A.1.4.+Notes+on+articles+and+transcripts

Notes on articles and transcripts

__** INTRO **__
 * Dr. M. = Purple **
 * Who used red font and who used black? The wiki page history only shows contributions from Michelle. ??? **


 * For the past 50 years, library literature has a common theme of an “active and instructional role of the library media specialist” (Church 2).
 * “...conversations for learning…” (Hamilton 2011).
 * Recurring themes throughout the literature as to the role of the school librarian which is teacher, instructional partner, an information specialist, and a program administrator (Howard 2010).
 * “ Why is collaboration important? Adults learn more when they collaborate, work harder, support one another emotionally, and commit to cumulative efforts and effects. “ --Robert J. Garmston (Todd, 17)
 * “...students are the ultimate beneficiaries of our work as co-teachers” (Hamilton 2011).
 * A common theme in any article on collaboration is that “student achievement is higher when library media specialists take an active role in teaching and learning” (Church 3).
 * In 2006, the NCES changed its classification of library media specialists to include them under the category of instruction-related expenditures, instead of the older, 1950s classification of support staff which did not acknowledge an instructional role for librarians (Church 4).
 * ...the idea has not been embraced by all educators and is still unfamiliar to many teachers and administrators… (McGregor 199).

__ Church states that for the past 50 years, library literature has maintained a common theme of supporting the school librarian to take an “active and instructional role” (2) in their school library program. Howard discusses the recurring thought of the school librarian as teacher, instructional partner, information specialist, and program administrator (Howard 2010). Yet, surprisingly, it was only in 2006 that the NCES changed its classification of library media specialists to “instruction-related expenditures,” away from the 1950’s classification of “support staff” which did not acknowledge an instructional role for librarians (Church 4). The concept of collaboration has not been supported by all educators and is often unknown to educators and administrators - even some school librarians (McGregor 199). __

__ Some people may ask why collaboration is important. Current research is supporting the thought that “student achievement is higher when library media specialists take an active role in teaching and learning” (Church 3). Not only is student achievement higher, but adults also learn through collaboration. Todd quotes Garmston as saying collaboration allows individuals to “work harder, support one another emotionally, and commit to cumulative efforts and effects: (17) Because librarians know that “...students are the ultimate beneficiaries of our work as co-teachers” (Hamilton 2011), school librarians must be the ones to communicate to the school community the benefits of collaboration. __

**STUDENTS** __

How does Classroom-Library Collaboration benefit students?

SLs engage students in information processes that enable the transformation of information into deep knowledge and understanding” (Todd, 2)
 * TLC can give students their best chance to become capable and enthusiastic readers, informed about the world around them, and alive to the limitless possibilities of tomorrow (Todd, 2)
 * TLC improves student learning (Montiel-Overall, 2)
 * Students can make connections across the curriculum with expanded instruction (Elem Art, Tracy)
 * Students gain a greater chance of completing successful projects (HS student teacher< Kelly)
 * Students get individualized attention due to “Two teachers are better than one” (Kinder, Peg)
 * Students enjoyed the “different ideas” that the SL offered apart from the teacher. (Student teacher, Kelly)
 * The SL is interested in making learning experiences valuable to each student (8th g. LA: Karen)
 *  Library is an active place of learning (7th grade LA, Mary Ann )
 * Authentic learning for students. Subjects can go deeper b/c the SL shows students how to find their own answers (3rd grade, Judy P)
 * Students view the library as a classroom (Kinder, Peg) In other words, a learning place.
 * Students get individualized attention (Kinder, Peg)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...they can access information and accept responsibility for their own learning” (Hamilton 2011). Hamilton..
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...students are the ultimate beneficiaries of our work as co-teachers” (Hamilton 2011).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">“...students consult both of us for assistance for content and process” (Hamilton 2011).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">students benefit from the teacher and the librarian each having “talents and areas of expertise” (Hamilton 2011).
 * “Indiana students across grade levels earned higher standardized test scores in schools where principals valued collaboration (Church 5)
 * ...learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives (McGregor 202).

Attempt 1 When teachers and school librarians decide to co-teach, “students are the ultimate beneficiaries” (Hamilton 2011). Students benefit in <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">so many a variety of ways, one of which is <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">One way is that students getting individualized attention (Kinder, Peg). Instead of having one teacher, students can benefit from having two teachers. Another <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">The benefit <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">comes from is the teacher and <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">the librarian each having different “talents and areas of expertise” (Hamilton 2011). Students <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">enjoy the different ideas that the school librarian can offer apart from the teacher (Student teacher, Kelly), while modeling the type of cooperation and teamwork that teachers want students to use (Schultz-Jones 23). The school library has the unique opportunity to engage the students in information processes that enable the transformation of information into deeper knowledge and understanding” (Todd 2). Students learn they can access their information and accept responsibility to their own learning (Hamilton 2011). When students take ownership of their own learning, “they have a greater chance of completing successful projects” (High School Student Teacher). Students begin to view the library as a classroom (Kindergarten Teacher) and recognize it as an active place of learning (Seventh-grade Teacher). <span style="background-color: #ffffff; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Overall, student’s <span style="font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives (McGregor 202). When teachers and school librarians collaborate, students are given their best chance to become capable and enthusiastic readers, informed about the world around them, and alive to the limitless possibilities of tomorrow (Todd, 2).

Attempt 2: Students and student achievement are the reasons school librarians need to, and hopefully, want to collaborate with classroom teachers. McGregor stresses that student learning experiences are strengthened when the teacher and the librarian collaborate to achieve learning goals and objectives (202). Students benefit from having two teachers, allowing for more individualized attention (Kindergarten Teacher), while also learning about the different “talents and areas of expertise” of each adult (Hamilton 2011). Students enjoy the ideas that the school librarian can offer apart from the teacher (Student Teacher), while modeling the type of cooperation and teamwork that teachers want students to use (Schultz-Jones 23). Students learn they can access information and accept responsibility for their own learning (Hamilton 2011) which allows for “...a greater chance of completing successful projects” (Student Teacher). Students begin to view the library as a classroom (Kindergarten Teacher) and recognize it as an active place of learning (Seventh-grade Language Arts Teacher). I believe that most school librarians want to make student learning experiences authentic. <span style="background-color: #ffff00; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">School librarians teach information literacy skills to students within content areas, therefore, making their learning more meaningful. An elementary art teacher felt that collaboration allowed students to “make connections across the curriculum,” while Todd states that collaboration has the unique opportunity to engage the students in information processes that enable the transformation of information into deeper knowledge and understanding (2). School librarians need to express how to this point across the school community. We need to advocate the benefits of collaboration so the school community knows the library is an active place of learning (7th Language Arts).


 * __TEACHERS__**

How does Classroom-Library Collaboration benefit teachers?


 * <span style="color: #ff0000; font-family: Arial; font-size: 15px; line-height: 1.5; text-decoration: line-through;">SL partnerships gives an advantage to certain teachers over others. (Montiel-Overall, 17) It is worth it to partner with your SL!The partnerships will yield a greater success rate
 * SL technical expertise extends to the classroom (Todd, 7)
 * TLC improves student learning (Montiel-Overall, 1) which equals a greater success rate!
 * Teachers do not have to work alone when collaborating with SL Montiel-Overall, 17)
 * Teachers benefit from instruction on what it means to collaborate to improve students’ ability to access and use library resources with the context of classroom lessons. (Montiel-Overall, 3) =expanded learning; outside the walls concept
 * TLC behaviors changed teacher’s perceptions about the importance of collaboration to student academic success (Montiel-Overall, 15)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">The SL should actively participate in the curriculum and instructional program of the school in the areas of curriculum development, collab teaching & information literacy instruction (Church, 1)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL programs supports and enhances teaching and learning (Church 1)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; text-decoration: line-through; vertical-align: baseline;">SL’s can help plan, teach and evaluate lessons (Church 2)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Collaboration allows for more ideas and planning (Kinder, Peg).
 * <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: line-through; vertical-align: baseline;">Expands teacher’s lessons. (E. Art, Tracy)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">The SL added a different perspective to the assignment (7th grade LA, Mary Ann)
 * <span style="background-color: #ffffff; color: #cc0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Teacher learned new information while SL taught students (7th grade LA, Mary Ann)
 * <span style="background-color: #ffffff; color: #cc0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL came up with new ideas for the teacher project (7th grade LA, Mary Ann)
 * <span style="background-color: #ffffff; color: #cc0000; font-family: Arial; font-size: 15px; vertical-align: baseline;"> Teacher impressed students learned a particular skill. The teacher hadn’t tried it before and was impressed kids picked up . (7th grade LA, Mary Ann)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; text-decoration: line-through; vertical-align: baseline;"> Collaboration allowed for one project to include multiple skills: reading, researching and presentation . (7th grade LA, Mary Ann)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Teacher learned along with the students (7th gr. SS, Pat
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Teacher is able to learn technology language from the SL (8th gr LA: Karen)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">With the librarian, teacher planned ahead for each month.(8th gr LA: Karen)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL enlightened teacher to a 21st c library and modeled a different experience for herself and students(8th gr LA: Karen)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Collaboration helped “integrate the research and writing process into her course.” (HS Art: Diane)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">It helped her learn how to create and use a rubric which made projects “new and special.” (HS Art: Diane)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Overall, a project was more successful with the SL help (student teacher, Kelly)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; text-decoration: line-through; vertical-align: baseline;">SL helped teacher refine her “vague and nebulous” ideas and include technology - a topic the teacher isn’t interested in (HS English, Sherri)
 * <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL expands on ideas and takes them to the next level (7th ELA, Mary Ann)
 * <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL helps teachers get 100% Student Completion (HS English, Sherri)
 * <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">SL provides technology instruction to teachers too (7th SS, Pat)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Collaboration with teachers provides in-service training to teachers (Church 3).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">“...student achievement is higher when the library media specialist provides professional development in the area of information technology and takes an active role as a teacher of teachers” (Church 13).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">Virginia principals supported the role of the SL as staff developer in the area of information technology. (Church 13).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; vertical-align: baseline;">...teachers are willing to collaborate if they can see the benefit from these efforts…(Schultz-Jones 24).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 15px; text-decoration: line-through; vertical-align: baseline;">...when starting a new collaboration, an early goal may be just to see what the librarian and teacher have to offer each other. As they gain experience, goals might be to explore different roles in the collaborative experience or to involved more people in the group (McGregor 214).

Who benefits from teachers collaborating with school librarians? According to Montiel-Overall, “Teachers do not have to work alone when collaborating with the school librarian,” and that teachers that partner with school librarians have an advantage over teachers that choose to teach alone (17). Librarians can advertise this fact using the results from assessments on previous collaborations. School librarians can help plan, teach and evaluate lessons (Church 2) which allows for more ideas and planning (Kindergarten Teacher). Planning with the school librarian can also expand teacher lessons (Elementary Art Teacher). After collaborating, a high school art teacher commented, “The school librarian helped integrate the research and writing process into her course.” A high school English teacher commented that the school librarian helped her refine her “vague and nebulous” ideas and to include technology, a topic in which she wasn’t interested. A seventh grade language arts teacher benefited from collaboration when their joint lesson plan incorporated multiple skills, including reading, researching and presentation. So why do so many teachers choose to work alone? As a former classroom teacher, I had no experience of working with a school librarian, nor did I know that a school librarian was willing to co-teach with me. School librarians must make an effort to publicize their role as a co-teacher. Church says a successful library program has a school librarian that actively participates in the curriculum and instructional program of the school, for example, curriculum development, collaborated teaching and information literacy instruction (1). Schutlz-Jones agrees that teachers would be more willing to collaborate if they could understand the benefits from collaborative efforts (24). McGregor suggests that when starting a new collaboration, an early goal may be just to see what the librarian and teacher have to offer each other. As they gain experience, goals might be to explore different roles in the collaborative experience or to involve more people in the group (214).

_

__**SCHOOL LIBRARIANS**__


 * <span style="font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;"> “Every student a teacher. Every teacher a student.” Moreillon, Judi. [|__Learning and Teaching in a 21st-century Constructivist Learning Environment__] . 23 Jan. 2010. VoiceThread.
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...the instructional role of the librarian has steadily evolved from passive to static to active…” (Church, 1).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">We can integrate information literacy skills instruction into content curriculum (Church 2)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">We become educational leaders (Church 3)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">In terms of PD, if a SL is striving for professional excellence, he/she is expected to practice a strong instructional role. (Church 3)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">Teacher & librarian planned ahead for each month.(8th gr LA: Karen)
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...must be a lifelong learner myself...for my students, for the content area teacher, and for myself” (Hamilton 2011).
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...learn from my personal learning network, from my colleagues, from my students, and from attending and presenting at professional conferences” (Hamilton 2011).
 * SL plays a critical role in facilitating student learning and knowledge building (Todd, 2) SL figures out they are part of the puzzle!
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">“...instructional partners and educational leaders…” (Church 3).
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Collaborating with teachers to co-teach allows school librarians to have knowledge of the the learners and learning and skills as effective knowledgeable teachers (qtd. in Church 3)
 * Principals support libraries by placing SL in leadership roles (Church 5).
 * SL can influence instruction (Church 5).
 * Librarian’s can learn about content area standards, standardized test formats...to connect information literacy instruction to content area…” (Church 13).
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">DuFour states the collaboration allows teachers to work together and can analyze and improve their classroom practice” (qtd. in Schultz-Jones 24).
 * <span style="color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">...reflecting on past previous collaborative experiences to effect improvement (McGregor 199).

_

Thankfully, the role of the school librarian has moved from a static to active instructional role (Church 1). As a school librarian, we must make an impact on the school community and one way we can do that is through working with others to improve student achievement and to take part in creating curriculum. Collaboration is about student achievement and how we can play a role in it. Church believes that when school librarians integrate information literacy skills instruction into content curriculum (2), that we become become educational leaders (3). Church is a firm believer the if principals put school librarians in a leadership role, then they can influence instruction (5). In her Voice Thread, Moreillon states that “Every student a teacher. Every teacher a student” (2010). Hamilton agrees, stating he stays a life long learner by “...learn[ing] from my personal learning network, from my colleagues, from my students, ...” (2011). To be a successful collaborator, school librarians must stay life long learners. When we collaborate with teachers, we stay current on standards and content, as well as making social connections with the school community. DuFour states that collaboration allows “teachers [to] work together to analyze and improve their classroom practice” (qtd. in Schultz-Jones 24) while McGregor states that collaboration allows colleagues to reflect on previous collaborative experiences to effect improvement (199). Professional development is a strong motivator for collaboration. If a school librarian is striving for professional excellence, he/she is expected to practice a strong instructional role (Church 3)

__**ADMINSTRATORS**__

How does Classroom-Library Collaboration benefit administrators?


 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Instructional potential of the SL (Church 2)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">Student achievement increases (Church 2)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">One person who can impact the academic achievement of every students in the school (Principal, Paula)
 * <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">SL have global perspective of the whole school (Principal, Paula)
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">A study done in Texas showed that when the school librarian worked with the principal and other administrators, served on the school’s curriculum committee, planned instructional units with teachers, co-taught lessons and provided training to teachers, there was a positive and statistically significant improvement in student’s reading test scores (Church 3).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Church mentions Kolencik who stated that the “principles leadership in promoting and supporting the library media program contributed to a positive collaborative school culture that led to school improvement and to increased student learning” (qtd in Church 5).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">...a principal believed that her librarian should align library instruction with the classroom, student data, and instructional needs..” (Church 11).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Collaboration allows connects to meet educational objectives (Schultz-Jones 24).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">Librarians need to take the message to the principal that collaboration is for the benefit of the students and for the improvement of teaching...that it’s not threatening and intrusive (McGregor 208).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; text-decoration: line-through; vertical-align: baseline;">To have a successful school library media program, the principals role is paramount. Church quotes Campbell’s study that the principal must understand the role and purpose of the school library program within a school-wide view, set high standards for the program, must have a personal commitment to the program, offer sufficient funding, and communicate to the school community the importance of the library program (4).
 * <span style="background-color: #ffffff; color: #274e13; font-family: Arial; font-size: 16px; vertical-align: baseline;">...school improvement process (Church 5).

The principal of a school is the key ingredient to have a truly successful school library program (Church 4). However, as Church’s research has shown, most principals base their perception of a library program (and librarians) upon personal experience (Church 7) and may or may not know what a successful program looks like. Most likely, principals won’t know how the school library program can benefit the school and the instructional potential of the school librarian (Church 2) Principals are managers and they have a global perspective of the whole school. School librarians can “impact the academic achievement of every student in the school” (Principal). Librarians need to educate their principals that the social connections made during collaboration allow schools to meet educational objectives (Schultz-Jones 24). Church states that when the school librarian works with the principal and other administrators, serve on the school’s curriculum committee, plan instructional units with teachers, co-teach lessons and provide training to teachers, there is a positive and statistically significant improvement in student’s reading test scores (3). Kolencik determined that “the principal’s leadership in promoting and supporting the library media program contributed to a positive collaborative school culture that led to school improvement and to increased student learning” (qtd in Church 5). From my perspective, I wonder if principals want statistics and data to see the benefits of a successful library program or prefer personal experiences. One principal had her standards correct when she felt that her librarian “should align library instruction with the classroom, student data, and instructional needs” (Church 11).