Content+Reflections

Case Study Content-Reflections

Carol: For Reflections, I've drafted a very rough framework. Add where indicated. I need to polish this. This acts as preliminary draft (09/22; 12:55pm)--June
 * To Fulfill Rubric A 1.4, Part 4: Content-Reflections**

Carol: Revised and "completed" draft sent to you via email. 09/23; 11:59AM

Comment Reflections: Draft

Para 1: Introduction Veteran teachers, both Carol and I understand implicitly the necessity--and complexity--of teacher and librarian collaborations. The benefits, as outlined in the Module 1 readings and the videotaped testimonials, clearly support the use of teacher/librarian collaborations as a "win-win" situation for teachers, librarians, students, and administrators. The testimonials graphically illustrated the contagious enthusiasm and reciprocal benefits of such collaborations.

Para 2: Reflections on Readings Librarians were the first specialists in educaton. The role of the librarian has changed throughout history, but with technology and the information boom, our role has changed quickly and immensely. When I first became a librarian, I focused on supporting the language arts part of the curriculum and using the library's databases. This course has opened my eyes to so many more possibilities. The future looks amazing. I'm energized to become a library teacher. "To develop and grow a dynamic program, library media specialists must serve as program administrators, information specialists, and teachers, who are willing to collaborate and lead."(Zmuda 35).

Para 3: June's Reflections/Connections to texts, testimonials My experiences with teacher and librarian collaborations were much like XX, whose previous experiences involved a librarian pulling books for a project or topic. I was actually quite grateful for that much! I found, even in those (now pedestrian) interactions, how much the librarian enjoyed participating and engaging with me for the benefit of my students. It never occurred to me that something more might happen. I hope to be the type of librarian whom teachers will look toward for guidance. Zmuda and Harada (2007) make clear, "Staffs think that we are what they see us do--if they only watch us organize, sort, manage, and support, they will not see us as learning specialists" (36). I endeavor to be seen as a teacher first--a learning specialist, a resource, an advocate, a facilitator. I hope to break the stereotype of librarian as bookkeeper, shelver, organizer (and don't you //dare// touch //my// books!).

Para 4: Carol's Reflections/Connections to texts, testimonials Before I became a librarian, I was a classroom teacher. Having taught in many different places, I encountered a wide range of librarian types. At my first school, the librarian only say herself as a way to give the teachers a once a week thirty minute break and nothing more. At my second school, the librarian would pull books and videos for a topic. I was excited about that since it was a step up from my first experience. The testimonials were the most powerful to me. Seeing the excitement on the teachers' faces and hearing it in their voices, made me want to be the librarian they were talking about.

Para 5: Conclusion Tie to Module objectives/focus questions.  June, my reflective aspects are high lighted in pink.