CO-Collaboration Strategies
Transforming Collaboration.
Jones, S. A., & GREEN, L. (2012). Transforming Collaboration. Teacher Librarian, 40(2), 26-31.
The article discusses benefits of collaborative partnerships to school librarians that are associated to the physical schedule of classroom teacher. It is stated that using open-source Web 2.0 technologies in developing online learning, librarians can harness the power of virtual collaboration to impact student learning anytime, anywhere. Online learning is defined by International Association for K-12 Online Learning as education in which instruction and content are delivered over the Internet and does not include print-based correspondence education, broadcast television and stand-alone educational software programs. The author discusses online learning providing librarians with collaborative ways to infuse information literacy within K-12 curriculum.
The authors propose that school librarians participate in virtual collaboration with teachers through the design, development, and employment of online learning units. These units incorporate multiple lessons that extend learning through technology-rich experiences not available in f2f interactions with an array of multimedia tools in a myriad of ways. An advantage is that online learning allows the librarian to deliver critical instruction despite the lack of f2f time during the school day. Even if the librarian is not available, students can still access the instruction. The online units are not constrained either by the library’s physical space or the presence or absence of staff. Also there is equitable voice given to the student population. The teacher librarian might not be present at the actual time of instruction, but in a collaborative technology, could be present alongside the teacher at other times during the school day. Below is a graph of the Independent Unit presented in the article.
Jones, S. A., & GREEN, L. (2012). Transforming Collaboration. Teacher Librarian, 40(2), 26-31.
The article discusses benefits of collaborative partnerships to school librarians that are associated to the physical schedule of classroom teacher. It is stated that using open-source Web 2.0 technologies in developing online learning, librarians can harness the power of virtual collaboration to impact student learning anytime, anywhere. Online learning is defined by International Association for K-12 Online Learning as education in which instruction and content are delivered over the Internet and does not include print-based correspondence education, broadcast television and stand-alone educational software programs. The author discusses online learning providing librarians with collaborative ways to infuse information literacy within K-12 curriculum.
The authors propose that school librarians participate in virtual collaboration with teachers through the design, development, and employment of online learning units. These units incorporate multiple lessons that extend learning through technology-rich experiences not available in f2f interactions with an array of multimedia tools in a myriad of ways. An advantage is that online learning allows the librarian to deliver critical instruction despite the lack of f2f time during the school day. Even if the librarian is not available, students can still access the instruction. The online units are not constrained either by the library’s physical space or the presence or absence of staff. Also there is equitable voice given to the student population. The teacher librarian might not be present at the actual time of instruction, but in a collaborative technology, could be present alongside the teacher at other times during the school day. Below is a graph of the Independent Unit presented in the article.
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