Case+Study+Notes

Case Study Notes

 * __Benefits to Students and Teachers__:** Shown in T-Chart

Also: McGregor: "By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs...and promote academic achievement" (McGregor, 201).
 * Citation needed***

"Teaching through inquiry and reflection enables students to learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy" (McGregor, 206).
 * Citation needed***

"School librarians are partners in instruction with teachers and other resource staff. They must also be partners in learning with students" (Harada, 15).
 * Citation needed***


 * __Benefits to School Librarians__:**

"...educators who teach collaboratively not only improve student learning but also create learning opportunities for themselves and for each other" (Moreillon, 7).
 * Citation needed***

Figure 1-3 Collaboration results in "personal and professional growth opportunities through coteaching and coassessment of student learning" (Moreillon, 7).
 * citation needed***


 * __Benefits to Administrators__:**

School Librarians "impact the academic achievement of every single student in the school" which helps the administrators create excellent schools (Principal Paula).
 * Citation needed***

McGregor: "Teacher librarians can observe the overall needs of the school community and identify areas where problems might be solved by working together" (McGregor, 210).
 * Citation needed***

Moreillon: "Through collaborative teaching, educators develop a common language, a common set of practices, and channels for communication that can increase student learning and help the entire school community better serve the academic and social needs of students and families" (Moreillon, 6).
 * Citation needed***

Summary Draft as of 9/22 8:00 pm:

Demonstrating the benefits of librarian and classroom teacher collaboration should begin as early as the student teacher phase of an educator's career. This is an invaluable time to make young teachers aware of the importance of cooperating and planning with their colleagues, before they even begin to learn the unfortunate habit of classroom isolation (Sparks 111). As stated by Kelly, the student teachers “I gave her the main idea of the unit and then she gave me some ideas that made it even better...We worked together through the whole process...The overall project was much more successful with her help and with working together.” By intervening at this early stage, a librarian is relieved of the additional work of convincing a future teacher that collaboration is in his or her best interests, and can focus on better lesson planning.

For those veteran teachers who have already established their own methodologies, the first task for a librarian will be persuading them to step outside their comfort zone One way a librarian can recruit teachers to this cause is by demonstrating how collaboration will contribute to their professional development. As our instructor has emphasized, "educators who teach collaboratively not only improve student learning //but also create learning opportunities for themselves// and for each other" (Moreillon, 7). Librarians should strive to familiarize themselves not only with the curriculum but also with new instructional technologies, and help teachers to use those to enhance their teaching. It makes logistical sense to house new technologies in the library instead of purchasing potentially expensive equipment for each classroom, but these resources will quickly be appropriated if not proven useful, and used. This was one important message of Pat's testimonial, who asked her students to create PowerPoint presentations and admitted to "learning right along side them." It is unlikely the students would have had this valuable opportunity had the librarian not suggested the lesson. The need for a librarian who understands information studies in a modern context and can teach student to use technology responsibly was also a feature of the principal Paula's testamonial. Once a librarian proves to have this grasp of the cirriculum, and a range of ideas and resources to broaden lesson planning and therefore broaden students' understanding, a colloborative relationship is formed. From this point forward, it will be a natural practice for the teacher to seek the assistance and cooperation of the librarian (Moreillon, 6).

That relationship between the librarian and the classroom teacher is the first of many connections. "Connections" has been a recurring theme in these readings and testimonials. First, librarians and teachers connect with each other.

Sparks, Dennis. Leading for Results: Transforming Teaching, Learning, and Relationships in Schools. 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

"High School Student Teacher (in English): Kelly's Testimonial." Interview by Judi Moreillon. Web. 2009. http://teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher

"7th-Grade Social Studies Teacher: Pat's Testamonial." Interview by Judi Moreillon. Web. 2009. http://www.teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher