Notes

__**R.1.1**__
**CITATION:** On the Web: Moreillon, J. // Learning and Teaching in a 21st-century Constructivist Learning Environment. // 23 Jan. 2010. VoiceThread.

**NOTES:** -Dr. M's beliefs about learning & teaching *social, happens in multicultural environment, involves risks and change *Wikis for librarians, teachers, students K-12

-"Teaching is facilitated, it personalizes knowledge and brings it to life, it is continuous." -Wikis "support team's needs for building a shared understanding of a topic, goal, or objective."
 * QUOTES**:

__**R.1.2**__
**CITATION**: Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.

-When every stakeholder is vested in collaborative work, academic program is strengthened (ix). -teach standards-based lesson daily (ix) -collaborative strategies benefit students -assist teachers with finding appropriate resources, cross-curricular instruction, explicit modeling of lesson, explicit feedback about their teaching
 * NOTES for Introduction: **

-"school library a hub of learning" (ix) -"Teaching is too difficult to do alone; collaborate with your teacher-librarian" (xi). sample lessons built on 5 best practices: "evidence-based practice, "backward planning," aligning and integrating information literacy standards with curriculum, use research-based instruction, model think-aloud strategies" (x).
 * QUOTES: **


 * NOTES for Chapter 1: Collaborative Teaching in the Age of Accountability (pp. 1- 10) **

-**Four Roles of School Librarian** 1. Teacher 2. Information Specialist 3. Instructional Partner 4. Program Administrator-

-study by KRC Research showed parents, students, teacher, and administrators recognized librarian & program are valuable for students (2) -study showed participants perception of librarian's role. It revolved around teaching students to access books & info.(2) -to narrow perception gap message developed (2) 1. school library program essential to student learning (2) 2. librarian essential to teaching and educational process (2) 3. school library affords opportunities (2) -librarian in position to co-teach (2) Figure 1.1 (p. 3) -library program impacts student learning -increase in reading scores -ACT scores improved -increase in student academic achievement

-collaboration = how people work together for common goal (4) -partnership part of collaborative process (4) -Stages: (4) 1. Planning = set common goals, student outcomes, assmt. tools (4); -discuss students' background knowledge/prior learning experiences/skill development discussed, resources to meet needs (4); -divide assignment responsibilities, schedule lesson/instruction ( 2. Implementation = schedule meeting prior to implementation; "collaborators assume different coteaching roles" (5)  3. Assessment
 * Strategies for Collaborative Teaching (pp. 4-6)**

-One teaching, One supporting -Station or Center -Parallel -Alternative -Team (requires most collaboration)
 * Figure 1-2: Coteaching Approaches (p. 5) **

-shared practice a springboard to school reform (6) -**Levels affecting student achievement according to Marzano** (6-7) 1. school-level to provide meaningful curriculum, challenging goals, feedback, parent/community involvement, safe environment (6-7) 2. teacher-level use best practices, classroom management, curriculum centered on improving student achievement (7) 3. student-level = home environment, learned intelligence, background knowledge, motivation (7) 4. reduced class size impacts student learning (7) *overcoming "teacher isolation" relevant to school reform (7)
 * Collaboration and School Reform (pp. 6-7)**


 * Figure 1-3 Benefits of ...Collaboration** (8)
 * -Students **
 * -Teachers **


 * Professional Development at the Point of Practice** (pp. 8-9)
 * -principal ought to ensure informal PD (8) **
 * -provide educators time to coplan (8) **
 * -principal central figure to PD (8) **
 * -librarians develop interpersonal skills; apt to work with new and veteran teachers (9) **

-"75 percent of the teacher-librarian's job is directly concerned with teaching students" (2).
 * QUOTES**:

**CITATION**: Moreillon, J. [|Coteaching Images PowerPoint]. 23 Aug. 2009. PPT.

1. Teachers
 * NOTES: ** Benefits of co-teaching:
 * share ideas, resources, planning
 * feed off each others strengths
 * achieve more in one session
 * merge technology & print (slide 4)

2. Librarians
 * address students' needs
 * efficiency
 * aiming toward same goal

3. Students "How do instructional partnerships support each of these stakeholders?" (slide 30)
 * auditory, visual, kinesthetic learner needs addressed (slide 10)
 * are accountable for learning and knowing (slide 13)
 * small group instruction, instruction personalized, build rapport
 * Effective librarian co-plans, co-teaches, co-assesses, collects student outcome data, collaborates w/ admin. to achieve school goals


 * QUOTES**:

**CITATION**: Moreillon, J. [|Cooperation-Collaboration PowerPoint]. 23 Aug. 2009. PPT.

-presentation analogous to preparing meal, recipe, celebration -cooperative activities will take place -not everyone will participate -focus efforts where your efforts will pay off -David Loertscher's Taxonomies of the School Library Media Program (slides 11-14)
 * NOTES**:

-"cooperation is an important part of effective school librarianship" (slide 15)
 * QUOTES**:

**CITATION**: Moreillon, J. [|Coteaching Strategies PowerPoint]. 23 Aug. 2009. PPT.

*Coteaching Strategies (slides 6-13) -one teaching, one supporting -center teaching -parallel teaching -alternative teaching -team teaching :
 * NOTES**:


 * QUOTES**:


 * CITATION**: 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. Retrieved January 25, 2011, from Library, Information Science & Technology Abstracts with Full Text database.

-Survey reveals responses from 176 principals & other administrators -27.6% found it essential for librarian and teacher to design instructional units together (15) -29.9% found it essential for librarians to conduct PDs -3 Recommendations: 1. create collaborative culture, set regular meeting w/ librarian, identify librarian's role w/ new teachers 2. make instructional resources accessible, policy to have flexible library schedule, involve librarian in relevant school committees, 3. administrators need to promote librarian
 * NOTES**:


 * 90% Ish of P & A consider collaboration important (went counting essential and desirable)
 * 80% Ish of P & A consider it important for L to provide professional development (went counting essential and desirable)
 * If collaboration is happening, then prof. Dev. is happening & student achievement is happening

-"More than half of administrators (56.9%) valued appointing the librarian to school committees as essential" (15). -"These findings underscore the importance of administrative support for strong school library programs" (16).
 * QUOTES**:

__**R.1.3**__

 * CITATION: ** McGregor, J. Collaboration and Leadership. In Stripling, B.K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 199-219. (pdf)


 * NOTES:**
 * COLLABORATION AND THE SCHOOL LIBRARY** (pp. 200-201)
 * Scholars support collaboration
 * teacher-librarian undertake leadership role
 * principal support necessary
 * teacher-librarian role shift from support to interventionist (Loertscher)
 * effective school library program linked to academic achievement (Loertscher)
 * collaboration effects: "respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement" (201).
 * Leadership role!
 * Shared vision, establish roles, planning, strengths of each partner, success (200)
 * Loehtscher 2000- move from role of support to role of interventionist (201)


 * WHY IS COLLABORATION DIFFICULT?** (pp. 201-202)
 * budget cuts, lack of personnel & staff
 * classes slotted in library (201)
 * school librarian replaced w/ clerk (201)
 * Big obstacles- time for planning, replacing librarians w/ clerks, resistance to change,
 * LEADERSHIP AND CHANGE** (pp. 202-207)
 * effective schools result of teacher collaboration (202)
 * share responsibility of student achievement/learning (202)
 * Top-down & bottom-up leadership approaches ineffective "unsatisfactory" (203)
 * change must be systemic
 * have a vision that has room for growth (205)
 * p.203-change: top down (methods and options dictated) or bottom up (those implementing the change create the methods and options)
 * Where did I see that quote about change without dissent? That's it Fullen (1999) "Conflict and diversity are our friends." p. 205 To create a lasting culture, you need all ideas, not just those you agree w/ the most. You must seek to understand.
 * "One of Seth’s key ideas is “shipping” – meaning, an idea or product that sits around waiting for perfection won’t earn a nickel. You gotta get that sucker out the door and into the marketplace. You’ve got to ship. "from  http://lifeframeworks.com/only-list-that-matters by life coach Michelle Woodward. p. 204-205 too restrictive and overly detailed a vision can get in the way of progress, sometimes better to just begin and firm up details later with a little experience to help guide.


 * FACTORS TO CONSIDER IN LEADING COLLABORATIVE EFFORTS** (pp. 207-211)
 * 1) principal's leadership style: top-down, bottom-up, or combination; librarian inform principal (207)
 * 2) librarian's knowledge of curriculum critical to leadership (208); knowledge of curriculum enables teachers to trust librarian (209)
 * 3) teacher's prior knowledge (209-210)
 * 4) ability to see the "big picture" (210)
 * 5) Librarian's belief in self to lead (210-211)
 * Factors to consider: principal- keep in the loop!, keep up with curriculum, keep letting teachers know what's in it for them, keep the big picture in mind, keep believing in your ability,= student achievement

LEADERSHIP SKILLS, QUALITIES, AND ATTITUDES (pp. 211-212)

 * Affective Skills aid librarian to lead. Possess people skills, patience, compassion, "emotional intelligence" (211)
 * **L**<span style="color: #800080; font-family: 'Times New Roman',Times,serif;">ove, **E**vidence of success, **A**ppreciation, **D**iplomacy, **E**motional Intelligence, **R**esources & Revisions, **S**upport, **H**onor the needs of the group, **I**dentify strengths, **P**atience

PRINCIPLES AND STRATEGIES FOR LEADING SUCCESSFUL COLLABORATIONS (pp. 212-218) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">12 principles & strategies identified: <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">1. Create/Take Advantage of Opportunities: develop opportunities for addressing concerns (212) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">2. Acknowledge Agendas: recognize everyone has an agenda, even a hidden one. Develop common agenda (213) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">3. Discuss Expectations: expectations vary. Share expectations, compromise views (213) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4. Determine Goals & Objectives: Identify goals & objectives of collaboration (214) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">5. Set Priorities: librarian like leader sets priorities; recognizes not all goals achieved--prioritize (214) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">6. Create Teams: 8 characteristics of "high-performance teams identified (214-215) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">7. Keep Team Focused on Mission: keep mission focal point, stay on task (215-216) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">8. Evaluate: changes and what worked (216) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">9. Document Evidence: EBP; students record 3 things they learned or how lesson helped (216) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">10. Reward Positive Results: give teachers credit, inform principal of teacher success (217) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">11. Lead Professional Growth: conduct PD share the knowledge, readings (217) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">12. Share Leadership: allow for leadership to evolve (217)
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">goal is clear and moves upward
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">data-drive
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">team members qualified
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">"unified commitment"
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">collaboration prevails
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Standards-based
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">"external support" praise/acknowledgement
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">leadership based on principles
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Create opportunities, establish roles, collect evidence, document, celebrate, share knowledge, nurture growth in others, repeat.

MATURING LEADERSHIP (217-218)
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">integrate information literacy in other content areas & across grade levels (217)
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">develop a curriculum map (217)
 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">librarian integral to school mission, goals, teachers (218)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-"responsive leaders work with participants" (204) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">- <span style="color: #800080; font-family: 'Times New Roman',Times,serif;"> "learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy" (206). framework for collaboration
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">QUOTES: **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">- **<span style="color: #800080; font-family: 'Times New Roman',Times,serif;">"a collaborative learning community should be the ultimate goal" (202)


 * CITATION**: Schultz-Jones, B. (2009, March). Collaboration in the School Social Network. Knowledge Quest 37 (4), 20-25. Retrieved February 5, 2011 from Academic Search Complete database.

-Social networks connects us (20) -librarian's social network is multidimensional (20)
 * NOTES**

Results of Study on 5 School Library Media Specialists (20-22) -Interactions between SLMS & teachers and SLMS & principals vary (20) -not always possible to work with every teacher: "...I actually end up working more with one of the people in a grade level as opposed to all three of them" (20). -SLMS & teacher collaboration seldom involved "designing course content" and team teaching (21) -SLMS underutilized. Frequent levels of collaboration = provide books/resources, informal info. exchanged (21)

Background (22-23) -AASL emphasizes collaboration for developing partnerships & altering student learning/achievement (22) -building collaborative relationships a challenge (22) -create collaborative culture (22)

Methodology (23-24) -5 SLMS participants, "semi-structured interviews, use of social network analysis techniques & software" (23) -SLMS completed survey. Identify range of contact for curriculum & library-related work, frequency of contact, and 6 levels of collaboration (23) -Survey distributed Dallas, Fort Worth, suburban area outside of FW (23) -consent documented at UNT (23)

Major Themes (24) 1. Social Capital -build valuable social relationships to meet educational objectives (24)

2. Who's in your Fave? -SLMS creates small group of preferred teachers (24) <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">- your favorite people may not be the people you collaborate with the most (24)

3. Strategic Groups -invest in willing collaborators (24) <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">-may be best to focus on receptive individuals rather than a grade-level or subject area (24)

4. Professional Learning Communities (PLC) -PLC "a systematic process in which teachers work together to analyze and improve their classroom practice" (Schultz-Jones quoted DuFour, 24).

Building Collaboration Networks (25)

-" <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">The high degree of interaction within these networks offers the prospect of professional dialogue that may translate into an inclusive collaborative culture of school library media specialists, administrators, and teachers " (24)
 * QUOTES:**

R.1.4

 * CITATION**: Empowering Learners: Guidelines for School Library Media Programs. "Building Collaborative Partnerships" (pp. 20-21). Chicago, IL: American Association of School Librarians, 2009. Print.

-Guideline: school library program encourages collaboration between administrators, teachers, students (20)
 * NOTES**:

-school librarian empowers teachers and students (20) -build students' information literacy skills to become seekers of information (20)

-be open, creative, a risk-taker (20)

-librarian models reading strategies (21) -promote high-quality literature (21)

-partner with community organizations to enhance library program (21)


 * QUOTES**:


 * CITATION**: Harada, Violet H. "SELF_ASSESSMENT: Challenging Students to Take Charge of Learning." School Library Monthly 26. 10 (2010): 13-15. Library Information Science & Technology Abstracts with Full Text. EBSCO Web 5 Feb. 2011.

-students unaware of power they have to drive own learning (13)
 * NOTES**:

Power of Self-Assessment (p. 13) -produces intrinsic learning, problem-solving skills, metacognition abilities, authentic inquiry (13)

Nurturing Self-Assessment (pp. 13-14) -results from student involvement in assignment process (14) -students aware of expectations,self-reflection (14) -self-assessment embedded in literacy standards (14)

Creating Tools for Self-Assessment (14-15) -Reflection logs:outline plan (14) -Flowchart: maps goals/journey (14) -Rating Scale: students rate work (14) -Conversations: facilitated through questions. Used to help students focus on performance (14) -Letter to Peer or Parent: brings awareness of thinking (14).


 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">_. Standards for the 21st Century Learner. Chicago: American Association for School Librarians, 2007. The fourth strand of each skill is self-assessment. Indicates a higher value from 1997 (14)
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;"> Many methods to encourage: K-W-L, graphic organizers, flow charts, conversation, rubrics (14).
 * increases self-confidence, good for motivation, makes learning fun.


 * QUOTES:**
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif; font-weight: normal;">"The ability to regulate one's own learning means that a person is intrinsically motivated, strategic in one's approach to problem solving, and metacognitive in examining one's own progress" (13) **


 * CITATION**:Zmuda, Allison. "What does It Really Look Like When Students Are Learning in the Library Media Center?" School Library Media Activities Monthly 25.1 (2008): 25-27. Library Information Science & Technology Abstracts with Full Text. EBSCO. Web. 5 Feb. 2011.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Owning the Problem <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-"Many students emerge from high school as passive processors who simply sop up intellectual input without active response" (26). <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-habits passive learners develop follow them to career (26) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-Solution = authentic learning, allow students to construct own knowledge (26)
 * NOTES**:

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-Conduct analysis of how students are working (26) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-virtue of knowing/getting right answer most passive form of intelligence (26)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">The Inevitable Joy and Pain of Knowledge Construction (pp.26-27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-students driven when engaged in real research/learning (26) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-real research prompts students to search/explore answers not predetermined; however, frustration results (26)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-librarian & teacher identify "frustrated learners" (26) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-librarian & teacher develop criteria & monitor student learning (26) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-Types of learning: research, communicating information & ideas, pursue personal & aesthetic growth via reading (27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">-Create learning environment where students able to construct knowledge (27)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Key Actions to Make This Start to Happen Now (p. 27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">1. Describe what assignment action looks like (27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">2. have interventions that redirect passive to active learning (27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">3.Examine assignment directions, scoring tools, etc. to help students refine work (27) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4. Examine library practices & policies to ensure active learning (27)
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">This article was amazing! I particularly liked the anecdote about the kids when asked what they found interesting about the assignment.
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Liked the list of what it looks like when they are just trying to get it done.


 * QUOTES**:

<span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">“I think you misunderstand the assignment. We don’t have to find things interesting. We just have to find things.” Safe to assume this is what learning is NOT (26).


 * CITATION**: Zmuda, A and V.H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23-43.


 * NOTES**:

<span style="color: #800080; font-family: 'Times New Roman',Times,serif;"> Looking at library program like a learning specialist:
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Librarians have been in the school since 1900s, one of the first “learning specialists” (24)
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Informal leadership
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Lack of clear job description inhibiting effectiveness
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Collective accountability for learning results - all responsible for the outcome of student learning
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Collegiality among staff - “cooperatively determine how to replicate those teaching practices that resulted in the desired student learning”(30)
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Leadership structures that support learning specialists- “create the conditions for internal accountability so that staff members hold one another accountable for student achievement, staff development, and coherence of leadership efforts” (32).
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Collaboration - clear communication, research-based practices, time management
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Content and pedagogical expertise
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Reflection and adaptability- must be able to make mistakes and grow from them in front of their colleagues and their supervisors” (34) (Good point)
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Focusing on teaching and learning
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Nurturing a collaborative culture
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Planning and working strategically
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Teaming with other learning specialists

<span style="color: #800080; font-family: 'Times New Roman',Times,serif;">“In a school where mission becomes a mindset and a discipline that governs how educators work together, instructional time engages all students in rigorous, authentic, transfer-oriented tasks that train them to intellectually grapple with big ideas, develop fundamental skills, and communicate effectively. Such reform efforts require fundamental changes in how we work together to enable student learning” (23). <span style="color: #800080; font-family: 'Times New Roman',Times,serif;"> “coordinating a program, designing support services in a curricular area, or providing specialized services to students, teachers, and even parents” (24)
 * QUOTES**: