- by Elizabeth R. Peralejo

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LIBRARIAN TEACHER COLLABORATION KEY TO
EFFECTIVE STUDENT LEARNING

• - by Elizabeth R. Peralejo

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Do you collaborate?

• Even if I want to, I dont have the time!
• I let them know what materials I
  have.
• Well, I teach them information literacy.
• Of course, the teacher teaches the unit,
  and I demonstrate the database.

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A sharing by Donna - taken from Tales Out of
the School
Library, by Bush and Jones (2010)

• Over the holidays, I had time to reflect back
  on this school year. I started thinking about how
  I have been handling things in the Library
  lately. For some reason, my initial response to
  everything (at least in the last few years) seems
  to be to duck or to wait patiently for a new
  trend to pass, and, when the coast is clear, I
  resurface with a new book display and a snazzy
  bulletin board. That is not how I handle things
  in my personal life, as a wife or mother, and so
  it is curious to me that this is who I have
  become professionally. Something has to change .
  . . and that something may be me.

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A sharing by Donna - taken from Tales Out of
the School
Library, by Bush and Jones (2010)

• Cont
• On the other hand, I am not a
  pushover. I do not mind pulling books for a
  teacher and putting them on a cart for his/her
  classes, even though it seems ridiculous that the
  students could not do it themselves. Oh, but
  locating resources is not the focus of our
  lesson. Well, it better be or these students
  will leave high school never actually having had
  to go to the library shelves to find resources.
  Their college librarian may not be as
  accommodating . . .
•  

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A sharing by Donna - taken from Tales Out of
the School
Library, by Bush and Jones (2010)

• Cont
• So when Jenn (the English teacher) and Martha
  (the History teacher) , who teach resource
  classes together, came to me and wanted to plan a
  lesson, my immediate response was to wonder what
  they think I would do for them so that they would
  not have to do their own work. I did not say
  anything, but that was honestly what I was
  thinking. Why do I think that way? Why not be
  happy that teachers want to collaborate with me,
  when most school librarians are bemoaning the
  fact that their teachers dont want to have
  anything to do with them?

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A sharing by Donna - taken from Tales Out of
the School
Library, by Bush and Jones (2010)

• We planned to meet during the
  last period the following day. Martha suggested
  that we start with students researching the
  history of their familys country of origin.
  Jenn, on the other hand, will provide the list of
  nations to be covered and will teach the students
  on how to make bibliographies. I on my part can
  give a short lecture on how they can go about
  doing research at the library. In addition, I
  would research relevant Web sites and match our
  collection against the list of nation covered
  then, if I still have the time, prepare a
  pathfinder for the students to use. Then we
  scheduled our next meeting. Now, it will be
  interesting to see who follows through. So
  simple, so friendly, so far so good.

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THE WHAT OF COLLABORATION

• From Wikipedia
• Collaboration - is a process defined by
  recursive interaction of knowledge and mutual
  learning between two or more people who are
  working together, in an intellectual endeavor,
  toward a common goal which is typically creative
  in nature.

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THE WHAT OF COLLABORATION

• Muronago Harada (1999)
• - it is based on a shared vision and a
• climate of trust and respect.
• Doiron Davies (1998)
• - the teacher brings to the partnership a
  knowledge of the strengths, weaknesses, attitudes
  and interests of the students, and of the content
  to be taught. The librarian, on the other hand,
  adds a thorough understanding of information
  skills and methods to integrate them.

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THE WHAT OF COLLABORATION

• Callison (1999)
• - each partner fulfills a carefully
  defined role comprehensive planning is required
  leadership, resources, risk and control are
  shared and the working relationship extends over
  a relatively long period of time.

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5 Levels of Integration

• 1. Consumption Students consume library
  resources, either for
• recreatory reading, answering
  assignments, etc.
• 2. Connection - Librarian knows of an
  activity in the library by
• a teacher but has no input into
  the design and timing of it.
• Communication Librarian and teacher
  notifies each other of
• activities and work with the
  same students, but without
• actually consulting one
  another.
• 3. Cooperation Librarian and teacher works
  together on a
• project or initiative, with one
  supporting the others goals.
• 4. Coordination Teacher informs the
  librarian about lesson
• objectives, required output,
  deadlines, and evaluation
• criteria. Librarian facilitates
  the use of resources, and
• teaches students how to develop
  their research.
• 5. Collaboration Librarian and teacher
  jointly plans, executes
• and assesses the library
  session. As distinct from
• communication and cooperation,
  collaboration requires
• an equal partnership between
  librarian and teacher.
• 
  - Marcoux (2009)

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Levels of Integration

• EXERCISE
• 1. students borrowing e-books from the library
• 2. teacher alerting librarian to an existing
  assignment that will send students to the
  library
• 3. librarian teaching information literacy class
  to students using a prepared module that is shown
  to the teacher
• 4. teacher sending her class to the library to do
  research and the librarian giving a prepared
  pathfinder to the students
• 5. librarian e-mailing or sending a newsletter to
  the faculty
• 6. librarian offering workshops to educate
  faculty on various information resources
• 7. teacher inviting librarian to plan on
  investigative research of her students, co-teach
  the topic and check the output

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THE WHY OF COLLABORATION

• Effective collaboration with teachers helps
  to create a vibrant and engaged community of
  learners, strengthens the whole school program as
  well as the library media program, and develops
  support for the school library media program
  throughout the whole school. In addition,
  teacher-librarian collaborating . . . to identify
  and solve information problems presents a model
  of the approach that students and others must
  take to thrive in the information age.
• -
  AASL/AECT Information Power Building
• 
  Partnerships for Learning (1998)

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THE HOW OF COLLABORATION

• Who are the most likely candidates for
  collaboration?
• - new teachers
• - teachers who are teaching new
• subjects or those where they lack
• training
• - teachers who are assigned to new
• grade/year levels
• - teachers who are involved in
• significant school-wide change

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THE HOW OF COLLABORATION

• What are the steps to prepare for
• collaboration ?

1. Be familiar with the curriculum of the
school 2. Prepare for classes by reviewing
their instructional
materials 3. Develop the collections to support
the school curriculum and
changing community demographics 4. Network with
other librarians 5. Look ahead to major school
wide events/instructional
activities 6. Offer to help teachers develop
their own information literacy
skills 7. Develop reporting relationships with
our administrators that are
based in student learning.
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THE HOW OF COLLABORATION

• How do we begin the collaboration?
• Be prepared.
• - bring a collaboration form
• 2. Discuss vital issues
• a. Time constraints
• b. Meeting frequency
• c. Possible stress situations
• d. Goals
• e. Costs

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• CLASS-SUPERVISED ACTIVITY (CSA)
• Needs Assessment Form

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STRATEGIES FOR SUCCESSFUL COLLABORATION

• 1. Empathy the ability to enter fully into
  anothers feelings or experiences.

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STRATEGIES FOR SUCCESSFUL COLLABORATION

• 2. Good and Open Communication
• Skills
• - We should also have good communication
• skills, not only oral but also written and
• open, in order to avoid misunderstanding
• or miscommunication.
• - Collaboration is about relationships, and
• you cant have one with people you do not
• know.

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STRATEGIES FOR SUCCESSFUL COLLABORATION

• 3. Confidence
• - A certain amount of confidence on
  your
• part is needed because it will enable
  you
• to take the risk involved in offering
  ones
• service.
• - Make yourself visible, make it
• convenient for people to ask you for
• things, and let them see how capable
• you can be in meeting their needs

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STRATEGIES FOR SUCCESSFUL COLLABORATION

• 4. People Skills
• - Librarians who are characterized
  by their interest in people, use of others as a
  source of reinforcement, and preference for
  working with others

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STRATEGIES FOR SUCCESSFUL COLLABORATION

• 5. Proactive far-sighted, flexible
• - We librarians must look for
  opportunities
• to plan with teachers rather than
  wait to
• be asked. We must keep our eyes and
• ears open to classroom content.
• - This will determine whether we manage
• our job with skill and control or
  whether
• we simply have too much to do and
• spend most of our time responding to
• emergencies.

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OPPORTUNITIES THAT MAY LEAD TO COLLABORATION

• Pathfinders

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OPPORTUNITIES THAT MAY LEAD TO COLLABORATION

• EMC Website and Social Networking Sites

http//emc.hs.admu.edu.ph
www.facebook.com/ahslibrary
_at_ahslibrary
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OPPORTUNITIES THAT MAY LEAD TO COLLABORATION

• Reading Circles

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OPPORTUNITIES THAT MAY LEAD TO COLLABORATION
Kapihan sa Aklatan
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OPPORTUNITIES THAT MAY LEAD TO COLLABORATION
Teen Read Week
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Trends and Practices

• 1. Virtual Collaboration (VC) librarians
  participate with teachers through the design,
  development, and deployment of online learning
  units (OLUs) such as stand-alone activities and
  quick tutorial videos.
• 2. Virtual Learning Commons (VLCs) a digital
  learning community in which the whole school
  participates both the instructors and students
  of the school collaborate to establish a place
  where individuals and groups are actively
  learning, communicating, and building together in
  real time.

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Trends and Practices

• 3. Digital Storytelling (DS) is the fusion of
  narrative and digital media content. Web 2.0
  technologies has provided a range of freely
  available software and venues for developing
  and sharing productions. Librarians authoring
  digital stories for use as virtual library
  tours, book trailers, or as part of booktalking
  efforts can make faculty and students aware of
  school library resources.
• 4. Maker Spaces places where design and
  entrepreneurial ideas are allowed and where
  serious technology and construction equipment are
  available in a place dedicated to play and
  create.  

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• Nothing new that is really interesting
• comes without collaboration.
• - James Watson, American molecular
  biologist and
• co-discoverer of the double helix
  (DNA), for which he
• won the 1962 Nobel Prize in Physiology.
•  

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R E F E R E N C E S

• American Association of School Librarians
  (AASL), Association for Educational
• Communications and Technology (AECT).
  (1998). Information Power Building
• Partnerships for Learning. Chicago
  American Library Association.
• American Association of School Librarians (AASL).
  (2007). Standards for the 21st
• Century Learner. Available at
  www.ala.org/aasl/standards.
• Brookover, Sophie. (2010). 30 Days of Back to
  School Teacher-Librarian
• Collaboration Tips. Retrieved Sept.
  25, 2010 from
• lt yalsa.ala.org/blog/2010/09/25/30-da
  ys-of-back-to-school-teacher-librarian-c
• collaboration-tips/ gt
•  
• Bush, Gail and Jami Biles Jones. (2010). Tales
  out of the School Library Developing
• Professional Dispositions. Santa
  Barbara, Calif. Libraries Unlimited.
•  
• Jones, Stephanie A. and Lucy S. Green. (2012).
  Transforming Collaboration Student
• Learning Anytime, Anywhere.
  Teacher Librarian. 40(2), 26-31.
• Kresberg, Sarah. (2001). Faculty-Library Media
  Specialist Cooperation or

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R E F E R E N C E S

• Loertscher, David V. (2012). Maker Spaces and the
  Learning Commons. Teacher
• Librarian. 39(6), 45-46.
•  
• Loertscher, David V. and Carol Koechlin. (2012).
  Virtual Learning Commons and
• School Improvement. Teacher Librarian.
  39 (6), 20-24.
• Rebmann, Kristen R. (2012). Theory, Practice,
  Tools Catching Up With Digital
• Storytelling. Teacher Librarian. 39
  (3), 30-34.
• Russel, Shayne. (2002). Teachers and Librarians
  Collaborative Relationships.
• Teacher Librarian. 29 (5), 35-38.
• Small, Ruth. (2002). Collaboration . . . Teacher
  Librarian 29 (5), 8-11.

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THANK YOU AND GOOD DAY!