How a moveable space can ignite creativity in the classroom mind shift

Lopez, Carrie

CO

Pfau, P. (2014, November 26). How a moveable space can ignite creativity in the classroom mind shift [Web log post] Retrieved from http://www.blogs.kqed.org/mindshift/2014/11/how-a-moveable-space-can-ignite-creativity-in-the-classroom/?utm_source=feedburner&utm_medium=email&utm_campaign= Feed%3A+kqed%2FnHAK+%28mindshift%29

Article with cool suggestions for creating a moveable space environment in a classroom or library, plausible ideas, too! A really cool way to re-look at classrooms and other learning spaces to make them more welcoming and flexible for different teaching and learning needs.

A Collaborative Journey: The Learning Commons

Stallings, Tayci

CO

KOLOD, L., & UNGAR, B. (2016). A Collaborative Journey The Learning Commons. Teacher Librarian, 43(4), 22-27. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114825284&site=ehost-live&scope=site

The article discusses the collaboration of teachers and librarians in creating a new way to deliver library skills. It cites that integrating technology into the fiber of how teachers and students learn and need to be accomplished on a fixed schedule. It also presents the collaborative efforts to guide the students learn the crossover activities which began in research.

This article has a good example of this particular schools journey.

Adriana Lugo

ET

Stripling, B. (2008) Inquiry-based teaching and learning—The role of the Library Media Specialist. School Library Media Activities Monthly XXV (1). Retrieved from 6/14/2017 /http://www.teachingbooks.net/content/InquiringMindsWantToKnow-Stripling.pdf

Explains inquiry based learning as well as how librarians can collaborate with teachers as well as use it to define their collection and teaching.

Adriana Lugo

CO

Stripling, B. (2008) Inquiry-based teaching and learning—The role of the Library Media Specialist. School Library Media Activities Monthly XXV (1). Retrieved from 6/14/2017 /http://www.teachingbooks.net/content/InquiringMindsWantToKnow-Stripling.pdf

Explains inquiry based learning as well as how librarians can collaborate with teachers as well as use it to define their collection and teaching. It is a very informative article.

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.

Loertscher, D.V. (2014). Collaboration and Coteaching. Teacher Librarian, 42(2),

         8-19.
Summary-This article discusses the importance of a teacher librarian in the classroom and how they can be an integral part to the instruction of students.  The role of the librarian has been changed a great deal.  We have gone from just checking books in and out to being involved directly in instruction. This can be done by collaborating with teachers in classroom instruction, PLCs, and professional development. 

Review- I really liked this article because it is true.  I have been working as a teacher librarian for over 5 years now and I do all of these things.  I work collaboratively with the teachers and staff here at the library.  I also am directly involved in coteaching the classes with the classroom teachers.  This article is timely and relevant.

An Example of Co-Teaching

Mary Fobbs-Guillory

CO

Ainsworth, L. (2016). Teacher and teacher librarian collaborative inquiry. Teacher Librarian, 44(2), pp. 28-31.

This article gives a detailed account of a co-teaching experience between a 5th grade teacher and a teacher librarian in Canada.  The class was studying Inuit culture and the skill of questioning.  The article documents the process of the professionals planning the lesson together and then teaching the class in two groups.  This method is also called Station teaching because the students rotate from being taught by one professional to the next.  The teacher librarian created a short video on challenging vocabulary for students to view ahead of time and posted it to the class blog.  The teachers taught how to ask questions and provided them with question builder frames and rubrics.  They read books, facilitated discussions, and provided artifacts and art prints from the local museum for the students to analyze and develop questions about.

This article gave a very detailed account of the lesson, I felt as though I watched it.  It gave me a full picture of what co-teaching looks like and how fun and powerful it can be.

Co-Teaching: How to Make it Work

Martinez, Evelyn


Peery, A. (n.d.). Co-Teaching: How to Make it Work. Retrieved April 12, 2017, from https://www.cultofpedagogy.com/co-teaching-push-in/

Summary:  This is a good article describing the elements required for successful co-teaching.  The advice offered is basic but offers a good starting point if co-teaching is new to you.

Link to article: https://www.cultofpedagogy.com/co-teaching-push-in/

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.

Co-Teaching without Boxes or Boundaries

Alpers, Jessica

CO-Collaboration

Stein, E. (2017, January 30). Co-teaching without boxes or boundaries. Retrieved from https://www.middleweb.com/33987/co-teaching-without-boxes-or-boundaries/

Summary: The purpose of this blog post is to encourage teachers to “allow their thinking to be stretched and empowered” in the area of co-teaching. The argument is made that two teachers who are “in-synch” with each other will have a wonderful co-teaching experience. The advice Stein gives is to express the expertise of both teachers, make sure to co-plan, create a log, communicate with post-is and email, and be resilient.

Evaluation: What I like about this blog post is that it is concise but gives really good advice about co-teaching. Some educators are afraid of co-teaching, due to the fact that collaboration is required. But two experienced educators can create such a valuable experience for both themselves and their students. The advice Stein gives is easy to follow and helps create a path to success.

A Collaborative Journey: The Learning Commons

Amanda Rude

ET, CO

KOLOD, L. k., & UNGAR, B. b. (2016). A Collaborative Journey The Learning Commons. Teacher Librarian, 43(4), 22-27. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=114825284&site=ehost-live&scope=site

This article takes the reader though one school's Journey from a traditional library to a 21st century learning commons.  Outlined in particular is the planning, research and collaboration that went into the process.  the end product is truly amazing and is an idyllic representation of the the learning commons.

The Flexible "Curriculum" of the Library Learning Commons

Amanda Rude

CO, CA

Loertscher, D. V. (2016). The flexible "curriculum" of the library learning commons Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=113222022&site=ehost-live&scope=site

The article is a proposal for a flexible curriculum that Teacher Librarians can offer for consideration in planning with content area teachers.  The hope is that the proposed LIIITE model will be utilized not only for creating dynamic lessons but also as a demonstration and justification  of the importance of a TL in a LLC setting.  Pretty important model in these days of budget cuts, library closures and layoffs.

Among Colleagues: How Can We Promote Teacher Collaboration?

Hudson, Evelyn

CO

Potvin, A., Lockhart, A., Pouiller, P., Hewitt, K. K., Knuth, D., & LaCour, M. M. (2011, March). Among colleagues: How can we promote teacher collaboration? Educational Leadership, 68(6), 96. Retrieved from http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/How-Can-We-Promote-Teacher-Collaboration%C2%A2.aspx

This article has advice from several teachers about how they collaborate at their school. They share what works for them and offer advice about how others can follow their example.

I liked this article because it shared proven strategies "right from the horse's mouth." I know these collaboration strategies have been tried in a school setting and were proven to be effective. 

Building a Participaory School Culture

1.   LOERTSCHER, D. V., & KOECHLIN, C. (2015). Coteaching and the Learning Commons. Teacher Librarian, 43(2), 12-16.

This article, by Dr. Loertscher, along with his collaborator Carol Koechlin, highlights many of the things we are learning in class about the optimal design of a learning commons, and specifically about co-teaching and collaboration.  It describes ways in which classroom teachers and librarians can co-teach, how that might look in a real setting, and how student learning outcomes can benefit from the practice.  The article also touches on some of the other staples of the high-functioning library learning commons such as Makerspaces, and participation from other specialists.

This article is beneficial in many ways, and for many audiences.  For our class and for others in the library community, it gives a great overview of the foundational principles of a learning commons.  It also provides new ideas and inspiration.  For educators or other stakeholders not familiar with the idea of a library learning commons model, it provides an introduction and shows some ways that this model can be beneficial for student achievement.  I especially appreciated the fact that there is so much to glean from this article.  I expect to refer back to it often.

Beyond The Bird Unit

Felix Davila III
CO
Robins, J. (2005). Beyond the bird unit. Teacher Librarian, 33(2), 8-19. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=19212528&site=ehost-live&scope=site

Robins article is a stellar demonstration of how to complete thorough and strong collaboration between teachers and teacher librarians. While she initiates the article with a detailed examination of constructivist theory and its umbrella topics, she uses the theories to support her advice on collaboration. Robins notes that teachers are the spearhead of the operation, and teacher librarians must realize that it is the teacher lesson plan that is the ultimate goal and journey of the activity and research. The librarian must facilitate and enhance it in order to maximize learning goals. She warns, however, that the amount of work can be of high demand, so she recommends using “asynchronous collaboration” using online tools, messaging apps and the like to bolster communication and combined effort. Robins strongest point, though, lies in her admission that students must have motivation to learn. They must recognize the importance of their work, their research and understand how much is demanded of them. In addition, students must find legitimacy or “rationality” in their work, knowing everything is supported by factual evidence.

The importance of this article, I believe, is supported by the notion that collaboration is key but is rooted in the idea that librarians must encourage students to truly embark on an informational journey. They must accept the prescribed methods that the teacher and teacher librarian have set up for them in order to succeed. But because the librarian is important to this process, just as Rush details, the need to guide and provide the necessary tools for effective self-instruction must be available and provided.

Professional Learning Networks

Felix Davila III
CO
Moreillon, J. (2016). Building your PERSONAL LEARNING NETWORK (PLN): 21st-century school librarians seek self-regulated professional development online. Knowledge Quest, 44(3), 64-69. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=112090464&site=ehost-live&scope=site

Moreillon’s work here is a strong reminder of the necessity of developing a personal learning network. A PLN is essentially a core of resources that allows professionals to communicate or collaborate with others of the same field to expose themselves to new resources, tactics and more. The article provides a listing of ideas that librarians should bookmark for future reference. Moreillon includes discussion boards, Twitter groups or hastags, Facebook groups, webinars and blogs as common resources that can provide endless engagement, workshopping and brainstorming.

What is important to realize is that professional development is not simply located at work through employee meetings or training sessions. With technology, professional development is an every day, every hour phenomenon that can allow professionals a chance to grow and develop. Essentially, librarians should not rule out any outlet where they can connect with fellow librarians. This article motivated me to join a Facebook group of students that have taken INFO 254, which allowed me to not only share and receive ideas, but keep in touch with colleagues without compromising my personal social media (an important factor for those that may be really concerned with privacy).

Teaching Information Literacy Now by Laura Gardner

Alicia Morales

IL

Gardner, L. (2016). Teaching Information Literacy Now. School Library Journal. Retrieved on November 29, 2016 from http://www.slj.com/2016/11/industry-news/teaching-media-literacy-now/#_

Summary:  This article discusses a study from Stanford University whose results indicate that students are not properly prepared to differentiate between fact or fiction while using online resources. This election cycle has taught everyone the value of pointing out "fake news". The author also reflects on her own teaching strategies/lessons and realizes that in a world that is saturated in online news, her methods of teaching students to approach news sources is outdated.

Evaluation:  This article is very timely not just to what everyone is discussion (election news) but also is timely with regards to the relevance of librarians. What I enjoyed about this article was not just the discussion on the terrible consequences "fake news", but I appreciated the strategies that were shared - this article has helped me evaluate my approach to teaching the review of resources. I have found a useful lesson plan in this article.

ET-Project-Based Learning: Rigor and Relevance in High Schools

Emily Ratica

ET

Harada, V. H., Kirio, C., & Yamamoto, S. (2008). Project-based learning: Rigor and relevance in

high schools. (Cover story). Library Media Connection, 26(6), 14-20.

This article provides an excellent introduction to and several examples of Project Based Learning. This practice fits well with the greater implementation of the inquiry process in schools. Students pick projects that extend their understanding and relate to the real world they will soon encounter, and provides them more control over their own learning. During projects, teachers become facilitators who share the educational control with their students instead of simply directing it to them. This articles shows how using projects increases student engagement and encourages students and teachers to move beyond the traditional lecture/note taking model. It also advocates for the increased role of the teacher librarian, as they can "assist the teacher with the process or thinking skills necessary for students to create meaning for themselves. The synergy of working together provides a learning frame that can be a seamless blend" (20).  Project based learning is a perfect example of how educators can better implement 21st century skills that will help students truly be college and career ready.

PBL is best done in an environment of collaboration between teacher and librarian. This article makes what feels like a complicated task, managable. The examples are thorough and doable without having a huge amount of training or experience using PBL. After reading it, I am excited to share it with my colleagues and see what projects we can work on together with our students.

CO- Co-Teaching in Science and Mathematics

St Clair, Deb

CO

Moorhead, T., & Grillo, K. (2013). Celebrating the reality of inclusive STEM

    education: Co-teaching in science and mathematics. TEACHING Exceptional

    Children, 45(4), 50-57. Retrieved from

Summary:  Co-teaching is described in detail in this article.  It is presented as a model to create a classroom that provides inclusion for Special Education students with having a General Education teacher and a Special Education teacher co-teach.

This article provides a very in-depth description of co-teaching.  There are numerous examples of how two teachers can co-teach, with an emphasis on “station teaching”.  The article provides examples that could be used immediately in a classroom.

Piloting the Learning Commons

Mierop, Kerrie

ET
CO

Murray, E.E. (2015). Piloting the Learning Commons. Teacher Librarian, 43(1), 18-24. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/detail/detail?vid=24&sid=ac21877e-e1ab-451a-9391-8dbe1add6c75%40sessionmgr4003&hid=4114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=110469425&db=lih

Summary: This article discusses the change of an old fashion school library to a learning commons. The article also discusses the collaboration between the education staff and the teacher-librarian.  The change starts with creating an environment that included the update of furniture, materials, and technology. The next step was the setup of the collaboration between the teacher librarian and the teachers. The articles explored how the setting up of the new collaborative was challenging but using the Schoology learning management system in the collaboration process helped this process through the school year. The authors talked about the complexity of the first couple of years, but the rewards and payoffs for the staff, teachers, librarians, and students has been great.

Review: The article explains the challenges that a school librarian will face when creating a learning commons and incorporating collaborative working units between the teachers and teacher librarians. This article will help teacher librarians who are slowly making the change from the typical school library to a learning commons where the teacher librarian and the teachers collaborate together for the benefit of the students.