Collaboration & Your School Library Media Program

Collaboration & Your School Library Media Program

http://www.wordle.net

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.

The research shows . . .

Five Key Things to Do Every Day to Make a Difference!

1.Collaborate with teachers to build solid learning experiences

2.Teach integrated information literacy

3. Motivate learners to read more4. Push information beyond the LMC into the classroom

and the home5. Work on a leadership agenda


David Loertscher suggests . . .

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?


Coordination

Cooperation

Collaboration

Continuum of Collaborative PlanningContinuum of Collaborative Planning

Short termNo formal communicationNo sharing of informationNo sharing of resourcesIndividual work independentlyNo riskNo integration of resourcesNo student transfer of

learningAlewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

Continuum of Collaborative PlanningCoordination

Longer termLimited communicationIndividuals still work

independentlySome sharing of resourcesSmall riskLimited integration of resourcesLittle transfer of student

learning

Continuum of Collaborative Planning

Alewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

Cooperation

Long-term instructional planning

Instructional roles definedCommitment to instructional

missionWell-defined communicationResources sharedGreater riskJoint instructional deliveryJoint assessment of instruction

and student learning Transfer of student

learning

Continuum of Collaborative Planning

Alewine, Martha. Continuum of Collaborative Planning. South Carolina Department of Education Library Media Services.

Collaboration

Brown, Carol. America’s Most Wanted: Teachers Who Collaborate. Teacher Librarian. 32:1.

… successful collaboration is directly related to quality of relationships, goals, and rewards …

Collaboration

Environmental Factors

Scheduled Planning MeetingsImpromtu DiscussionAdministrative SupportDefined RolesFlexible Scheduling

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.”



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.”



Administrative Support

The support of the building principal is a serious consideration.



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.”


Swerling, Chris, Newton MA Public Schools. N is for Note-Taking. AASL Conference 2009.

What does the librarian do?

What does the teacher do?

Defined Roles

Swerling, Chris. N is for Note-Taking. AASL Conference, 2009.

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.

Defined Roles

Swerling, Chris. N is for Note-Taking. AASL Conference, 2009.

The classroom teacher brings to the table a knowledge of the students and how to differentiate instruction so that all children can learn.

Defined Roles


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.”



Proactive Team LeaderShared VisionSelf-Confidence in ContributionOpen CommunicationTrust & Mutual Respect

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.”



Proactive Team Leader

Reactive Team Leader

Collaboration: Social FactorsProactive Team Leader


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.”



Self-Confidence in Contribution

“ Each member of the group feels that what they say is important and ideas are shared freely.”



Open Communication

“ Open and frequent communication enables updating one another, discussing issues openly, and establishing clearly defined goals.”



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.”


• 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 sourcesPowell, Nancy. Role of the Library Media Specialist as a Collaborator in the Instructional Process. OSLIS Implementation Manual, 2000.

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 socializePowell, Nancy. Role of the Library Media Specialist as a Collaborator in the Instructional Process. OSLIS Implementation Manual, 2000.

Collaboration: Building Influence with Teachers

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.

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.



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.



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.



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.



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?



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.



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



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.


Collaboration Resources

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

http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/Instructional-Promising-Practices/Library-Media-Services/

Martha Alewine’s Library Media Services Web Sites



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

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

http://www.nobl.k12.in.us/North/NorthMedia/LMS/data/index.htm

Collecting the Data: Templates and Resources for the SLMS

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

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

Free, but requires registration.

http://secondary.educator.oslis.org/teachingsupport/collaboration

http://nbpts.org/for_candidates/certificate_areas1?ID=19&x=48&y=10

Library MediaEarly Childhood through Young Adulthood

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Collaboration & Your School Library Media Program