Collaboration through Action Research:

A 3-Dimensional Model

Multiple Faces of CollaborationCISSL-ILILE Research Symposium

Kent State UniversityDr. Carol Gordon

17 May 2007

The Problem

School libraries are not considered critical to student achievement.

School librarians are marginalized by their library functions and what they teach.

Research Questions How will a 3-dimensional model, whereby school

librarians are mentored by a professional researcher, inform their practice?

How will the school librarians feel about their research?

Question

Fieldwork

Analysis

Reflect

New action

Action Research: Reflection, Inquiry, Action

To improve the transaction between student and teacher

“I am on the outside looking in.”

“The research is a portrait of ourselves.”

“My research is an invention created by me.”

“My research is a unique expression of my classroom story. In many ways, it has a life of its own.”

What is action research?

Action research is the pedagogical counterpart of authentic learning

Acknowledges the teacher is knowledgeable Is ongoing Gives teachers the power to make decisions Is collaborative Gives teachers the responsibility for

professional growthWood, P. (1988, April). Action research: A

field perspective. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Action research…

The link between Action Research and Collaboration

Kurt Lewin

What is collaboration?

Coordination

Cooperation

Collaboration

Delaware Study:

The Context for Collaboration

Why Information Literacy is not Enough to Effect Collaboration

Recognize a need for information Locate information Select information Evaluate information Use information

Evidence-based Practice

Theory and PracticeIn the First and Second Dimensions

Constructivism Cognitive Science

Action Research

School library media specialists

•use tools of the expert•apply problem solving

•become their own best critics

Authentic Teaching

Guided InquiryAuthentic Learning TasksAuthentic Assessments

Students•use tools of the expert•apply problem solving

•become their own best critics

What is Authentic Teaching?

Essential questions Authentic learning tasks & assessments

(formative and summative) Authentic research Action research

Why do we need authentic teaching in the school library?

Linking Classroom Teacher with School Library: Historical Inquiry

Stating a thesis A proposition whose validity the author demonstrates by producing evidence

Asking questions Should the constitution be read strictly or broadly? Was Christopher Columbus the first to think the world

was round?

Historical Decision-making

Probability – informed common sense

Verification & attribution (footnotes, citations, bibliographies

Detecting bias

How do historians gain knowledge?

EvidencePrimary

• Records, documents• Relics, artifacts• Visuals

Secondary • The “literature”• Reports

What is Authentic Research?

Research is not Collecting information Reporting facts Following a linear process Selling or persuading Writing a neat,

grammatically correct paper Experimentation Surveys, questionnaires

Research is Question, thesis, hypothesis Rooted in theoretical

framework Plan, design for conducting a

study or experiment Information collection Data collection Analysis

Research is asking the right questions

Why Authentic Learning Tasks?

Do we want to evaluate student problem-solving in the visual arts?

Experimental research in science?

Speaking, listening and facilitating a discussion?

Doing document-based historical inquiry?

Thoroughly reviewing a piece of imaginative writing until it works for the reader?

Then let our assessment be built out of such exemplary intellectual challenges.

Grant Wiggins,

1990

Assume role of students Assume role of historians, writers, scientists

Focus on content of curriculum

Focus on inquiry driven by academic questions

Choose from presented options

Create responses

Are assessed through recall, recognition, minimal competencies

Are assessed through performance, problem solving

Are assessed summatively Are assessed formativelyAs well as summatively

Depend on authority Become their own critics

Librarian as TeacherALTs are Preparation for Research

Projects Authentic Learning Tasks

1.Authentic Teaching:AuthenticLearningTasks-

Assessments

2.Action Research

Research Mentor as Professional Developer

Librarians as Practitioner-Researchers

3. Research Study on Action Research

ResearchMentorAs FormalResearcher

Students as Researchers Teachers as Partners

Librarians, Technology Trainer as Teachers and Researchers

Mentor as AdviserMentor as Researcher

How did it Work?Conceptual Framework

DirectorLibrary,Mediaand

Technology

On site instruction221 E-mails, phone support;4 on-site visits

Develop and implementinstructional unit withteachers

Logistics,funding, procedures

Support,scheduling,monitoring

Feedback

Feedback Progress, Updates,findings

Collect data: observation, e-mails, PR journals, conversations, Meetings, and interviews

Collect, analyzedata

Guided InquiryAuthentic

Learning Tasks& Assessments

ISP

Evidence-based Practice

Theoretical Framework

Action Research

The teaching unit

•Essential questions•Authentic learning tasks•Authentic assessments formative and summative•Project evaluation questionnaire:How can I do it better next time questionnaire

in collaboration with the classroom teacher

The First Dimension:Librarian as Teacher

The Second Dimension:Librarian as Researcher

A unique question: How can we help 4th graders achieve higher order

thinking? When given a choice, which methods of note taking

do students prefer? How can we promote the use of online subscription

databases with 9th graders?

Generic question:How can I do it better next time? (Project Evaluation)

The Research Questions

Librarians as Researchers

The Generic Question:How can I do it better next time?

Data Collection: Ask the students

Instrument: Questionnaire

Timelines were reasonable.

Instructions were clear.

Resources were adequate.

I could get help when I needed it.

What was the most difficult thing you had to do?

How would you change this unit to make it better?

Librarian as Researcher

1. Research question/Thesis

Research Proposal for Focus Formulation

3. Data Collection: Two types of evidence (e.g., interviews, questionnaires, grades, observation/journal entries, photographs, student products/projects, authentic assessments (rubrics, journals checklists, portfolios).

2. Unit Design: TopicAuthentic Learning Task Collaborator(s)Timelines Start: End: Description of the project or unit. Student product? Information/research skills assessed? Assessments? Lessons taught? Support materials used?

What did the school librarians investigate?

Note taking (2) Higher levels of thinking (2) Use of variety of sources of information Evaluation of web sites Use of databases vs. Internet Teaching styles and classroom computers

Librarian as Researcher

Data Collection Methods

Observation (field notes, photos, videos) Interview (notes, tapes) Survey Case studies Researcher’s journal Correspondence (letters, emails, phone calls) Primary documents Focus groups Debriefings Behavioral Checklists Formative/summative assessments of students’

workLibrarian as Researcher

What about theory?

PiagetKnowledge is constructed by assimilation & accommodation

DeweyLearning by doing;

Progressivism;School connects with community

Bloom’s TaxonomyKnowledge ComprehensionApplication AnalysisSynthesis Evaluation

VygotskyMetacognition & the Zone of Proximal Development

SternbergLearning StylesHapticAuditoryVisual

Analysis

Qualitative Constant Comparative Method

Color coding, finding patterns

Quantitative Descriptive Statistics

Librarian as Researcher

Authentic LearningTasks/

Assessments

Data fromALT/Assessments

Data fromAction research

Action Research

First and Second Dimensions:Librarians as Teachers and Researchers

The 3rd Dimension:What did the Research Mentor do?

Built a Framework for -the design and implementation of ALT -structure for the action research Provided Models and Support Materials -Proposal template -Questionnaire exemplar, help sheets Coached Methodology Acted as Intermediary to facilitate

communication Bridged theory and practice Conducted research on school librarians as

teachers and researchers

Researcher as Mentor

Librarian-Mentor email transactions

184 transactions One-to-one and group transactions

Categories -Planning stage -Implementation stage

Input for Categories Kuhlthau’s ISP Types of support offered by mentor Work patterns of librarians during collaboration with teachers Traditional formal research requirements set forth by universities

Planning Stage Implementation Stage

Implementation Stage

52

1810 7 4

28

4

23

0

20

40

60

DC TH CO SH AN PE PR LO

TS=Topic Selection IU=Instructional Unit RQ=Research Question DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics

FindingsTotal = 38/184 emails21 % of total emails38 emails for TS, IU, RQTS. IU, RQ=Focus Formulation

FindingsTotal = 146/184 emails79 % of total emails146 emails for DC-LO=Collection & Presentation*Total email transactions including Director/Mentor

Researcher=37 for total of 221

Planning Stage

15 14

9

0

5

10

15

20

TS IU RQ

Email and Average Word Counts

Planning Stage

15 14

9

0

5

10

15

20

TS IU RQ

Email and Average Word Counts

0

50

100

150

200

TS IU RQ DC TH CO SH AN PE PR LO

Planning and implementation stages

No

. em

ails

an

d w

ord

co

un

t

TS=Topic Selection IU=Instructional Unit RQ=Research Question DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics

Comparing average number of words in paragraphs to number of emails written in a category to determine what was problematic for PRs. (Word counts do not include email attachments/support materials.) Focus formulation dominated the planning stage. The need for support was not as intense in implementation stage.

Implementation Stage

52

1810 7 4

28

4

23

0

20

40

60

DC TH CO SH AN PE PR LO

Research Mentor’s Findings

The Librarians: Clarified learning theories Explored sense of self as teachers, leaders Gained awareness of students’ perspectives Acquired knowledge about teaching and curriculum Developed appreciation for processes of inquiry

and reflection Experienced the stages similar to ISP; attained a

level of comfort with formal research methods

•How will a 3-dimensional model, whereby school librarians are mentored by a professional researcher, inform their practice?•How will the school librarians feel about their research?

How well did the 3-D model work?

It strengthened bonds between librarians and collaborating teachers despite the problems of collaboration.

The 3-D model improved perceptions of the school librarians as experts in research. By the end of the unit they felt a high degree of confidence and ownership in the instruction.

Action research helped school librarians become school leaders.

Evidence: The project, now is now in its 4th year. For the past 2 years librarians have been mentoring teachers in action research across the district.

The 4-Dimensional ModelThe 4-Dimensional Model

1.AuthenticLearningTasks-

Assessments

2.Action Research

Research Mentor as Professional Developer

Librarians as Practitioner-Researchers

3. Research Study on Action Research

ResearchMentorAs FormalResearcher

4. Teacher Action Research

The 5-Dimensional ModelThe 5-Dimensional Model

1.AuthenticLearningTasks-Assessments2. Action Research forStudents

2.Action Research

Research Mentor as Professional Developer

Librarians as Practitioner-Researchers

3. Research Study on Action Research

ResearchMentorAs FormalResearcher

Librarians asaction researchmentors forstudents

4. Teacher Action Research

Librariansas Mentorsfor teachers

How can the 5-D model help school libraries to be accountable?

Demonstrates the value school librarians add to the academic lives of students and teachers as

Professional developers and mentorsResearch expertsTeachers of essential skills/inquiry

by raising the quality of instruction for students and the quality of interactions with teachers.

The school librarian as instructional leader

Interpreting standards Designing instruction Designing accountable curriculum Assessing product and process Conducting action research Being a change agent

ACHIEVING CREDIBILITY

The Bottom Line

School librarians must abandon library-centric thinking, shed paradigms of librarianship that are not relevant to student learning, and become an integral part of their work world: the world of education.

Until they do that, the consensus will remain that they are expendable.

because it involves overcoming the inertia that inclines one to accept suggestions at their face value;

it involves willingness to endure a condition of mental unrest and disturbance.

Reflective thinking … means judgment suspended during further inquiry; and suspense is likely to be somewhat painful… To maintain the state of doubt and to carry on systematic and protracted inquiry-these are the essentials of thinking.

John Dewey

Reflective thinking is always more or less troublesome

Can we ever “know” the past?

Does the historian discover or create meaning?

What is the truth?

Does the empirical-analytical lead us to the truth?

Does the past contain one true story/meaning or several?

Can we trust our sources?

Essential Questions

What are essential questions that drive historical inquiry?