Adorable Youtube video on Collaboration between Teachers and Teacher Librarians

Paslay, Juliana

CO

Heraper, S. (2015) Teacher Librarians and Classroom Teachers: Collaborative Partners. [youtube video] Retrieved from https://www.youtube.com/watch?v=EyYKkh0n7Vg A quite frankly adorable video about the role of the Teacher Librarian as the heart of the school.

Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach. College & Undergraduate Libraries, 15(1/2), 21-38. doi:10.1080/10691310802176780. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=34179935&site=ehost-live&scope=site

This article discusses how the constructivist approach is becoming an increasingly popular way of teaching literacy skills in the library.  In this approach, the teacher works as the facilitator or the guide to learning. This is a trend that increasing in the library. Librarians are learning ways in which they can achieve these goals within their libraries. They are learning ways to make learning in ways that are more online and asynchronous instead of the typical one-shot lecture method.  This way is being embraced more and more and seems to be something that we need to embrace. 

MOREILLON, J. (2016). Making the Classroom-Library Connection. Teacher Librarian, 43(3),  

8-18.  Retrieved from:  http://libaccess.sjlibrary.org/login?

url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=113222008&site=ehost-

live&scope=site

This article discusses how classroom teachers are often unprepared or unknowing of how to collaborate with librarians.  This makes it difficult for teacher-librarians because classroom teachers often feel uncomfortable with collaboration. This article discusses some of the issues that are experienced by classroom teachers and teacher librarians and it also discussed some possible remedies to these issues.  This article explains possible options that can be offered to teachers to help them understand what the teacher librarians can offer their classes.  It includes information on how the librarian can provide workshops to help teachers learn to work in tandem with the librarian.

Changing Roles of School Librarians.

Lo, P. & Chiu, D. K. W. (2015). Enhanced and changing roles of school librarians under the digital age. New Library World, 116(11/12), 696-710. DOI: 10.1108/NLW-05-2015-0037

Lo and Chiu conducted research that explored the changing roles of school librarians under the digital age. Their research methods included qualitative analysis of interviews within three secondary schools that were conducted on three separate occasions. These face-to-face interviews were of importance to this study because it allowed for unexpected responses and discourses to emerge. To clarify answers, the researcher initiated follow up questions to verify immediately their responses against the researchers’ understanding. This study concludes by offering advice for becoming a successful school librarian under the digital age. Findings indicated that interdisciplinary instruction across the school communities was an important aspect of the librarians’ success.

Very helpful starter kit for becoming a "connected educator"

Ramos, Tara

IL

Powerful Learning Practice.  (2015).  Connected educator starter kit.  Retrieved from https://dl.dropboxusercontent.com/u/38904447/connected-educator-month-starter-kit-2015.pdf

Summary: This tool kit was designed to accompany the activities surrounding Connected Educators Month in 2015.  It provides an introduction to what a connected educator is and gives about thirty tools and ideas (one for each day os the month) that teachers can engage with to become more connected.  Examples include tips on using Twitter, building your Personal Learning Network, collaborating online, blogging, Wikis and more!  A favorite quote: "To become a connected educator, you must first become a connected learner.”

Evaluation:  I found this kit to be extremely useful as a budding teacher librarian.  It is exactly the introduction I needed to many tools and ideas that I have heard about surrounding 21st century learning and Web 2.0, but that have yet to become instrumental to my practice as an educator.  Just reading through the suggested activities and engaging with several of them, I am seeing a whole new world open to me before my eyes.  I highly recommend this kit to anyone who considers themselves to be at the beginning stages of becoming a 21st century educator.

A great resource for school (and all) librarians

We Need Diverse Books is an organization that is dedicated to supporting diverse authors and promoting diverse books. The group started with a hashtag and has grown by leaps and bounds to become a force in the publishing and children's books world. The website includes TONS of resources and links to websites by and about diverse authors, their books, and the world of diversity in schools and school libraries.

http://weneeddiversebooks.org

Check out the blog, and follow them on Instagram, too.

Ten Things Your Administrator Needs to Know as the School Year Begins

Brandt, Alisa

Ten Things Your Administrator Needs to Know as the School Year Begins

CO

ET

Church, A. (2016, August). Ten things your administrator needs to know as the

    school year begins [Blog post]. Retrieved from Knowledge Quest website:

    http://knowledgequest.aasl.org/ten-things-administrator-needs-know-school-year-begins/

Church lists all the ways that Teacher Librarians are catalysts for deeper student learning and teacher collaboration. The article could serve as a pocket-sized (or email) advocacy tool by describing all the roles that TL take on from teaching literacies and ethical use of information to being an inspirational instructional partner and program designer.

Evaluation: The timing of this article is excellent. As we are wrapping up this summer semester learning all about the ways that Teacher Librarians can contribute to the success of our students and the strengthening of our programs and the new school year beginning soon, this piece is inspirational. We know the value of our skills and contributions as well as some of our classroom teacher friends and a few of us are lucky enough to have administrators who champion our cause as well but it is always good to have a reminder of what we do and why we are important to our school community. Personally, I find having an example of what to say when asked about what we do is helpful and this article gives a little boost of confidence as I enter another school year.

Collaboration: Co-Teaching

Shibrie Wilson

ET- New Trends
CO- School Organization
CO- Collaboration
IL- 21st Century Skills

 Jones, T. N. (2016, March 14). A Prime Co-Teaching Opportunity. Retrieved May 20, 2016, from http://www.slj.com/2016/03/schools/a-prime-co-teaching-opportunity/#_

Summary:

There is more to collaboration that meeting with a teacher and utilizing resources from meeting to provide to students. Collaboration in fact is a way that many librarians are able to maintain relevancy in California schools. California school are constantly cutting funds to library staff and those who are fortunate jobs are changed to different title. Tara N. Jones discusses her new role in which is no longer a teacher librarian, but being adopted as a "Research Technology Specialist." This provide a large perspective of interaction and libraries contribution to 21st century library. In order to successfully co-teach one must build a relationship with teachers and observing their classrooms to get a personal experience. Becoming familiar with curriculum from all subject aspects. Utilizing technology resources provided in school district is also an important way to collaborate especially for research purposes. Jones, discusses 7 different ways in which student collaboration is effective for students and both teacher and teacher-librarian. All seven concepts are vital for creating a strong and cooperative community. Another positive aspect about co-teaching is that students are able to dedicate more time to assignment because they do not have to wait for teachers for attention. Effective collaboration, also consist of assisting students with journey and assuring they are successful throughout process and providing efficient feedback. 

Reflection:

Wonderful blog, considering that most of info 250 focuses on collaboration and being effective. This was a useful blog and learning seven concepts as to why co-teaching approach is essential for both parties. Co-teaching allows both educators to contribute their expertise. There are many ways in which librarians can help with research aside from being confined to building itself, but actually being hands on with students research and knowledgeable of various subject curriculum.  

 

Designing and teaching a course in legal research and writing for master in legal studies students.

Gary Lui

Austin, M. (2014). Designing and teaching a course in legal research and writing for master in legal studies students. Legal Reference Services Quarterly, 33(4), 310–335. doi:10.1080/0270319X.2014.972219

Summary
The question of the Austin (2014) article is not whether Legal Research and Writing should be taught but how it should be taught. Legal Research and Writing is a course not just law students should learn but anyone interested in the law should learn. "More broadly, legal analysis and writing are seen as important skills to develop even at an undergraduate level to achieve a level of legal literacy that is crucial for all citizens" (Austin, 315). The debate about doctrinal versus experimental learning encompass the debate on how a Legal Research and Writing course should be taught. The article leans toward experimental learning. The typical bird units way of teaching Legal Research and Writing in Law schools is to not give feedback on what the students submit on the one final exam which makes up the whole grade for the course. Experimental learning requires professors give greater amounts of feedback but also more effective feedback on what the students' submit. The Austin article also discusses adult learning theory. Adult learning theory should be a method of improving legal education because the theory encourages the teacher to move away from a typical teacher-student hierarchical relationship to a relationship where the teacher and students are more equals by asking about the students' past experiences. "Therefore, effective instruction of adult learners requires the teacher to have the confidence to move away from a hierarchical or authoritarian structure in the classroom and create a more communal or collective environment" (320).

Evaluation
I think the experimental learning model is an opportunity for instructors of Legal Research and Writing to include the librarian with expertise in legal research as part of the instructing. Though the Austin article does not mention directly that the librarian will be included in the instruction of a course in Legal Research and Writing, I am including this article in the blog because the author of the article in actually a Law Library Fellow and Adjunct Professor with the Daniel F. Cracchiolo Law Library at The University of Arizona James E. Rogers College of Law. The author of this article also taught the Legal Research and Writing course for Master's of Legal Studies students at The University of Arizona James E. Rogers College of Law. I think most Legal Research and Writing courses will not be taught by someone with background in Library Science but definitely someone with legal training, which is why I think librarians should be included directly in the instruction of the Legal Research and Writing course.

New Technologies and 21st Century Skills

Boyer, Allison

IL

New technologies and21st century skills. (2016). Retreived from http://newtech.coe.uh.edu/

Summary: This website is part of an ongoing project by the Laboratory for Innovative Technology in Education.  This site provides an explanation of what it means to be literate in the 21st Century, what skills are considered 21st Century, as well as an ongoing lists of resources to help teachers understand 21st Century skills and ways to incorporate these skills in the classroom for student development.

Review: I found this website to be quite helpful in understanding 21st Century skills.  Not only does it provide an in-depth explanation of these skills, especially in relation to the education field, but the list of resources is extensive and ever-growing. It’s this aspect that I found most interesting.  This website is part of a project organized and maintained by LITE, and the list of resources will only continue to grow.  Resource include links to outside website, videos, Google Docs, etc.  This website is definitely one to remember.  

A Couple of Articles about Co-teaching

A Couple of Articles about Co-teaching.
Caitlin Wallingford


Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction.

Overview:

        McCallum and Collins examine the ways in which librarians working in different capacities within a library (in this case an academic library, though  their findings are transferable) can effectively aid in co-teaching.   Believing that playing off the strengths of individuals rather that attempting to fit each librarian into an instructional role, the authors looked at the unique collaboration opportunities with a reference librarian and a cataloger.  In looking at this partnership, they also posed the question, "what is the relationship between IL, collection management, and cataloging?"  McCallum and Collins review the historically spotty (though by no means non-existent) relationship between librarians and instruction (inadequate learning opportunities in library school, too little on-the-job training) in an effort to understand the current environment surrounding co-teaching. The results of their study found that teachers and students were overwhelmingly positively impacted by co-teaching experiences, citing greater engagement and an appreciation for in-depth, specific knowledge.  The overall take-away was that librarians must embrace the opportunity to reach out to faculty as well as other librarians, despite any initial discomfort/lack of confidence in teaching skills.  The authors also highlighted how partnerships among reference and cataloging librarians in an instructional format with faculty can greatly enhance collection development success.

  

Citation:

McCallum, C. J., & Collins, B. L. (2011). Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction. Library Collections, Acquisitions, & Technical Services, 35(1), 10–18. http://doi.org/10.1016/j.lcats.2010.12.008

 Co-Teaching Relationships among Librarians and Other Information Professionals

 Overview:
        Shannon and Medaille, like the authors in the previous article, begin by offering a look at the history of librarians and instruction, citing the inadequacy of time given to this topic in library school, and the logistical difficulties of training a staff on the job.  The author differentiate between collaboration and co-teaching, calling teaching a "form of collaboration...[which] allows instructors with different skill sets, knowledge, and perspectives to optomize both learning experience for students and the teaching experience for themselves" (134).  The authors set up and observed a number of workshops where librarians and other IT professionals (most with little to no teaching experience) were asked to co-teach.  Teachers and informational professionals experimented with division of duties, using technology, etc.  Afterwards, students, teachers and the information professionals were asked to rate the experience.  The major benefits described were using different skill sets, teaching to different levels of students in the classroom, and adding energy to the classroom.  A few drawbacks were mentioned, the most significant being that it could get "messy" with more than one person attempting to teach.  Students were overwhelmingly positive about the experience (helping individual students, more information, nice pace), with only one student finding it "sort of distracting" (140).

        

Citation:

Medaille, A., & Shannon, A. W. (2012). Co-Teaching Relationships among Librarians and Other Information Professionals. Collaborative Librarianship, 4(4), 132–148.

Free Technology for Teachers: 100 Practical Ed Tech Tips Videos

Beverly Rupe
IL

Byrne, R. (2015, April 21). Free technology for teachers: 100 practical Ed Tech tips videos [Web log post]. Retrieved from http://www.freetech4teachers.com/2015/04/100-practical-ed-tech-tips-videos.html?m=1

Free Technology for Teachers: 100 Practical Ed Tech Tips Videos

Richard Byrne's blog (http://www.freetech4teachers.com/) is a great resource for teachers and librarians. I seem to always find something personally useful, or useful to someone else at work. This is a link to just one very practical example, but every visit to this blog is always worthwhile. A must-add to any PLN.

Kemper, Haley

CA

Lewis, K., & Loertscher, D. V. (2014). The Possible Is Now. Teacher Librarian, 43(3), 48-52.
(Found on the King Library's LISTA Database)


Article Summary:
This article, printed in Teacher Librarian, and authored by our very own Dr. Loertscher and Kathryn R. Lewis takes a look at how teacher librarians can, and should, be at the center of Common Core teaching throughout all schools. They begin the article by stating that the time is "now" for librarians and libraries to be the common learning spaces for all school levels. Libraries are where students research, read, write, discover new information and technology, and use technology to look at new texts and other information platforms. Within the article, Loertscher and Lewis propose a set of ten initiatives aimed at transforming the library into a school's central resource for CCSS. Alongside these ten initiative, the authors demonstrate examples of how the librarian can work with classroom teachers to better teach students the CCSS. These examples are a wonderful tool that can be used by classroom teachers and school librarians across the United States. 

Evaluation: 
For those unfamiliar with some of the Common Core Standards (like myself), this article provides wonderful information regarding some of the key standards, as well as learning opportunities for teachers, librarians, and students alike. While we have discussed and learned the importance of the library being a meeting grounds and learning center/learning commons, this article outlines ways to go about making it happen, as well as providing constructive ways of collaborating with classroom teachers. 

Jolene Nechiporenko

CO, IL

Ray, M. (2014). Anytime, anywhere learning. School Library Journal, 60(3), 20.


Ray's article is shot but interesting.  "Librarians have a key role in the blended and online learning landscape."

"...it's clear that online teaching and learning are now key skill sets for 21st-century information professions."  Ray goes on to explain blended learning, learning management systems and the benefits of online education. 

"While blended learning might afford access to a library of lass collections of materials, the ease of digital resources makes non-digital resources less compelling."

The author also describes how librarians can curate, collaborate, design, and assist teachers.

Jolene Nechiporenko

CO, IL

Green, L., & Jones, S. (2014). Instructional partners in digital library learning spaces. Knowledge
        quest,42(2), E11-E17. Retrieved from
        http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KQ_MarApr_InstructionalPartners.pdf


ONLINE LEARNIG AND TEACHER-LIBRARIAN COLLABORATION

    This article gives a great general overview of what online learning is in today's world and the concept of teacher librarian collaboration.  It also touches on librarians developing resources as program administrators and information specialists. 

"In contrast, when a school librarian plans, develops, and delivers an online course, he or she is an instructional partner and a teacher from the very beginning of the process to the very end." (2014)

The authors also offer a simplified 'plan' for online instruction.

"Digital library learning spaces offer a dizzying array of options for school librarian to partner and collaborate with students and teachers, promoting student learning across the curriculum like never before."  "...fully online library courses into the school library program will pay off in increased student engagement and achievement."