Connections+to+Module+1+Readings

Case Study Connections to Module 1 Readings


 * To Substantiate Claims Advanced in Rubric A 1.4, Part 3: Content-Summary**
 * //Note.// All information presented here (Topics and Focusing Questions) is extracted directly from LS5443, and can be found at: http://ls5443.pbworks.com/Module_1**


 * MODULE 1.1: Intrapersonal Knowledge and Interpersonal Skills (Topic, Moreillon)**
 * What do we know about ourselves as potential collaborators? (Focusing Question, Moreillon)**
 * What can we learn about each other? (Focusing Question, Moreillon)**
 * Readings: Hartzell**

Carol, this section in process: I used green here to indicate my comments; yours in purple. I organized our collective thinking here by Dr. M.'s format (See above--click on link). What do you think? It would have been interesting to have results of Hartzell's Needs Assessment on each of the interviewees. It would be fascinating to learn this information after viewing the testimonials. Who were the high achievers? Who has high power needs? Who were the teachers/administrators with high affiliation needs? If I had to guess, it might look something like this:

High Achievers: Judy P. (Third Grade); Sherri (High School Teacher)--All? High Power Needs: ?? High Affiliation Needs: Peg (Kinder), Tracy (Elem. Art), Kelly (HS Student Teacher)

Of course, I am merely speculating based on less than three minutes of monologue! But, it would be intriguing to see how these interviewees see themselves! I think that it would be fun to give this group the Hartzell assessment.. The high power needs, in my opinion, would be Principal Paula. I think your guesses on the others would be spot on. What I learned about myself, as a collaborater, is that I have high affiliation needs. This trait is what would lead me to want to work with teachers on their lessons,and be seen less as "the librarian", and more as a partner. The Hartzell assessment will also have me thinking of where this teacher or administrator would be on the assessment. With that knowledge, I could see how I can meet their needs to bring them on board.

**MODULE 1.2: Preparation for Collaborative Discussion (Topic, Moreillon)** **What are the benefits of classroom-library collaboration to students, classroom teachers, specialists, and school librarians? (Focusing Question, Moreillon)**

It was interesting to see the contrast between the testimonials of the HS Student Teacher (Kelly) vs. the HS Teacher (Sherri). Their comments regarding collaboration quickly illuminate the maturity of thought and the preconceived expectations each brought to the collaborative teacher and librarian relationships. Kelly seems almost surprised at the notion of collaboration and was delighted to find an advocate, a "buddy," a facilitator in the collaboration. Sherri, on the other hand, 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). Collaboration is a win-win situation for everyone involved. The biggest winners will, of course, be the students. In each and every one of the testimonials, the teacher or principal praised the collaboration with the teacher librarian. Each teacher in the testimonials was surprised at what the teacher librarian was able to contribute, but they all agreed that their students achieved more through this collaborative effort.

**MODULE 1.3: Collaboration and Leadership (Topic, Moreillon)** **How does classroom-library collaboration create a leadership opportunity for school librarians? (Focusing Question, Moreillon)**
 * Readings: McGregor**

McGregor synthesizes Newmann and Wehlage's notion that "teachers in effective schools do not operate in isolation, unconnected with each other" (McGregor 202). Further they note that while these findings are not specific to school librarianship, they do, in fact, apply. McGregor asserts that because collaboration impacts learners and learning, "...the teacher-librarian, who is a teacher, must situate himself or herself solidly in the middle of this [teacher + librarian + student] collaboration" (202). Consider Tracy's testimonial. In it, she becomes visibly animated when discussing the children's responses to the art they conducted in the classroom as they made connections to the art of the picture books they were reading. Tracy continues to discuss, with awe, the students' hunger for (library) resources that would help them accurately represent the Navajo blankets they (themselves) were illustrating. The article by Joy McGregor discusses how librarians often feel alone and isoloated in their schools. "No individual in a school environment exists or operates in a vacuum." (McGregor 200). Librarians are not seen by classroom teachers, as teacher- librarians,but only as the librarian. Classroom teachers do not see the advantages of working with librarians, and it is up to the librarian, to demonstrate how he/she can help support academic success. Teachers may request that the librarian check out books for them on a subject or topic and feel that the librarian is no longer needed in the learning process. The librarian needs to go beyond that and become a partner in the lesson. "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at a point of need, give teachers a working partner, promote academic achievement."(202). The librarian needs to be the leader of this movement of collaboration partnership classroom learning. "The teacher librarian interested in creating a climate in which collaboration takes place must be prepared to take the lead, since anecdotal evidence shows that the teacher librarian who waits for someone else to lead is not included in most collaborations."(202) I plan to be the leader at my school and start leading collaborationat with one class at a time, to one grade at a time, until finally, the entire school will be on board with collaborating with me.

**MODULE 1.4: Benefits of Classroom-Library Collaboration (Topic, Moreillon)**
 * What are your findings and thoughts related to the benefits of classroom-library collaboration?** **(Focusing Question, Moreillon)**
 * Readings: Zmuda and Harada**

"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) testimonia ﻿  Classroom-library colaboration benefit the classroom teacher, as well as, the students. For the classroom teacher, there are many benefits to collaborating with the teacher librarian, such as,various technologies, more resources, and more ideas. The teacher librarian can use instruct the students on how to evaluate a website, use databases, cite information, not plagerize