Prewriting+T-Chart

Case Study Prewriting T-Chart


 * To Fulfill Rubric A 1.4, Part 2: Prewriting T-Chart**

with + teachers, kids get individualized attention (Kindergarten Teacher: Peg) More individualized attention Library is their classroom "Kids get lots more individualized attention, because they're working with 2 teachers instead of one" (Peg - Kinder teacher). "That's our goal!" (Kindergarten Teacher: Peg)--in making the library the students' classroom || " We get lots more ideas, because we feed off each other" (Kindergarten Teacher: Peg)
 * **Students** || **Classroom Teachers** ||
 * #1: Kindergarten (Peg)

more planning lots more ideas

"That's our goal!" (Kindergarten Teacher: Peg)--in making the library the students' classroom "Kindergarten Teacher." Interview by Judi Moreillon. Web. 20 Sept. 2010.

<[] >. || learning is "authentic"; allows children-->how to find the answers to their questions (Third Grade: Judy P.)
 * #2: Third Grade (Judy P.)

Learn HOW to find answers, Judy - third grade teacher || ﻿ authentic learning enables teachers to take the "curriculum presented by the state at a superficial level" deeper, more meaningful (Third Grade: Judy P.) Helped with authentic learning. Take curriculum deeper "Having a teacher-librarian to colloborate with has been a very important part of my role as an educator, and also, more importantly it's very important for the students I teach." (Judy third grade teacher) [] || began to notice art techniques done in class in books they read; one student questioned which came first the text or illustration of a picture book where author/illustrator were same (Elementary Art: Tracy) ﻿ Expands learning
 * #3: Elementary Art (Tracy)

Notice art technique in book Elementary Art teacher Tracy || About Teacher-Librarian collaboration, "It has expanded it" (Elementary Art: Tracy) Expanded instruction.

Helped 4th grade with Navajo Indian weaving.

"I can instruct them in a certain art technique, and they will notice it in the books they read."(Elementary art teacher Tracy) I loved Tracy's affect--she seemed so quiet and engaging. Her enthusiasm for the collaboration was evident. [] || Effectively evaluate websites (Principal Paula) works with small groups; helps students "evaluate sites" (Principal Paula).
 * #4: Principal (Paula)

Impacts academic achievement of every single student. (Principal Paula) "The teacher-librarian is one of the most important people, who are at the school, because there is no one else who impacts the academic achievement of every single child in the building." || Help with curriculum in classroom. (Principal Paula) Principal Paula so clearly articulated the position of the teacher-librarian--teachers

T-L has "global perspective" of the school (Principal Paula).

Help with curriculum in classroom.(Principal Paula) Principal Paula's clear and direct speaking style made her testimonial one of my favorites. It reminded me of this quote in the Zmuda and Harada (2007) piece: "The job of the leadership team, then, is to 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). I was clear to me that Principal Paula had a deep appreciation of the school librarian and understood, implicitly, the power and potential of that position. 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. [] || learned how to create Works Cited on EasyBib
 * #5: 7th LA (Mary Ann)

Students highly engaged in Picture Book Project.

students linked background knowledge to text

students learned to narrow down books 4 --> 3--> 1 || Learned how to navigate the library wiki (7th grade LA teacher Mary Ann)

Demonstrated book talks so teachers could do them in the classroom.(7th grade LA teacher Mary Ann) Librarian got back to teachers in a timely manner. (7th grade LA teacher Mary Ann)Reading and research presentation. ( 7th grade LA teacher Mary Ann) "And from the first day in the fall, I've just been absolultely amazed at the things that she's been able to get the kids to buy into and enjoy doing in the library." Got more ideas by sharing. (Mary Ann 7th grade LA teacher) library as welcoming place for her students (MA, 7th LA) "It was all news to me!" (MA, 7th LA). "Library media specialists can be //a part// of a school's major plans for student achievement or //apart// from them. They have the potential for //collegial leadership//" (Zmuda and Harada 37; emphasis in original). Nowhere was this notion of "collegial leadership" more pronounced than in Mary Ann's (lengthy and effusive) testimonial. 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. [] || Learned how to create a power point presentation, learning this skill along with the teacher. (7th grade SS teacher: Pat)
 * #6: 7th SS (Pat)

Learned with the teacher. (7th grade SS teacher: Pat)

Increased student success. (7th grade SS teacher: Pat) || "My school librarian was nice enough to to lead me through the lessons as she lead the students through them. And by the end of the week, I was helping the students with everything and learning right along with them." (Pat SS 7th grade) "...eager to learn right along with the kids!" (Pat SS 7th grade). [] || Learned how to use a wiki and how to create a wiki. (8th grade LA teacher Karen)
 * #7: 8th LA (Karen)

Learned the research process. (8th grade LA teacher Karen) Learned note taking process, (8th grade LA teacher Karen)

Internalized knowledge, ( 8th grade LA teacher Karen) Learned how not to plagiarize. (8th grade LA teacher Karen) Learned how to write fiction and nonfiction. (8th grade LA teacher Karen) Learned how to finalize project. (8th grade LA teacher Karen) Valuable learning experience. (8th grade LA teacher Karen) Welcoming atmosphere for students. (8th grade LA teacher Karen)

Librarian provided materials. (8th grade LA teacher Karen) Librarian modeled book talk. (8th grade LA teacher Karen) Librarian made notes on how to put all the pieces of learning together and how to make connections. (8th grade LA teacher Karen) Librarian provided computer assistance. (8th grade LA teacher Karen) Librarian secured inter-library loans. (8th grade LA teacher Karen) Librarian recruited materials. (8th grade LA teacher Karen) Team taught lessons. (8th grade LA teacher Karen) Same vocabulary and same wording for common strands across the curriculum. (8th grade LA teacher Karen) Welcoming atmosphere (8th grade LA teacher Karen) high degree of consistency from library to classroom

students felt welcome in library || So many times, I've had great ideas for my projects with my students in the library, and she has welcomed us into the library, and provided all the materials we need, and all the computer assistance we need." (8th grade LA teacher Karen)

provided all we needed--materials, etc.

making notes/not plagiarizing

guiding students through production of multi-genre writing

modeled booktalks

team-teach lesson

carry over to classroom

Zmuda and Harada (2007) discuss "developing students as critical and ethical consumers and users of information and ideas" (35). Karen's testimonial emphasized these ideals--placing the librarian firmly at the fore of this learning. 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. [] || Self evaluation part of rubric helpful to students in project evaluation. ( HS art teacher Diane)
 * #8: HS ART (Diane)

students benefit by rubrics || Librarian helped to more fully integrate research and writing process into ceramics course. (HS art teacher Diane)

Self-evaluation part of rubric helpful to teacher in evaluation of in evaluation of writing and ceramic projects. (HS art teacher Diane)

Helped with the District focus on Writing Across the Curriculum. (HS art teacher Diane)

Use of rubrics to guide students’ work on writing and art work. (HS art teacher Diane)

Librarian helped to more fully integrate research and writing process into ceramics course. (HS art teacher Diane)

Self-evaluation part of rubric helpful to teacher in evaluation of in evaluation of writing and ceramic projects. (HS art teacher Diane)  "Working with the teacher-librarian has helped me more fully integrate the research and the writing process into my course." HS art teacher Diane. writing across the curriculum-integrate writing in art

helped her own process of self evaluation [] ||
 * #9: HS ST (Kelly)

Day of presentation, student teacher and librarian were "in the library helping..." You definitely get the sense, at this point in her narrative, that the work was now a three-way collaboration among student teacher, librarian, and students. "Students really enjoyed it..." (High School Student Teacher: Kelly) 2 teachers meant more individualized attention. ( HS Student teacher Kelly) || collaborated from idea --> final project; student teacher and librarian worked collaboratively "creating guidelines...creating the rubric together" (High School Student Teacher: Kelly); divided the grading by area of expertise (librarian = Works Cited; student teacher = content) More ideas with 2 people bouncing ideas off each other. (HS student teacher Kelly)Librarian provided guidelines for project. ( HS student teacher Kelly)Librarian developed guidelines and designed rubric. (HS student teacher Kelly) Graded together – teacher graded content requirements and librarian graded citations. (HS student teacher Kelly)Teacher created supplemental material and the librarian posted it on the library website. (HS student teacher Kelly) "I gave her the main idea for the unit and she provided some other ideas in how to make it better" (HS student teacher Kelly) I thought about Hartzell here and the notion of affiliation needs. It seems like yesterday (but, of course, it was many yesterdays ago), that I was a student teacher. That sense of belonging, that sense of collegiality was so important to me.

Kelly seems almost surprised at the notion of collaboration and was delighted to find an advocate, a "buddy," a facilitator in the collaboration. Hartzell, Gary N. //Building Influence for the School Librarian//. Worthington, OH: Linworth, 1994. Print. (Needs Assessment pp. 144-145) [] ||
 * #10: HS TEACHER (Sherri)

"One-hundred percent--the kids completed it and did a really great job on it" (High School Teacher: Sherri) Learned more about technology,(High School teacher Sherry) || Sherri "bookends" her discussion referring to previous experiences with teacher/librarian "collaborations" that were less than satisfying. Beginning of testimonial: "The librarian would pull the books and set them out for me, and that would be the end of it." End of testimonial: "...that doesn't feel like collaboration" (High School Teacher: Sherri). Gone in with vague ideas, and the librarian helped .work out lesson plans, research,technology, and citing information (Sherry HS teacher) "Hey, do you know anything about digital storytelling? And from there, it took us about a week. We colloborated and came up with a really great project."(Sherry HS English teacher) Sherri seemed surprised that her collaboration experience so sharply contrasted with previous ones. Sherri's previous disappointments echoed McGregor's contention that "When first used by teacher librarians, the idea [of collaboration] was exciting because it made so much sense" (199). That excitement, it seems, deteriorated to librarian as book stacker--pulling the books was the whole of her previous "collaborative" experiences. 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) [] ||

//Note.// Font colors, June = green; Carol = purple