Pg. 2 - Leadership from the middle: "Where the individual does not have position power but can exercise influence from a different position, similar to the role of teacher-librarian."
leader is someone who will rally the troops to do something they don't normally do
pg. 3 - In terms of power/effect, we serve teachers first - important to note that - if we don't get the teachers onboard with our vision, we don't get to the kids.
pg. 5 - influence, persuasion, negotiation: influence people to follow, persuade other to join in, negotiate around negativity
"Leadership requires strong relationships"
CRCSESL:
Pg. 4 - "Collaboration describes how people work together rather than what they do."
ideally collaboration happens during planning, implementation and assessing
Pg. 7 - Benefits of coteaching during teacher/librarian collaboration:
For students: more attention from teachers, better lessons, differentiated instruction, wider variety of resources and help, more creativity
For teachers: one on one work with students, able to differentiate instruction, shared resources & responsibility, more creativity, can coassess lesson
Principals must be on board for collaboration - can help make library schedule conducive to co-planning, can spotlight effective collaboration to get others on board
Pg. 8 - must be seen as "co-equal" to classroom teachers by principal
Lance, Keith Curry:
Pg. 14 - if administrators value library, then students benefit
Pg. 16 - for collaboration to be successful, principals must make it known that it is expected, must regularly meet with librarian, tell new-hires what expectations are
Pg. 17 - principal should allow flexible scheduling in library, have librarian on committees to help librarian know instructional needs of students, should encourage librarian-led inservice trainings
McGregor:
Pg. 201 - "Collaboration is difficult if the time provided to the teacher for planning cannot be used to plan with a potential collaborator such as the teacher librarian."
Pg. 202 - "The teacher librarian interested in creating a climate in which collaboration takes place must be prepared to take the lead, since anecdotal evidence shows that the teacher librarian who waits for someone else to lead is not included in most collaborations."
Pg. 206 - "Teaching through inquiry and reflection enables students to learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy. Until the entire school community is engaged in this goal, the results of collaborative attempts will tend to be scattered, inconsistent, and inequitable."
Pg. 207 - librarian can supply the energy to change - to help with learning deficits in school
Pg. 208 - librarian must understand the principal's leadership style to know how to approach change - can't threaten the principal's power
Pg. 209 - teachers must know what's in it for them - what benefit do THEY get if they collaborate with librarian?
Pg. 210 - librarian in position to see the big picture - teachers see their class. librarian must believe in their leadership - and that leadership skills can improve and develop
Pg. 211 - necessary leadership skills for librarian: patience, empathy, know when support and encouragement is needed
Pg. 212 - must understand that there is no ONE correct way to approach collaboration, create opportunities for conversation
Pg. 213 - when entering into a collaboration, expectations should be discussed - doesn't work to push your agenda while ignoring the teacher's
Pg. 214 - determine goals and objectives, set priorities, keep session focused on mission, evaluate lesson when done, reward positive results
Hamilton:
Pg. 35 - "We believe that a library that is a site of participatory culture is conducive to helping students create personal learning networks and environments that allow them to cultivate resources for accessing, evaluating, and sharing information locally and with the world at large."
Church:
Pg. 1 - Principals get their perception of librarians from their experience working with them. They rarely have any coursework relating to the school librarian in their schooling. This lack of knowledge of what a school librarian can/should be is a large impediment to a successful library media program.
Pg. 3 - "Based on standards in the field, today’s library media specialists are required to function as teachers and as instructional partners."
Pg. 4 - "When library media specialists take an active role in instruction, student achievement, as measured by standardized test scores, increases. Students benefit when library media specialists function as teachers and co-teachers, and libraries should be an integral part of the instructional program of the school."
Pg. 6 - If teachers do not understand the librarians role in the school, they are less likely to collaborate with the librarian.
"Principal support of the instructional role of the library media specialist is critical for successful implementation to occur."
Pg. 7 - the pervasive school of thought in schools, by school principals, is that the librarian performs clerical duties and facilitates research.
Pg. 18 - Principals could detail their negative or positive thoughts on librarians in their schools. The negative responses were all geared towards the librarian being more "traditional" and lacking in technology skills.
Positive comments were: fun, lively library, open and welcoming environment. librarians easy to work with and collaborate with. many comments about the librarian teaching skills from the school curriculum.
Pg. 20 - positive expectations of the librarian by principals mainly come from interactions with exceptional librarians.
Pg. 21 - "While principals support the library media specialist planning and teaching with the classroom teacher, they are less comfortable with library media specialists evaluating student work, with only 73 percent endorsing this activity." - Seems like a contradiction - if we are to help the classroom teacher teach, and the classroom teacher is tasked with teaching specific standards, then shouldn't we know what standards the kids need help with?
Pg. 24 - "Principals are instructional leaders in their schools, and their support is critical to full development of the library media specialist’s potential."
Principals expect the librarian to be the ones who initiate the collaboration. Because of this belief, it is imperative that the librarian be proactive in seeking out collaborative opportunities with teachers.
Kimmel:
This article deals with the "talk" during planning sessions - this has always been my biggest question when talking about collaborating with teachers - What, exactly, does the planning look like - since I have never done it, nor seen it done.
Pg. 3 - many teachers put higher value on individual planning time than on collaborative planning time - hurdle for me to get over!
Pg. 6 - when evaluating the discussions, 5 categories of topics emerged and were used to analyze the meetings: "orienting, coordinating, drifting, making sense, and making connections."
Pg. 10 - Orienting - means "The activity of 'orienting' included talk where participants opened a topic, checked in with others, or summarized a decision." This happened 6% of the time
Drifting - 17% of the time - could be considered off-topic, but also helps teachers bond
Pg. 11 - Coordinating - 25% of the time - scheduling, pacing, sharing of resources, planning library time
Making Connections - 32% of the time - "the places in planning where connections were drawn between the planning topic and other topics, other resources, other years, and other grade levels. Sometimes connections were drawn to integrate the curriculum."
librarian can connect resources to lesson plans
Making sense - 24% of the time - about teaching, curriculum and students. drew on each others' expertise and experiences
Pg. 12 - "The fact that this model does resemble models of instructional design and problem solving—with the statement of a problem (orienting), gathering data about the problem (making connections), creating a plan (coordinating), and evaluating the plan (making sense)—suggests that learning is also inherent in the plan, and that these are necessary steps in a "design for learning" (Wenger 1998)."
Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.
Method to the madness - while planning sessions look like chaos to outsiders, there was an underlining pattern - that of problem solving and professional learning.
The role of the school librarian is particularly important in the "making connections" category
Montiel-Overall:
Pg. 3 - extensive inservice better than short inservice in teaching teachers about collaboration
Pg. 15 - continual inservice teaching about collaboration resulted in an increase in all facets of collaboration: low end and high end
Pg. 16 - teachers felt that collaboration influenced student achievement
Pg. 17 - "one way to encourage effective collaboration is to provide professional development on what it means for teachers and school librarians to collaborate, and to improve knowledge of and desire for collaborative partnerships between teachers and school librarians."
Citations:
MFSLL:Haycock, Ken. "Leadership From the Middle: Building Influence for Change." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 1-12. eBook.
CRCSESL: Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013.
Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. “The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho." School Library Monthly 26.9 (2010): 14-17.
McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print.
Hamilton, Buffy J. "The School Librarian As Teacher: What Kind Of Teacher Are You?" Knowledge Quest 39.5 (2011): 34-40.Academic Search Complete. Web. 2 Feb. 2014.
Kimmel, Sue C., 2012. "Collaboration as School Reform: Are There Patterns in the Chaos of Planning with Teachers?", American Association of School Librarians. <http://www.ala.org/aasl/slr/volume15/kimmel>
Montiel-Overall, Patricia and Hernández, Anthony C.R. 2012. "The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III", American Association of School Librarians. <http://www.ala.org/aasl/slr/volume15/overall-hernandez>
Kim's notes from the readings
MFSLL:
Pg. 2 - Leadership from the middle: "Where the individual does not have position power but can exercise influence from a different position, similar to the role of teacher-librarian."
leader is someone who will rally the troops to do something they don't normally do
pg. 3 - In terms of power/effect, we serve teachers first - important to note that - if we don't get the teachers onboard with our vision, we don't get to the kids.
pg. 5 - influence, persuasion, negotiation: influence people to follow, persuade other to join in, negotiate around negativity
"Leadership requires strong relationships"
CRCSESL:
Pg. 4 - "Collaboration describes how people work together rather than what they do."
ideally collaboration happens during planning, implementation and assessing
Pg. 7 - Benefits of coteaching during teacher/librarian collaboration:
For students: more attention from teachers, better lessons, differentiated instruction, wider variety of resources and help, more creativity
For teachers: one on one work with students, able to differentiate instruction, shared resources & responsibility, more creativity, can coassess lesson
Principals must be on board for collaboration - can help make library schedule conducive to co-planning, can spotlight effective collaboration to get others on board
Pg. 8 - must be seen as "co-equal" to classroom teachers by principal
Lance, Keith Curry:
Pg. 14 - if administrators value library, then students benefit
Pg. 16 - for collaboration to be successful, principals must make it known that it is expected, must regularly meet with librarian, tell new-hires what expectations are
Pg. 17 - principal should allow flexible scheduling in library, have librarian on committees to help librarian know instructional needs of students, should encourage librarian-led inservice trainings
McGregor:
Pg. 201 - "Collaboration is difficult if the time provided to the teacher for planning cannot be used to plan with a potential collaborator such as the teacher librarian."
Pg. 202 - "The teacher librarian interested in creating a climate in which collaboration takes place must be prepared to take the lead, since anecdotal evidence shows that the teacher librarian who waits for someone else to lead is not included in most collaborations."
Pg. 206 - "Teaching through inquiry and reflection enables students to learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy. Until the entire school community is engaged in this goal, the results of collaborative attempts will tend to be scattered, inconsistent, and inequitable."
Pg. 207 - librarian can supply the energy to change - to help with learning deficits in school
Pg. 208 - librarian must understand the principal's leadership style to know how to approach change - can't threaten the principal's power
Pg. 209 - teachers must know what's in it for them - what benefit do THEY get if they collaborate with librarian?
Pg. 210 - librarian in position to see the big picture - teachers see their class. librarian must believe in their leadership - and that leadership skills can improve and develop
Pg. 211 - necessary leadership skills for librarian: patience, empathy, know when support and encouragement is needed
Pg. 212 - must understand that there is no ONE correct way to approach collaboration, create opportunities for conversation
Pg. 213 - when entering into a collaboration, expectations should be discussed - doesn't work to push your agenda while ignoring the teacher's
Pg. 214 - determine goals and objectives, set priorities, keep session focused on mission, evaluate lesson when done, reward positive results
Hamilton:
Pg. 35 - "We believe that a library that is a site of participatory culture is conducive to helping students create personal learning networks and environments that allow them to cultivate resources for accessing, evaluating, and sharing information locally and with the world at large."
Church:
Pg. 1 - Principals get their perception of librarians from their experience working with them. They rarely have any coursework relating to the school librarian in their schooling. This lack of knowledge of what a school librarian can/should be is a large impediment to a successful library media program.
Pg. 3 - "Based on standards in the field, today’s library media specialists are required to function as teachers and as instructional partners."
Pg. 4 - "When library media specialists take an active role in instruction, student achievement, as measured by standardized test scores, increases. Students benefit when library media specialists function as teachers and co-teachers, and libraries should be an integral part of the instructional program of the school."
Pg. 6 - If teachers do not understand the librarians role in the school, they are less likely to collaborate with the librarian.
"Principal support of the instructional role of the library media specialist is critical for successful implementation to occur."
Pg. 7 - the pervasive school of thought in schools, by school principals, is that the librarian performs clerical duties and facilitates research.
Pg. 18 - Principals could detail their negative or positive thoughts on librarians in their schools. The negative responses were all geared towards the librarian being more "traditional" and lacking in technology skills.
Positive comments were: fun, lively library, open and welcoming environment. librarians easy to work with and collaborate with. many comments about the librarian teaching skills from the school curriculum.
Pg. 20 - positive expectations of the librarian by principals mainly come from interactions with exceptional librarians.
Pg. 21 - "While principals support the library media specialist planning and teaching with the classroom teacher, they are less comfortable with library media specialists evaluating student work, with only 73 percent endorsing this activity." - Seems like a contradiction - if we are to help the classroom teacher teach, and the classroom teacher is tasked with teaching specific standards, then shouldn't we know what standards the kids need help with?
Pg. 24 - "Principals are instructional leaders in their schools, and their support is critical to full development of the library media specialist’s potential."
Principals expect the librarian to be the ones who initiate the collaboration. Because of this belief, it is imperative that the librarian be proactive in seeking out collaborative opportunities with teachers.
Kimmel:
This article deals with the "talk" during planning sessions - this has always been my biggest question when talking about collaborating with teachers - What, exactly, does the planning look like - since I have never done it, nor seen it done.
Pg. 3 - many teachers put higher value on individual planning time than on collaborative planning time - hurdle for me to get over!
Pg. 6 - when evaluating the discussions, 5 categories of topics emerged and were used to analyze the meetings: "orienting, coordinating, drifting, making sense, and making connections."
Pg. 10 - Orienting - means "The activity of 'orienting' included talk where participants opened a topic, checked in with others, or summarized a decision." This happened 6% of the time
Drifting - 17% of the time - could be considered off-topic, but also helps teachers bond
Pg. 11 - Coordinating - 25% of the time - scheduling, pacing, sharing of resources, planning library time
Making Connections - 32% of the time - "the places in planning where connections were drawn between the planning topic and other topics, other resources, other years, and other grade levels. Sometimes connections were drawn to integrate the curriculum."
librarian can connect resources to lesson plans
Making sense - 24% of the time - about teaching, curriculum and students. drew on each others' expertise and experiences
Pg. 12 - "The fact that this model does resemble models of instructional design and problem solving—with the statement of a problem (orienting), gathering data about the problem (making connections), creating a plan (coordinating), and evaluating the plan (making sense)—suggests that learning is also inherent in the plan, and that these are necessary steps in a "design for learning" (Wenger 1998)."
Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.
Method to the madness - while planning sessions look like chaos to outsiders, there was an underlining pattern - that of problem solving and professional learning.
The role of the school librarian is particularly important in the "making connections" category
Montiel-Overall:
Pg. 3 - extensive inservice better than short inservice in teaching teachers about collaboration
Pg. 15 - continual inservice teaching about collaboration resulted in an increase in all facets of collaboration: low end and high end
Pg. 16 - teachers felt that collaboration influenced student achievement
Pg. 17 - "one way to encourage effective collaboration is to provide professional development on what it means for teachers and school librarians to collaborate, and to improve knowledge of and desire for collaborative partnerships between teachers and school librarians."
Citations:
MFSLL: Haycock, Ken. "Leadership From the Middle: Building Influence for Change." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 1-12. eBook.CRCSESL: Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013.
Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. “The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho." School Library Monthly 26.9 (2010): 14-17.
McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print.
Hamilton, Buffy J. "The School Librarian As Teacher: What Kind Of Teacher Are You?" Knowledge Quest 39.5 (2011): 34-40.Academic Search Complete. Web. 2 Feb. 2014.
Church, Audrey. 2008. “The Instructional Role of the Library Media Specialist as Perceived by Elementary School Principals.” <http://www.ala.org/aasl/slmr/volume11/church>
Kimmel, Sue C., 2012. "Collaboration as School Reform: Are There Patterns in the Chaos of Planning with Teachers?", American Association of School Librarians. <http://www.ala.org/aasl/slr/volume15/kimmel>
Montiel-Overall, Patricia and Hernández, Anthony C.R. 2012. "The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III", American Association of School Librarians. <http://www.ala.org/aasl/slr/volume15/overall-hernandez>