CO-Collaboration Strategies
School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities.
Cooper, O. O., & Bray, M. (2011). School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities.Techtrends: Linking Research & Practice To Improve Learning, 55(4), 48-55.
The author indicates that the most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist's administrative role than the roles of teacher, instructional partner, and information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges, but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of their schools, and a positive factor in improving student achievement.
The article offer thoughtful avenues for media specialist to become more proactive in these challenging times that they need to demonstrate their work is meaningful, relevant, having a positive impact on instructional programs and on student achievement. With the personnel resources being reduced all around, media specialists should participate within and across districts to collaborate with teacher and administrator to make programs more vibrant and relevant for every student.
Cooper, O. O., & Bray, M. (2011). School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities.Techtrends: Linking Research & Practice To Improve Learning, 55(4), 48-55.
The author indicates that the most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist's administrative role than the roles of teacher, instructional partner, and information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges, but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of their schools, and a positive factor in improving student achievement.
The article offer thoughtful avenues for media specialist to become more proactive in these challenging times that they need to demonstrate their work is meaningful, relevant, having a positive impact on instructional programs and on student achievement. With the personnel resources being reduced all around, media specialists should participate within and across districts to collaborate with teacher and administrator to make programs more vibrant and relevant for every student.
No comments:
Post a Comment