A.+1.4+Final

=A. 1.4 Final =

According to Zmuda, a student in the library, when asked what was the most interesting thing 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 experience of education 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 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 that resulted from working cooperatively with the school librarian. 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 a student is 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 (Seventh Grade Language Arts Teacher Interview). Sherri achieved “100% student cooperation” on her digital storytelling project (High School English Teacher 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). Teacher praise of collaboration flourishes because collaboration resolves two basic teacher needs: their need to create “authentic learning” experiences for their students (Third Grade Teacher Interview) and their need to improve professional skills. Peg liked that students received more individualized attention (Kindergarten Teacher Interview); while Karen felt her experience provided unique value to each student (Eighth Grade Language Arts Teacher 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 ( Third Grade Teacher Interview ). This action is highly supported by the guideline outlined in “Building Collaborative Partnerships” (AASL 20). 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 ( Third Grade Teacher 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). 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). It seems that the relationship between the school librarian and the school community is a reflective one. It begins with the resources of the school library and the goals embedded in the curriculum. Without a librarian who is willing to reach out to the students, teachers and administrators inviting them into information-rich plot, the school would be oblivious to its greatest asset, not to mention, the struggle to reach educational goals. Collaboration is often challenging and it requires a willingness to make mistakes, self-assess, and try again. Yet that is just what we want our students to find worthwhile: “a true sense of accomplishment in the library media center comes from the genuine struggle to make meaning” (Zmuda 27). Teachers’ testimonials and readings crystallized the interdependence exercised between teachers, students, and the school librarian. They revealed the need for librarians to “develop interpersonal skills and best practices for successful classroom-library collaboration” between these stakeholders (Moreillon 9). As leaders of the school environment, it is imperative for teacher-librarians to grow in their profession and serve as models for their colleagues and students (McGregor 217). Works Cited “Eighth Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. __.__ "Elementary Art Instructor." Interviewed by Judi Moreillon. Web 4 Feb. 2011. __.__ //Empowering Learners: Guidelines for School Library Media Programs. // "Building Collaborative Partnerships" (pp. 20-21). Chicago, IL: American Association of School Librarians, 2009. Print. 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. "High School English Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. __.__ "Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. __<http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher>.__ <span style="color: black; font-family: "Arial","sans-serif";">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: black; font-family: "Arial","sans-serif";">Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print. <span style="font-family: "Arial","sans-serif";">"Principal." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. __<http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal>__ //<span style="font-family: "Arial","sans-serif";">. // <span style="color: black; font-family: "Arial","sans-serif";"> "Seventh Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. __<http://teachertube.com/members/viewVideo.php?video_id=1251127title=7th_Grade_Language_Arts_Teacher>.__ <span style="color: black; font-family: "Arial","sans-serif";">“Third Grade Teacher.” Interviewed by Judi Moreillon. Web 2 Feb. 2011. __<__ __<span style="font-family: "Arial","sans-serif";">http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher >. __ <span style="color: black; font-family: "Arial","sans-serif";">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.