"The absence of a conversation from classroom teachers regarding collaboration with their school librarian is also troubling to me.    Collaboration is one of the hallmarks of 21st century learning; we should no longer be in the mindset of “them” or “us”; our paradigm should be “we” in which all educators are working together to maximize the resources and access to those resources for all students."

Isabel Castro  4-29-09

 Todd, Ross. The Evidence-Based Manifesto for School Librarians,School Library Journal, 4/1/2008. Retrieved 3/23/09 from www.schoollibraryjournal.com 

A national Leadership Summit comprised of school librarians, administrators, researchers and other educators is hosted each fall by the School Library Journal.At the end of a recent summit, the issue about Evidence to assure credible learning due to interaction between librarians and students was discussed. Are librarians getting through to students? Do school libraries keep students informed, equipped and ready with the technologies and knowledge needed for the twenty-first century world?Evidence based practice is centered on several beliefs that agree that learning, information and knowledge of developing technologies must be combined to provide a learning program for students .A collaboration between librarians, teachers and administrators is necessary for this to take place.Professional librarians have the expertise to share with other school professionals and fuse all the mentioned elements into  a life influencing experience for students.Careful planning and instruction can help students develop better values and attitudes and engage them in literary activities to enrich their curricular knowledge. It was the consensus of the 200 member team that evidence based studies,the measure of learning outcomes, provide documentation of ongoing practices and programs that demonstrate committment to progress through collaboration and innovation. This in turn shows the value of the professional school librarian, the library and the roles these play in student lives.

submitted by Nancy Shomo 4/25/09

Roux, Y.R. (2008, Nov./Dec.). Interview with a vampire…I mean, a librarian. Knowledge Quest, 37, 58-62. Retrieved April 13, 2009, from WilsonWeb database.

•         This article was written after studying a collaboration between a university librarian and a faculty member to teach pre-service teachers about the role of  a teacher librarian and how the TL will help them in their own classrooms

•         This collaboration increased the students’ awareness of the TL’s role

I found this to be a REALLY great article about collaboration, which has been a major theme in our class this semester. This occurred in a university setting, but speaks to all levels of schooling about the effectiveness of collaboration, and the wealth of knowledge that a TL can provide.

Submitted by Emily S. Henning

Mardis, M. (2006). It's Not Just Whodunnit, But How: "The CSI Effect," Science Learning, and the School Library . Knowledge Quest, 35(1), 12-17. Retrieved April 13, 2009, from the Education Full Text database.

Studies have shown that a large number of students from 7^th to 12^th grade watch the television show CSI, which has had an effect on how they view science. Teachers have been trying to find ways to teach to this new and large interest in forensics. The author is arguing that the interesting plot lines, bright colors and mystery in the show draws in this younger audience, it also can teach them about science. Apparently, “CSI has had an effect on students’ desire to study science and led to the creation of many popular forensics science degree programs at the college and university level” (p. 13).  School library media specialists can work with science teachers to develop CSI style exercises or cases to get students to search for information and solve problems. The library space can be used for experiments that take up more space than a classroom can allow, the computers in the library can be used to gather information for the cases, and the school library media specialist can help the science teacher use all the resources that are available. A partnership between the school librarian and science teachers could definitely make for some very unique and exciting teaching and learning experiences.

Posted by Janice Hodge 4/16/09

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Olejnikova, Lucie & Wittman, Jessica de Perio.  The Case for Collaborative Tools: Long-distance Teamwork on a Shoestring Budget.  AALL Spectrum, December 2008, p.8-11.

The two authors had to present podcasts and they lived in Florida and New York and couldn’t meet in person.  They used free online collaborative tools to communicate with each other.  Using Web-based collaborative tools in the workplace is appealing to a wide variety of institutions such as court, public, private and academic libraries.  Before using collaboration tools, check to make sure that the collaboration tool either improves an existing system or implements a new system that is measurably better than the system it replaces.  The most popular collaborative tools are email, instant messaging, phone, phone conferences, Google documents and wikis, skype, blogs, document management tool and second life.  

submitted by Kim Harris 4/13/09

Coles, Andrea A. & Dougherty, William.  Hang Together or Hang Separately: Improved Information Services through Communication and Culture.  CARL News, 70(2), February 2009, p.110-113.

An information technologist and an online references librarian discuss how the two sections need to blend and merge to better benefit the students.  If the two departments continue to act in a way that provides services in a la carte fashion, it may not only be detrimental to patrons and end-users but will not benefit either profession in the long run.  In order to protect, collect, distribute and protect information and effectively communicate it to people, information technologists and librarians must stay mindful of the interconnectedness of technological systems.  There are some guidelines for the two departments to follow when collaborating: ensure face to face and frequent interactions, encourage dialogues rather than monologues in conversations, collaborate on projects with the IT counterparts, and be creative in building a social network between the library and IT. 

submitted by Kim Harris 4/13/09

Sargeant, C., et. al. (2008). Using the library learning commons to reengage disengaged students and making it a student-friendly place for everyone. Teacher Librarian. 36 (1) 43-45. Retrieved March 29, 2009, from Library Literature & Information Science Full Text.

This article shows how the collaboration between the teacher-librarian and student success teacher brought about a huge impact in changing the lives of students, especially those who are at risk.   When the student success teacher needed an office space and there was one unavailable, the teacher-librarian offered her a space in the library where the room was previously used as a book storage facility.  After the books were removed and chairs, tables, plants, posters added to make the room have a comfortable environment, students were summoned to the library for a one-on-one meeting with her.  The library provided a great outreach to the at risk students as the teacher-librarian would suggest books to the students to read while they wait to meet with the student success teacher.  This arrangement exposed students who would not normally come to the library in their own time to a rich print environment where they begin to find books of interests to read.  They both worked at having the library feel that it belongs to everyone. 

Both noticed that students are drawn to the computer and worked together to integrate Web 2.0 technologies into the classroom.  PhotoStory and wikis were some of the technology mentioned for use and they have created lesson plans that may inspire other educators to use at www.connectingeducation.com.  

Submitted by Kim Leng April 9, 2009

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Hare, P. (2000). The role of the library media specialist in high school collaborations. Book Report, Jan/Feb. 2000, 18(4), pp.24-6 .

            This article covers the library media teacher’s contributions to curriculum specifically with regard to a high school Senior Honors Seminar developed to minimize the negative role of “senioritis” and students’ tendency to check out early during the senior year of high school.

            Although the article is from nine years ago, it is generally not dated as the issue of technology is well-covered. The article is also strong in covering ongoing collaboration between the library-media teacher and classroom instructors.

            The Senior Honors Seminar (SHS) program certainly seems well designed as described here. Project-based learning is used, and this integrates real-world skills (etiquette and outreach), volunteering, research, field trips, synthesis of information and a final, written product (PPt. and oral presentation to peers).

            The LMT meets with classroom teachers as part of the planning process at least once a week (p. 25), used video clips and role-playing to instruct students in etiquette (necessary as students researched professions by “shadowing” working professionals), supplemented the volunteer reading/ storytelling to children unit by covering the history of storytelling, etc.

            Technology skills covered included “Internet, digital cameras, scanners, laptop[s] . . .video”, and presentation programs such as PowerPoint and HyperStudio. This article is a worthy reminder that with a bit of initiative the librarian maintains their “teacher” role and has real impact on curriculum development and delivery.

Submitted by Mark Schneider

April 6, 2009

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Presky, M. Young Minds, Fast Times: The Twenty-First-Century Digital Learner. Edutopia. June 2008. Retrieved April 2, 2009 from: http://www.edutopia.org/ikid-digital-learner-technology-2008

Unlike corporations which spend millions to find out what their clients want, the education system does not listen to its students. Students should have an equal voice in their education. The author brings children to educational panels. Everyone agrees technology should be used in the classroom. Classrooms are currently mind-numbingly boring. This is different than in past generations, since the competition from outside the classroom to entertain them is so much higher. Students hate lectures & being talked at, they want interaction. They want to be listened to.

This is such a great article. Its less about technology and more about collaboration between the teachers and the students! As a librarian new to a school before re-doing the entire system, we could submit a survey asking what the students want from a library or have a panel. These ideas could be incorporated into the brand new learning commons, making even the makeover of the old ‘library system’ a collaborative experience!

Submitted by Stephanie G Larsen 04/02/2009

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Boss, S. Forging New Connections: Building Online Peer-to-Peer Collaborations. Edutopia. February 22, 2009. Retrieved April 2, 2009 from: http://www.edutopia.org/online-peer-to-peer-collaboration

Collaboration make sense. But currently only some schools are mandating is, mostly it just happens on the fly. New web 2.0 tools are important because educators can tailor their professional-development experience to meet their personal learning needs. Collaboration tools like Classroom 2.0, Global education collaborative, and SIGte book discussion are some of the current popular tools. There is a value on working with like minded colleagues across great distances.

What I liked about this article is that it focuses on collaboration on a broader level. We are so focused in this class on the ‘with-in’ school piece to collaboration, it becomes so easy to forget the broader community. Of course baby steps are the way to start, but this gives me a broader picture to look at for the future.

Submitted by Stephanie G Larsen 04/02/2009

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Yukawa, Joyce and Harada, Violet H. Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

The article discusses the professional development program that employed practice-based and constructivist approaches to designing inquiry-focused curriculum for K – 12 through collaboration. The program centered on encouraging improvement through recognition, critical thinking, and resolutions based on analysis. A culture of support developed better collaboration, exploration, and group assessment. Real life situations were used to generate tasks, questions, and problems as tools for teaching and learning. Improved practices in the classroom were based on past knowledge, skills, and experiences, as well as analysis of evidence-based practice.

Curriculum was created based on the standards of content and information literacy that supported inquiry-based learning objectives. Tasks were developed for students that call for a higher-level thinking for problem solving, foster curiosity, allow self-assessment, and encourage inquiry processes in a way that learning goals can be measured. These measures were then used in assessment to determine changes in lesson plans. Lesson plans were built on each other to encourage use of prior knowledge, connect new concepts, and allow application and transfer of new knowledge. The curriculum was improved through collaboration, helpful feedback, ongoing assessment, and product sharing in order to meet the professional development goals.

The article illustrated that inquiry-based instruction developed through teacher-librarian collaboration made a positive impact on student performance. Even after the professional development program ended, all but one of the participants continued to practice what they learned, and over half were sharing what they learned. In conclusion, collaboration built on practiced-based inquiry is effective and sustainable. 

submitted by Shanin Fox

Submitted by Mary Weyant

Oatman, E. (2006).  Overwhelming Evidence. School Library Journal, 52(1), 56-9

This article explains the reasons behind one library teacher's curriculum and instruction.  The librarian believes in true collaboration and partnership with teachers.  Students at her school are using higher level thinking skills to complete research projects that are created by her and science teachers.  These higher level thinking skills include analyze, produce and summarize.  An example is an assignment for junior students to select a course-related topic of interests to them, analyze recent studies about it, and write a paper that summarizes their research and conclusions.  The key however is allowing students to choose their own topic.  Allowing students choices in what they want to research results in students learning more. 

The librarian has devised her curriculum based on the teachings of Carol Kuhlthau, who was her mentor at school. The librarian’s curriculum is based on scientific evidence and her understanding of how students learn best.  This is quintessential evidence-based practice (EBP).  The process of searching for information is as important as the product is EBP at heart.  Guided inquiry emphasizes the learning process, what students are learning throughout.  Kuhlthau advises librarians to intervene with the question “What do you know?” at least three times during each research project.  The last part of EBP is assessment based on what impact the librarian’s guidance has had on students learning.

David Loertscher advises librarians “to collect three kinds of evidence, organizational data, show how library lessons promote classroom learning and the learning gains of individual students.”  Quantifying the effect of a library’s program for individual students can be done by evaluating results on standardized tests and checking to see if students learned what the librarian and teacher intended.

April Gilbert wrote about the same article as Laci my team mate!!! 

Submitted to Synthesis wiki 3/31/09

Yukawa, J. (n.d.). Librarian-teacher partnerships for inquiry learning: Measures of effectiveness for a practice-based model of professional development.

            This study looked at collaboration on inquiry units between librarians and teachers over several years. The units integrated curriculum standards with information literacy standards. The purpose was to encourage students’ higher level thinking and problem solving. Forming essential questions, connecting learning with prior knowledge, and transferring learning to relevant tasks were important components. Activities addressed multiple intelligences.

Assessment was one area where staff sought more help. Staff evaluated the process during and after the unit, making adjustments in teaching where appropriate. Assessment was formative and summative. Students and teachers reflected on their learning with journals, interviews, and buddy talk. Teachers were supported with templates for the unit including lesson plans, and checklists. A rubric was provided to evaluate the units as well as student portfolios. Some were interviewed with open ended questions, and still others did a pre and post unit questionnaire. Many teachers felt that the pre assessment helped them target specific areas to focus on yet prior to the study few spent time on pre assessment.  Students were taught to reflect on their learning at the youngest ages with “I can” statements doing self assessment in this way.

Some interesting points were that other schools working on the same types of units partnered with each other to provide support and advice.  Teachers learned to value and include the librarian in planning units after this experience. Librarians focused on information literacy, resources, the research process and technology, while the teachers provided subject expertise. Even after the study ended, most teachers and librarians continued working together because of the profound effect it had on student performance. Librarians had formed the collaborative teams, and helped change the perceptions staff had about their role.  Many librarians were so empowered as a result of this process they became members of the curriculum leadership team in their schools.

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Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development 

Joyce Yukawa, Violet H. Harada 

Joyce Yukawa and Violet Harada conducted a study to measure professional development in practice based model. The intention of this study was to examine professional development methods and their effectiveness, mainly through collaboration. Though the study required modifications throughout the study period, the professional development methods proved to be effective. Not only did researchers find the skills to be effective, but many of the 24 participants did as well. They continued to use inquiry based practices in their schools. Not only did the areas of the design of inquiry-focused learning, the roles of the teacher and librarian in collaborative development of instruction, and the impact on student performance show changes through this study, but the changes also seem to show longevity. This was noticed up to two years after the study was conducted, showing consistent sustainability. I am not surprised that these practices show longevity and I believe they will continue to do so. The use of collaboration between teachers and librarians has proven to be effective in this study and others, and it is my hope that this evidence is seen and acted on. The positive impact on students is undeniable.

Laci Henning

The Evidence-Based Manifesto for School Librarians

If school librarians can’t prove they make a difference, they may

cease to exist

By Ross Todd -- School Library Journal, 4/1/2008

It seems as though the professionals and students of the library world know exactly what kind of affect the library or media center has on the school and the achievement of its students. We know the positive impact that technology can have on education when mixed with curriculum standards, we know that the library needs to be the information center of the school, we know that we as professionals and continue to learn and improve based on studies, we know that students can learn through engagement in the school library, and we know that we can create lifelong learners by transforming information into knowledge. Members of the library world also know that all of the above listed truths can be assessed and measured and that we should be held accountable. We know that we need the support that can come from our evidence to create sustainable library programs. But our collaboration of how to accomplish this all is key in finding the “how tos” and the inspiration.” Ross Todd reminds us that all of the above is not proven, we will eventually disappear. This is why we need to be sure that all of the above areas of the library are documented and that we have evidence to support our importance. People are not just going to take our word for it. The Evidence-Based Manifesto is the next step in securing our future, and that of our students and schools.

Laci Henning

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Ettinger, David. “The Librarian as Bibliotherapist.” Library Journal. New York: Apr 1, 2008. Vol. 133, Iss. 6; pg. 60, 1 pgs.

http://proquest.umi.com/pqdweb?did=1455056201&sid=2&Fmt=3&clientId=17867&RQT=309&VName=PQD

When the library is being filled due to preconceptions of what students need, turn out or use by students is not always 100%. In order to keep the use of the library essential to the students, this article states that librarians should give the students the reigns for a while. Be sure to give them what they want and what they need. Allow the students to set the agenda, engage them in activities and materials brought in, and give them the information that they require.

Trina Schlee 3/29/09

Submitted by Karrie Cox, 03/24/09

Roberts, and Regina Lee. "The evolving landscape of the learning commons." Library Review 56.9 (2007): 803-810. 

Libraries are exploring the meaning of the information commons and have responded to the technological needs of the diversity of digital access trends.  The purpose of this article to explore the possibilities of the next step of developing dynamic learning commons using examples of projects and ideas presented by librarians in the field.  Though this article is two years old it is very informative of learning commons development.

Kristin, Fontichiaro. "What Recycle Man Taught Us about Copyright." Knowledge Quest 37.3 (2009): 83. 

This article is brief, but presents Web 2.0 tools in elementary schools that move into mainstream awareness.   The tools encourage the need for student self awareness and pride of ownership.

Riedling, A, & Turner.  (2003).  Helping Teachers Teach: A School Library Media Specialist’s Roles.  Westport, CT:  Libraries Unlimited, Inc. 

          As a teacher, I found this source very useful because it clearly outlined the role of the School Library Media Specialist.  I used this book when I took the Libr. 250 class and found it an indispensable source for people new to the field.  The focus of this book is to help Teacher Librarians learn how to work with teachers and students to teach library and research skills. I liked that the focus was on the role of instruction and collaboration.  The book is divided into fifteen chapters along with appendixes and a sample unit. It reviews the role of the Teacher Librarian, which is to collaborate with the teacher in instruction.  It takes a levels approach to helping teachers teach.  The book discusses that there are various levels of consultation that a Teacher Librarian can take with a teacher.  It reviews the initial level, the moderate level, and the in-depth level.  The no involvement level is when there is no involvement by the Teacher Librarian in helping the teacher.  The initial level occurs when there is little or no interaction.  The librarian selects materials and the teacher is on her own.  The moderate level has more interaction but they aren’t working together as a team.  For the in-depth level, there is more formal interaction and the Teacher Librarian provides guidance to the teacher such as doing an in-service on how to evaluate web sites or becoming a member of an instructional team. The authors offer good tips on how to determine what level of instructional consultation is currently being used and how to increase the level.  When each level is assessed, the authors provide good suggestions and tools about how to assist teachers. For each level, the authors provide clear charts and good graphics to assist in understanding.  

The authors also review the instructional design process, learner analysis, and instructional objectives. There are eight steps to this process. The steps include a needs assessment, analysis of the learner, looking at instructional objectives, assessing student performance, listing strategies and activities, selecting materials, implementing ideas, and then evaluating the process. There is a chapter on each of these steps and the authors explain how to implement each step depending on the level of involvement from the teacher.  The section on student assessment was also very informative.  There were a variety of assessments to choose from such as tests, portfolios, performances, interviews, and authentic and online assessment.  There were sections on strategies and activities as well as a materials selection.  The last sections on implementation and evaluation would help librarians reflect on their teaching.  The authors offered good suggestions for classroom management and pacing of lessons.

The book is outlined in a very organized manner.  Each chapter has a summary of what will be discussed and offers extra references and reading.  There are discussion questions provided with the answers in the appendix.  The “Thought Provokers” were interesting because they presented different scenarios that may occur in a school library setting, which encouraged problem solving and discussion.  The appendixes also had good tools such as the “Student Learning Styles Survey” which would help Teacher Librarians create lessons based on the learning styles of the classes they taught.  The surveys on “Instructional Materials Evaluation Form” and the “Learning Tools Inventory” form were excellent assessments that were already done and ready to use. I liked the sample unit of a fourth grade Science project that showed how to use the instructional design process.  This book could be adapted to any level and I found it very informative for Teacher Librarians who are interested in promoting collaboration at a very in-depth level.  Submitted by Joanne Maher on March 23rd, 2009.

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Submitted by Mary Weyant

Williams, NANCY L. and Bauer, PATRICIA T. (2006).  Pathways to affective accountability: Selecting, locating, and using children's books in elementary school classrooms.  The Reading Teacher, 60 no1 14-22.  Retrieved on February 20, 2009.

The article points out that because of the accountability movement teachers are under pressure to bring all students to grade level in reading.  Many teachers opt to use decodable texts, worksheets, and other scripted curricula offered by school districts.  The author touts an alternative for student learning through quality children’s literature.  Teachers may find it more challenging to find these resources so the author suggests using the expertise of the library media specialist.  The library teacher specialist processes a wealth of knowledge in terms of recommendations of authentic texts that can be used to engage learners.  The article also points out the importance of teaching students instead of delivering the curriculum and one way of doing this is to allow students access to quality children's literature.  

Farmer, Leslie (2007).  Principals: Catalysts for collaboration.  School Libraries Worldwide 13(1), 56-65. Retrieved March 19, 2009 from Library Literature & Information Science Full Text.

                Principals can do a lot to foster collaboration in their schools or hinder it.  Because of this it’s important for teacher librarians to align their work with the mission of the school to gain maximum support from the principal.  There is much variance in the principals that a teacher librarian might work with so it is important to consider their role so that the teacher librarian can put him/herself in a position to advocate for the library program and collaboration, whether they are lucky enough to have a supportive principal or not.

                Principals have a broad range of responsibilities and are accountable to many different groups (students, parents, teachers, board members, the community at large, etc.)  Duties include facilities management, budget matters, safety and security, staff supervision, curriculum development, and interaction with the community.  In order to do their jobs properly, given all these responsibilities, it is important for them to have a solid vision and mission for the school.  Ideally, principals will be supportive of the library program and teacher librarian as well, but this is not always the case.  Principals may not have a complete understanding of the purpose of the library program and the role that the teacher librarian plays in it.

                There are three conditions that must be met in order for collaboration to have a positive effect on student achievement.  They are:

·         The principal need to explicitly encourage and support collaborative educational goals and make sure that resources are allocated for their accomplishment

·         A school wide commitment to collaboration needs to occur.

·         Structures needed for collaboration to occur must be in place (i.e. planning time, prof. development, etc).    (p.59)

Further teachers, teacher librarians and other staff involved must also be willing participants in the collaborative process.

                Teacher Librarians cannot expect principals to do all the work for them when it comes to collaboration.  They must be prepared to show how the library “resources and services uniquely contribute to student achievement and how their use can be optimized through collaborative efforts”(p.61).  There is much literature available that can assist teacher librarians in making their case.  If teacher librarians can demonstrate successful collaborations, they can get their principals behind the movement and this will fuel more collaborations.

                There are some specific actions that principals can take to assist the collaborative process; however, it is important that teacher librarians not wait for principals to make the first move.  Whenever appropriate teacher librarians should volunteer their services and try to incorporate these strategies into the library program.  Principals can:

·         Volunteer TLs for committees

·         Allocate funds for collaboration

·         Schedule time for collaboration

·         Create professional development to promote collaboration

·         Encourage polices that promote collaboration

·         Recognize great collaborators    (p.63-64)

The effectiveness of strategies to encourage collaboration should be assessed on an ongoing basis and changes should be made where necessary.  Ultimately, both principal and the teacher librarian should be making efforts to foster collaboration in their schools.

Added by Katie Gallaghe, March 20, 2009

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Montiel-Overall, Patricia (2008).  Teacher and librarian collaboration: A qualitative study.  Library & Information Research 30(2), 145-155.  Retrieved March 7, 2009 from Library Literature & Information Science Full Text.

                This article delves into the topic of what makes teacher/librarian collaboration work.  The author conducted a study with 18 librarians and teachers and asked them about their experiences with high-end collaboration and what made them successful (or not).  While there is much professional discussion of collaboration, the author states that there have been few empirical studies done on this particular topic, which makes it of great interest.  For the purposes of this study high-end collaboration is described as “collaborative practices between teachers and librarians in which library curriculum, specifically instruction in information literacy, and subject content are fully integrated” (p.145).

                To gather data for this study the author conducted the following: semi-structures interviews, semi-structured observations of collaborative sessions, and field notes.  She also allowed participants several opportunities to go over her work and clarify anything that was not quite right.  The participants included 17 females and 1 male from a school district containing middle/lower socio-economic areas.  The participants were selected because they were deemed experts in collaboration by a former district library coordinator and librarian.  Principals were also somewhat involved in this process as well as their permission was necessary for the teachers and librarians to participate in the study.

                Once the data was collected it was coded for common themes.  The  five common themes that came out as affecting high end collaboration were school culture, attributes of collaborators, communication, management, and motivation to collaborate.  Attributes of school cultures that were identified as important to collaboration were collegiality, scheduling freedom, an environment where working together was encouraged, and child-centeredness.  Successful collaborators had traits of flexibility, friendliness, willingness to listen, expertise, and leadership (defined as those who “treated others as equals and appreciated the expertise of others” (p.151)).  Communication could take the form of face-to face interactions, emails, and notes. Trust was also considered to be an integral part of communication. Participants identified informal meetings to be as important as formal ones.  Management meant organizing and planning for collaboration sessions.  Flexible schedules were extremely useful for the management of collaboration projects.  Finally, motivation to collaborate involved both personal and professional development, as well as the effect that collaboration had on student achievement.  One interesting note on the improvement participants saw on the information literacy of students due to collaboration activities: “Librarians referred to improvement of information literacy, a term used by library professionals to indicate the ability to find, evaluate, and use information for academic and personal use.  Teacher, on the other hand, referred to improved research and did not appear to be familiar with the term ‘information literacy’” (p. 152).

                This article is interesting because it breaks down collaboration into smaller parts to be analyzed and helps the reader understand what truly goes into good collaboration.

Added by Katie Gallagher March 18, 2009

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Morin, M. J. Moving towards Collaboration--One Step at a Time. School Library Media Activities Monthly v. 24 no. 8 (April 2008) p. 18-19

Retrieved March 17, 2009 from Wilsonweb.

School media Specialists already collaborate on an informal level on a daily basis, but sometime more a more formal type of collaboration is needed. A formal approach allows for the collaboration to be recorded, collected and used to show student academic improvement.

The author created a simple pre and post assessment to gather data result to support the continuation of a grant. One consisted of searching for a book without help as the pre-test. Then the student was given a lesson on appropriate searching. For the post test the student had to again search for a book without help. The gains in success rates showed learning. The test was repeated with the use of databases. She also used a survey to see if students groups were collaborating effectively.

Although this is not best written article, it has a great point, which is the reason I am posting it here on the synthesis wiki. The author gives example evaluative measures for use in the library. I think that evaluation of anything, that burden of proof, can seem overwhelming and difficult. What this article does is to demonstrate three simple and easy ways for collecting, measuring and evaluating the impact of the School Media Specialist. It doesn’t have to be so hard after all!

Stephanie Larsen 03/17/2009

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Burk, L. F. Don't Hesitate, Just Collaborate!. Library Media Connection v. 26 no. 3 (November/December 2007) p. 40-1. Retrieved March 17, 2009 from Wilsonweb.

Collaboration is one of the overriding goals of a quality school library program.

Often Library media specialists can be overwhelming by the elaborate collaboration projects they read about, which can seem impossible. The emphasis needs to be put on student learning, not on the degree of collaboration, length of time, or the "wow" factor of the final project. Steps for accomplishing smooth seemless easy collaboration. 1. Talk the talk, and walk the walk –know the standards and curriculum. 2. Advertise 3. Display Student work 4. Make it simple 5. Be the solution 6. Focus on yourself but keep the teacher in yours sights. 7. Frequency often matters more than complexity. 8. Allow time for trust to develop 8. Share, share, share 9. Don't sweat the library stuff –keep the students first.

This is really a great article. There is pertain to the point details under each point, that make collaboration seem fun and easy.

Stephanie Larsen 03/17/2009

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Gess, A. Collaboration: Finding the Teacher, Finding the Topic, Finding the Time. Library Media Connection v. 27 no. 4 (January/February 2009) p. 24-5. Retrieved March 17, 2009 from Wilsonweb.

There is a misconception in many schools that going to the library media center is a waste of time that detracts from preparing for the standardized tests. One of the roles of the library media specialist is to aide teachers and students in the preparation for those “standardized tests while teaching them crucial information literacy skills. This can

be done through collaboration with the right teacher, on the right topic, at the right time.”

Collaboration can become unsuccessful is proper planning does not occur.  The key to a successful library media center is conscientious collaboration. The first step is finding the ‘right’ teacher. The second step is choosing the ‘right’ topic. The third step is the ‘right’ time. Finally create an assessment.

This article is important because it not only breaks down the collaboration process into easy steps but supports the idea of collaboration with various studies. One thing I like is the focus on the ‘right’ teacher. With time issues so pressing already, why not focus, at least at first, on those teachers who are willing. The successes will prove the worth of the Librarian and the ‘wrong’ teachers will come around to collaboration with time and proof of success.

Stephanie Larse 03/17/2009

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Elizabeth Waterbury 3/9/09

Alexander, L. B., & Morton, M. L. (2007).  Multicultural Cinderella: A Collaborative Project in an Elementary School.  School Libraries Worldwide, 13(2), pp. 32-45.

This was a collaboration between several elementary school teachers, 21 students, the LMS, the principal, and a local SLIS grad assistant.  The object of the effort was to increase multicultural understanding and to enhance reading skills.  The method was to study 33 different versions of Cinderella from around the world.  To facilitate acquiring enough copies, a grant was applied for and obtained.

U.S. school populations are becoming more diversified each year. “This reality, along with the US’s expanding relationships with countries around the world, increases the need for children to view themselves as members of a multicultural, global community. Because literature reaches the minds and hearts of its readers, reading and discussing multicultural literature broadens children’s perspectives and increases their understanding in a way that affects how people live in a pluralistic society (Alexander & Morton, 2007).  Several studies have concluded that children participating in/exposed to a multicultural reading program are more open-minded than their peers who have not been so exposed.

The goals of this particular project were to stimulate interest in reading, integrate fine arts into the curriculum, and provide professional collaboration opportunities.  The students that participated scored between the 30^th and the 60^th percentiles on standardized tests.  Activities relating to the book discussions included drawing, making passports, discussing their heritage with parents, geography, eating ethnic food, writing and performing plays of the different versions, etc.  Student participation was enthusiastic, and more students and teachers asked to join the groups the next year. 

Results were obtained through student surveys, informal observations, maintaining teacher/grad student logs, obtaining the before/after results from the Developmental Reading Assessment scores, and conducting interviews.  18 out of the 21 students had significant DRA score increases, with the younger set gaining the most.  Teachers were pleasantly surprised at the lack of reading resistance and the enthusiasm for acquiring more information on the part of the students.  Teachers said they enjoyed the experience of collaboration, and would continue to seek opportunities in the future.

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Advocacy Links... Tools to Use.Preview By: Levitov, Deborah Detenbeck. School Library Media Activities Monthly, Mar2009, Vol. 25 Issue 7, p4-4, 1/2p; (AN 36428615)

In today’s economic climate, librarians have to advocate for their programs and be aware of all the tools that are at their disposal.  This practical article provides concrete ideas on how librarians can take advantage of any help that may be available.  To start, librarians should understand the definitions of advocacy, marketing and public relations.  This can be found on the AASL website under “Issues and Advocacy.”  More importantly, there are two toolkits that are available there called “The School Library Media Health and Wellness Toolkit” and “The Crisis Toolkit.”  In fact, AASL also offers a School Library Advocacy Institute so librarians can communicate with one another about these issues.  One of the main goals of the ALA is to make the library the heart of the community and the ALA hopes to accomplish this by helping other frontline people become knowledgeable and skilled at delivering the library’s message.  These people include school librarians, clerks, volunteers, teachers and paraprofessionals. The ALA hopes to further its mission by providing tools that will help others spread the message.

Cristina Johnson 3/9/09

Erica Turner 3/8/09

Rowland, M. (2007). Partnerships mean active participation. CSLA Journal, 30(2), 4-4.

            Retrieved March 6, 2009, from Academic Search Premier database.

The article discusses on the importance of building partnerships between school libraries and other institutions in California, including local businesses, educators and public institutions.  These can help enhance the learning skills of students and teachers in the community as well as promote the realization of school library programs.  Partnerships with colleges and universities may include offering campus trips to students and offering training to public school teachers. Cooperation with public libraries can cater for students needing advanced reading programs, access to technology, and online subscription resources, all of which can widen up the student's knowledge.

School Library Media Activities Monthy; March 2009, Volume 25, Issue 7, page 24-27, 4p, 1 chart, 1bw

This article discusses using science notebooking in the elementary library media center.  The benefit of notebooking is that it provides an ongoing record of student's cognitive ideas, processes and development in a scaffolding tool.  The notebook helps formulate explanations from evidence, analyze trends and patterns and draw conclusions based on evidence.  It faciliates logical and structured learning that is essential when exploring scientific concepts.  This article disusses ways that library media teachers and science teachers can collaborate to meet goals and standards and even offers ideas for lesson plans.  Collaboration is one of the most important roles of the library media teachers.  This article present different ways an LMT can help the science teacher be more effective and enhance student learning.

Cristina Johnson 3/10/09

The author of this article expresses the need for new scholarly research on the impact of teacher librarians and student achievement that is written in broader educational terms so that the results will be known to educators.   One solution is to have joint research conducted on reading comprehension and the impact of teacher librarian collaboration. But before that, teachers need to be willing to work with teacher librarians in collaboration, because currently very little collaboration is taking place.  Also, the nitty gritty of what collaboration is and looks like needs to be outlined.

In response to assessing the impact of teacher librarians on student learning , Loertscher was quoted as saying “ ask the question, ‘What did we do today that actually contributed to student learning?’  And then be able to measure it.  This can be distilled as evidence based practice."

Libraries are exploring the meaning of the information commons and have responded to the technological needs of the diversity of digital access trends.  The purpose of this article to explore the possibilities of the next step of developing dynamic learning commons using examples of projects and ideas presented by librarians in the field.  Though this article is two years old it is very informative of learning commons development.

Brown, C.A. (2007) Using digital primary sources: A success story in collaboration. Teacher

Librarian, 35 (2), 29-33.

Brown collaborated with a history teacher at her high school to teach the research process to students using digital primary sources.  Students chose topics that interested them, and though exploring a number of primary sources online learned to refine their research questions and distinguish fact from opinion.  The project culminated in an assessment where students created PowerPoint presentations answering their research questions.  Brown includes tips for collaboration with classroom teachers and a helpful “Webliography” for primary sources.

Submitted by Elizabeth Richardson, 5/13/09