T-Chart

=Prewriting A. 1.4:= = **T-Chart for Benefits of Classroom-Library Collaboration to Students and Classroom Teachers** =

Linda Gomez's Observations

Linda M. Drake's Observations ("Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) -students work with two teachers rather than one -"students feel the library is their classroom." ("Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011..) || -More and better ideas ("Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) -more planning -instruction shared ("Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. .) || -"Learned how to find the answers" ("Third Grade Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) -students are active in their learning -empowers students to be seekers of information ("Third Grade Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. .) || -Adds depth to the curriculum ("Third Grade Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) -"having a teacher-librarian to collaborate with has been important." ("Third Grade Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. .) || "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" ("Elementary Art Instructor." Interviewed by Judi Moreillon. Web 4 Feb. 2011. .) -student aware of art techniques used in books they read ("Elementary Art Instructor." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) || -Expands instruction ("Elementary Art Instructor." Interviewed by Judi Moreillon. Web. 4 Feb 2011. .) || ("Principal." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) -the teacher-librarian "impacts academic achievement of every single child in the building. -helps students effectively evaluate sites  ("Principal." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .) || -teacher-librarian " has a global perspective of the building" like the principal (Inference: can address teacher needs)  ("Principal." Interviewed by Judi Moreillon, Web. 4 Feb. 2011. .) || -Learned and practiced information-seeking skills (research, citing, reading, presenting)  ("7th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. .)  -students connect to library wiki w/path-finder  -students bounce ideas off eachother -students used easybib for Works Cited ("7th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125112&title=7th_Grade_Language_Arts_Teacher>.) || "welcoming place and a place of learning" (I see this as a benefit of both teacher and student) -Strong partner who assists in developing lessons ("7th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/member/viewVideo.php?video_125112&title=7th_Grade_Language_Arts_Teacher>.) || -"This was one good example of what teachers and librarians can do together to help students learn and become more successful." ("7th Grade Social Studies Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher>.) || -Professional Development (PPT). ("7th Grade Social Studies Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher>.)
 * || ===Students=== || ===Teachers=== ||
 * Peg || - Individualized attention
 * Judy || - Participated in " authentic learning"
 * Tracy || -Expands learning
 * Paula || -Evaluate Information
 * Mary Ann || - "welcoming place and a place of learning"
 * Pat || -students created PPT presentations on The Great Depression

-learned to use PPT along with students -"My school librarian was nice enough to lead me through the lessons as she led the students through them." -"By the end of the week, I was helping the students with everything and learning right along with them." ("7th Grade Social Studies Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher>.) || -Information-seeking skills (8th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viwVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>.) -librarian resourceful for students  -learned about plagiarism, note taking, copyright  ("8th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>.) || - Support and guidance  -Professional Development (teaching "common strands of thought across the curriculum" )  ("8th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http:..teachertube.com/members/viewVideo.php?video_id1251114&title=8th_Grade_Language_Arts_Teacher>.)  -librarian resourceful  -team-teach  -planned ahead  ("8th Grade Language Arts Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>.) || ("High School Art Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=12840&title=High_School_Art_Teacher>.) || -Professional Development (rubric, integrate research and writing, value of self-reflection) ("High School Art Teacher." Interviewed by Judi Moreillon. Web. 4 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=12840&title=High_School_Art_Teacher>.) || ("High School Student Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher>.) || -Lots of guidance -Framework for assignment  -Grading Partner  ("High School Student Teacher." Interviewed by Judi Moreillon. Web. 5 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher>.) -librarian graded citations, teacher graded content  -needed library space  -"We worked together on the whole process."  -original idea improved with librarian's ideas  ("High School Student Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/member/viewVideo.php?video_id=125103&title=High_School_Student_Teacher>.) || -experienced rubrics ("High School English Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125106&title=High_School_Teacher>.) || -Professional Development (technology involved in "digital storytelling") -A week of formulating project w/ technology (librarian input)-shows time invested in project  ("High School English Teacher." Intervieweb by Judi Moreillon. Web. 5 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125106&title=High_School.Teacher>.) -project successful with librarian's help  ("High School English Teacher." Interviewed by Judi Moreillon. Web. 2 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=125106&title=High_School_Teacher>.) || **__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  **QUOTES**:  -"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."  **__R.1.2__**  ** CITATION ** : Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.   ** NOTES for Introduction: ** -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 ** QUOTES: ** -"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). ** 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 **Strategies for Collaborative Teaching (pp. 4-6)** -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  ** Figure 1-2: Coteaching Approaches (p. 5) ** -One teaching, One supporting  -Station or Center  -Parallel  -Alternative  -Team (requires most collaboration)  **Collaboration and School Reform (pp. 6-7)** -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)  **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) **  **QUOTES**:  -"75 percent of the teacher-librarian's job is directly concerned with teaching students" (2).  **CITATION**: Moreillon, J. [|Coteaching Images PowerPoint] . 23 Aug. 2009. PPT.   ** NOTES: ** Benefits of co-teaching:   1. Teachers  2. Librarians  3. Students  "How do instructional partnerships support each of these stakeholders?" (slide 30)  **QUOTES**:  **CITATION**: Moreillon, J. [|Cooperation-Collaboration PowerPoint] . 23 Aug. 2009. PPT.   **NOTES**:  -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) **QUOTES**: -"cooperation is an important part of effective school librarianship" (slide 15) **CITATION**: Moreillon, J. [|Coteaching Strategies PowerPoint]. 23 Aug. 2009. PPT. **NOTES**: *Coteaching Strategies (slides 6-13) -one teaching, one supporting -center teaching -parallel teaching -alternative teaching -team teaching : **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. **NOTES**: -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 **QUOTES**: -"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). **__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) **WHY IS COLLABORATION DIFFICULT?** (pp. 201-202) **LEADERSHIP AND CHANGE** (pp. 202-207) **FACTORS TO CONSIDER IN LEADING COLLABORATIVE EFFORTS** (pp. 207-211) ** LEADERSHIP SKILLS, QUALITIES, AND ATTITUDES **** (pp. 211-212) ** PRINCIPLES AND STRATEGIES FOR LEADING SUCCESSFUL COLLABORATIONS (pp. 212-218) 12 principles & strategies identified: 1. Create/Take Advantage of Opportunities: develop opportunities for addressing concerns (212) 2. Acknowledge Agendas: recognize everyone has an agenda, even a hidden one. Develop common agenda (213) 3. Discuss Expectations: expectations vary. Share expectations, compromise views (213) 4. Determine Goals & Objectives: Identify goals & objectives of collaboration (214) 5. Set Priorities: librarian like leader sets priorities; recognizes not all goals achieved--prioritize (214) 6. Create Teams: 8 characteristics of "high-performance teams identified (214-215) 7. Keep Team Focused on Mission: keep mission focal point, stay on task (215-216)  8. Evaluate: changes and what worked (216)  9. Document Evidence: EBP; students record 3 things they learned or how lesson helped (216)  10. Reward Positive Results: give teachers credit, inform principal of teacher success (217)  11. Lead Professional Growth: conduct PD share the knowledge, readings (217)  12. Share Leadership: allow for leadership to evolve (217)  MATURING LEADERSHIP (217-218)  ** QUOTES: **  ** - ** "a collaborative learning community should be the ultimate goal" (202)   -"responsive leaders work with participants" (204)   - "learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy" (206). framework for collaboration   **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. **NOTES** -Social networks connects us (20) -librarian's social network is multidimensional (20) 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) - your favorite people may not be the people you collaborate with the most (24) 3. Strategic Groups -invest in willing collaborators (24) -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) **QUOTES:** -" 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) **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. **NOTES**: -Guideline: school library program encourages collaboration between administrators, teachers, students (20) -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. **NOTES**: -students unaware of power they have to drive own learning (13) 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). **QUOTES:** "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. **NOTES**: Owning the Problem -"Many students emerge from high school as passive processors who simply sop up intellectual input without active response" (26). -habits passive learners develop follow them to career (26) -Solution = authentic learning, allow students to construct own knowledge (26) -Conduct analysis of how students are working (26) -virtue of knowing/getting right answer most passive form of intelligence (26) The Inevitable Joy and Pain of Knowledge Construction (pp.26-27) -students driven when engaged in real research/learning (26) -real research prompts students to search/explore answers not predetermined; however, frustration results (26) -librarian & teacher identify "frustrated learners" (26) -librarian & teacher develop criteria & monitor student learning (26) -Types of learning: research, communicating information & ideas, pursue personal & aesthetic growth via reading (27) -Create learning environment where students able to construct knowledge (27) Key Actions to Make This Start to Happen Now (p. 27) 1. Describe what assignment action looks like (27) 2. have interventions that redirect passive to active learning (27) 3.Examine assignment directions, scoring tools, etc. to help students refine work (27) 4. Examine library practices & policies to ensure active learning (27) **QUOTES**: “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**: Looking at library program like a learning specialist: **QUOTES**: “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). “coordinating a program, designing support services in a curricular area, or providing specialized services to students, teachers, and even parents” (24)
 * Karen || -Learning experience of value to each student
 * Diane || -Research and writing skills
 * Kelly || -used library space
 * Sherri || -Meaningful high-interest assignment,"100% student cooperation"
 * share ideas, resources, planning
 * feed off each others strengths
 * achieve more in one session
 * merge technology & print (slide 4)
 * address students' needs
 * efficiency
 * aiming toward same goal
 * 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
 * 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
 * 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)
 * 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,
 * 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.
 * 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
 * Affective Skills aid librarian to lead. Possess people skills, patience, compassion, "emotional intelligence" (211)
 * **L** 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
 * goal is clear and moves upward
 * data-drive
 * team members qualified
 * "unified commitment"
 * collaboration prevails
 * Standards-based
 * "external support" praise/acknowledgement
 * leadership based on principles
 * Create opportunities, establish roles, collect evidence, document, celebrate, share knowledge, nurture growth in others, repeat.
 * integrate information literacy in other content areas & across grade levels (217)
 * develop a curriculum map (217)
 * librarian integral to school mission, goals, teachers (218)
 * _. 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)
 * Many methods to encourage: K-W-L, graphic organizers, flow charts, conversation, rubrics (14).
 * increases self-confidence, good for motivation, makes learning fun.
 * This article was amazing! I particularly liked the anecdote about the kids when asked what they found interesting about the assignment.
 * Liked the list of what it looks like when they are just trying to get it done.
 * Librarians have been in the school since 1900s, one of the first “learning specialists” (24)
 * Informal leadership
 * Lack of clear job description inhibiting effectiveness
 * Collective accountability for learning results - all responsible for the outcome of student learning
 * Collegiality among staff - “cooperatively determine how to replicate those teaching practices that resulted in the desired student learning”(30)
 * 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).
 * Collaboration - clear communication, research-based practices, time management
 * Content and pedagogical expertise
 * Reflection and adaptability- must be able to make mistakes and grow from them in front of their colleagues and their supervisors” (34) (Good point)
 * Focusing on teaching and learning
 * Nurturing a collaborative culture
 * Planning and working strategically
 * Teaming with other learning specialists