Fleming, Giovanna
CO- Collaboration
Eby, H. (2010). If You Give a School a Teacher-Librarian …. Literacies, Learning & Libraries, 3(1), 28-3
Summary:
Heather Eby uses the circular story format ( also known as cause and effect) similar to Numeroff’s, If You Give a Mouse a Cookie, as an analogy to her article if you give a school a teacher librarian. She points out to her reading audience a school librarian will ask to collaborate with the teachers on site. According to Gross and Kientz (1999), “It’s the results of collaboration-improved learning and increased achievement-that make collaboration worthwhile.” Next, Eby suggests after a school librarian has teachers to collaborate with, he/she will want to create instructional units to promote information literacy to his/her students. A teacher librarian will then differentiate the instruction to better suit the needs of his/her students. The teacher librarian will remember he/she needs to accumulate feedback and assess the learning experienced outcomes and share it with her students and the collaborating teachers. While the groups of students are working on their collaborative projects, the teacher librarian will assist them with learning and utilizing creative Web 2.0 technology tools so, they will develop the skills needed to become lifelong learners in the 21st century and beyond. All of this will remind the school librarian how excited he/she gets while promoting literacy and learning and he/she will inspire others to learn. Last, but certainly, not the least, the teacher librarian now has the data to advocate for his/her career. Finally, every school will want a teacher librarian!
Heather Eby uses the circular story format ( also known as cause and effect) similar to Numeroff’s, If You Give a Mouse a Cookie, as an analogy to her article if you give a school a teacher librarian. She points out to her reading audience a school librarian will ask to collaborate with the teachers on site. According to Gross and Kientz (1999), “It’s the results of collaboration-improved learning and increased achievement-that make collaboration worthwhile.” Next, Eby suggests after a school librarian has teachers to collaborate with, he/she will want to create instructional units to promote information literacy to his/her students. A teacher librarian will then differentiate the instruction to better suit the needs of his/her students. The teacher librarian will remember he/she needs to accumulate feedback and assess the learning experienced outcomes and share it with her students and the collaborating teachers. While the groups of students are working on their collaborative projects, the teacher librarian will assist them with learning and utilizing creative Web 2.0 technology tools so, they will develop the skills needed to become lifelong learners in the 21st century and beyond. All of this will remind the school librarian how excited he/she gets while promoting literacy and learning and he/she will inspire others to learn. Last, but certainly, not the least, the teacher librarian now has the data to advocate for his/her career. Finally, every school will want a teacher librarian!
Evaluation:
This author uses a “tongue in cheek” technique while delineating the significance of a school having a teacher librarian. I would recommend this article to everyone who has the notion a school teacher librarian is a luxury because it will remind them a school teacher librarian is a necessity!
This author uses a “tongue in cheek” technique while delineating the significance of a school having a teacher librarian. I would recommend this article to everyone who has the notion a school teacher librarian is a luxury because it will remind them a school teacher librarian is a necessity!
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