A.+1.4+Draft

=A. 1.4 Draft =

A. Increase Awareness of the Benefits of Classroom Library Collaboration
According to Zmuda, a student in the library, when asked what was the most interesting about the assignment, answered “I think you misunderstand the assignment. We don’t have to find things interesting. We just have to find things” (26). If our students feel this way about the assignments given in their classes, is learning really taking place? What needs to change in our schools so that students feel a personal connection to learning? Is there one asset that we can apply to almost any situation to shift the education experience from ordinary to extraordinary? Educators’ testimonials and numerous scholarly works reveal how students, classroom teachers, and school administrators profit from working collaboratively with school librarians. Firsthand accounts from an array of classroom teachers give credence to the advantages experienced from the joint efforts they vested in collaboration with their school librarian. A principal’s observations indicate the value of having a highly qualified school librarian working in full force with her faculty and students. This same confidence is shared by scholars, research, and published studies. Regardless of the entity, all vouched for the benefits which resulted from working cooperatively with their school librarian.

B. Analyze Testimonials
1. students If it can be safely concluded that the student in the aforementioned example would be the opposite of our highest educational goal, then what does it look like when students are actively learning in a collaborative environment? Harada suggests engendering students with responsibility for learning, thereby forming “a person [who] is intrinsically motivated, strategic in one's approach to problem solving, and metacognitive in examining one's own progress" (13). Tracy, an elementary art teacher noticed that a product of her collaboration with the school librarian was increase awareness of art techniques used in the illustrated books students read. In fact, "one little boy wanted to know from a book where the illustration and the writing was done by the same person, which one was done first the illustrations or the writings" (Interview). Apparently he became interested, as opposed to merely busy. Mary Ann admired her students “bouncing ideas of each other, ” a definite sign of interest (Interview). Sherri achieved “100% student cooperation” on her digital storytelling project (Interview). A sure indicator that students are actively engaged in learning. These testimonials clearly prove how teacher-librarians working collaboratively with classroom teachers and students simultaneously impacts teacher development and student learning. "Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning" (AASL, 20). 

2. classroom teachers

Teacher praise of collaboration flourishes because collaboration resolves two basic teacher needs: their need to create “authentic learning” experiences for their students (Judy) and their need to improve their professional skills. Peg liked that students received more individualized attention, while Karen felt her experience provided unique value to each student (Interview). Based on Judy’s testimonial, the collaborative work she and the school librarian employed gave her the opportunity to “take the curriculum deeper.” Consequently, implementing an inquiry-based lesson empowered her students to be seekers of information (Interview). This action is highly supported by the guideline outlined in “Building Collaborative Partnerships” (AASL, 20).

3. school librarians School librarians bear the responsibility of promoting collaborative partnerships with all stakeholders and inciting students to become deliberate/intentional lifetime seekers of information who generate progressive ideas (AASL, 20). Judy credits the librarian’s collaborative efforts for enabling her to explore the curriculum in a profound manner and encouraging students to find “answers to their own questions” via the lesson they both designed (Interview). Moreover, Judy’s librarian affirms that a teacher librarian’s wide spread knowledge of the curriculum influences the solitary teacher to develop a broad understanding of the curriculum (McGregor, 208).

4. administrators Elementary principal Paula seems insistent that the school librarian "impacts the education of every single child in the building" (Interview). In a study of the impact of school libraries on academic achievement based upon the responses of administrators in the state of Idaho by Lance, Rodney and Schwarz, a correlation is shown between those administrators who highly value the instruction of information skills such as identifying and evaluating information needs, to those administrators who value library practices such as collaboration and professional development (15-16). Paula concurs as evidenced by her enthusiastic testimonial of observing students evaluating information instead of "copying and pasting " thanks to the efforts of the school librarian (Interview). Paula’s zealous endorsement of the school librarian and the school library program demonstrates she is an agent of change and recognizes that the librarian cannot, apart from a responsive school leader, shift a school’s familiar culture paradigm to a pedagogy aligned to 21st-century skills (McGregor, 204). The “agency,” demonstrated by Paula not only projects support for the school library program, but exemplifies an effective leadership that urges change (205). “School principals are central figures in building a culture of collaboration within the school learning community” (Moreillon, 8).

C. Present Learnings
McGregor cautions that getting overly involved with a vision can get in the way of collaboration (205). Michelle Woodward, career strategist and author of Life Frameworks, began 2011 with a blog post on the concept of “shipping.”“An idea or product that sits around waiting for perfection won’t earn a nickel, “ says Woodward. Perhaps as busy professionals, we should heed the life coach’s advice by getting the kids in the library, following a plan in keeping with the “KISS” motto (simplicity), and allowing the experience to assist us figuring out the rules for collaboration. The role of a 21st-century school librarian is diverse. It no longer wanes behind the bookshelves, but is intensified by the many functions he/she undertakes. Moreillon identifies four major roles: Teacher, information specialist, instructional partner, and program administrator (2). Therefore, it is imperative for teacher-librarians to grow in their profession and serve as models for their colleagues and students (McGregor, 217). They must also “develop interpersonal skill and best practices for successful classroom-library collaboration” to occur with novice and veteran teachers (Moreillon, 9). School libraries are the cornerstone of schools. It is the place from where novel ideas burst for students and teachers alike. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Works Cited //<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;">Empowering Learners: Guidelines for School Library Media Programs. //<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;"> "Building Collaborative Partnerships" (pp. 20-21). Chicago, IL: American Association of School Librarians, 2009. Print.

<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;">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.

<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;">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)

<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;">Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.

<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">“Third Grade Teacher.” Interviewed by Judi Moreillon. Web 2 Feb. 2011. < [] .> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">

<span style="font-family: Arial,Helvetica,sans-serif;">Woodward, Michelle. "The Only List That Matters." Web log post. Life Frameworks. Genesis Framework, 1 Jan. 2011. Web. 5 Feb. 2011. <http://lifeframeworks.com/only-list-that-matters>.

<span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt;">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: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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. ( NOT SURE IF WE USED THIS SOURCE <span style="color: #00b050; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">).