** Established in 2000, the $2,500 AASL Collaborative School Library Media Award recognizes and encourages collaboration and partnerships between school library media specialists and teachers in meeting goals outlined in //Information Power: Building Partnerships for Learning// through joint planning of a program, unit or event in support of the curriculum and using media center resources.

http://www.ala.org/ala/mgrps/divs/aasl/aaslawards/collaborativeslm/aaslcollaborative.cfm__

//**6. Additional Resources**//
__

//From: Sadie Tanner Mossell Alexander, University of Pennsylvania Partnership School Instructional Media Center://

TLC Contact Sheet (A sheet filled out by teachers and given to the librarian in order to inform him/her of potential collaboration on specific topics)

Cooperative Planning Worksheet (a sheet filled out by teachers to inform the librarian of the next 6 weeks worth of topics in specific subject areas)

Drop in Hall Pass (for students to specify their needs when entering the library without their class)

TLC Unit Evaluation (Evaluation sheet for teachers and librarians to reflect upon a previous collaborative project)

TLC Planning Worksheet (Planning guide for teachers and librarians in order to clarify objectives of collaborative project)

Cox, Marge, Carl A. Harvey, and Susan E. Page. " Collaboration Planning & Teaching Log ." //Library Media Connection// 26.5 (2008): 60.

Information from Toni Buzzeo (Library Media Specialist and Author) regarding stats on Library Teacher collaboration:



Also from Toni Buzzeo, a template for use during collaboration:

Professional Publications by Toni Buzzeo:

Collaborating to Meet Standards Series

(Grades 7-12) (Grades K-6)

Review:__

__From School Library Journal__
__Meshing current research on teacher/librarian collaboration with practical applications, this title is a worthy purchase. It clearly outlines the history of teacher/librarian partnerships, as well as the current status and professional philosophy about this topic. Conditions for success in creating these partnerships and practical advice for initiating joint instructional efforts are included, as well. Buzzeo recommends using a template to plan for shared instruction, and includes an organized, efficient model. The majority of the book is devoted to showcasing some actual examples of collaborative activities. The unit plans cross all curricular areas. They include illustrations of handouts, rubrics, note-taking sheets, and more. Some sample titles are "Artistic Connections," "A Biome Vacation: Travel Brochures," "Literature Genre Study," "Extreme Themes of World War II," and "Re-creating the American Civil War Era." Useful, well-researched information combines with practical advice in this handy, valuable title. //Beth Jones, Shelby County High School, Shelbyville, KY// Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

Literacy Standards Version

Review:__

__From School Library Journal__
__This book's subtitle is a more accurate description of the information within. The book opens with a refreshing reality check: No Child Left Behind purports to focus on reading, but envisions reading as little more than decoding and comprehending text. What library professionals consider //real// reading–reading for meaning, reading as a life skill, reading as an integral piece of the more inclusive concept of information literacy–is sacrificed, as are many libraries and librarians, for this limited and limiting goal. After acknowledging the constraints now imposed upon library media specialists, Buzzeo makes lemonade by taking these limitations and refocusing what librarians do at the primary level through a different lens: becoming literacy cheerleaders and cultivating collaboration with teachers. The author proposes specific strategies for collaboration to overcome imposed roadblocks and presents a template for unit and lesson development that addresses national standards and satisfies NCLB requirements while still dealing constructively with the nine information literacy standards developed by AASL. The 15 units, complete with black-line masters and written by several different library media professionals, make up most of the book and can help struggling school librarians in their attempts to integrate their philosophy with the difficult currency of present reality.–//Mary R. Hofmann, Rivera Middle School, Merced, CA// Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

*New Resources (as of 11/7/09): Retrieved from "[]"

Bush, Gail. //**The School Buddy System: The Practice of Collaboration**//. Chicago: American Library Association, 2002. [|ISBN 0-8389-0839-X] Librarian, award-winning collaborator, and researcher Gail Bush brings the concept of collaboration to life by outlining tangible steps you can take to inspire collaboration among librarians, teachers, administrators, and all team players involved in K-12 education. Packed with proven tools, including a ready-to-use framework for setting up a collaborative relationship; 40 discussion prompts to help initiate discussion and debate; common characteristics for establishing a collaborative mindset; background research to define the current climate; and thought-provoking quotes from education scholars and practitioners to help you step into the shoes of the other team players. Available from the [|ALA Online Store] or call 866-SHOP ALA (866-746-7252). Grover, Robert, ed. [|//**Collaboration: Lessons Learned**//.] Chicago: American Association of School Librarians, 1996. [|ISBN 0-8389-7871-1] This booklet demonstrates the benefits of and defines collaboration through the author's analysis of reports submitted by participants of Meeting in the Middle, an AASL five-day institute intended to foster collaboration among library media specialists, teachers, and administrators in middle schools. Available in packs of 25 for $25/pack (plus shipping and handling) from the [|ALA Online Store] or call 866-SHOP ALA (866-746-7252). __

__[|//**The Principal's Manual for Your School Library Media Program Brochure**//]. Chicago: American Association of School Librarians, 2000. [|ISBN 0-8389-8123-2] Addressed directly to the school principal, the brochure is designed to guide the principal in assessing and planning for the school library media program. Aids the principal to prepare with school library media staff, district administrators, teachers, students and parents for the next school year. Touches on library staff, resources, facilities, collaboration and making the school library media program the heart and hub of the learning community. Available in packs of 25 for $8/pack (plus shipping and handling) from the [|ALA Online Store] or call 866-SHOP ALA (866-746-7252). [|A free single copy is available upon request].
 * __



__Links to AASL Website & Learning Standards__

__Information Power - []__

__Link to Illinois School Library Media Association__

__[]__

//**8. A Bit of Humor****//__
Some videos on classroom teacher/librarian collaboration (a bit dated, but entertaining nonetheless)

Part 1 http://library20.ning.com/video/video/show?id=515108%3AVideo%3A104691

Part 2 http://library20.ning.com/video/video/show?id=515108%3AVideo%3A104693

Part 3 http://library20.ning.com/video/video/show?id=515108%3AVideo%3A104695