Campbell, Margaret
Ridley, M. (2010). When ideas have sex. Proceedings of TED Global 2010. Retrieved from http://www.youtube.com/watch?v=OLHh9E5ilZ4
Summary
After reading about the unwillingness of some teachers to spend time with librarians in order to design lessons that incorporate 21st Century learning standards, I realized that the problem is very similar to the different groups of chimpanzees described in Ridley's TED Talk. The problem with groups of chimpanzees keeping out of each other's way is that they cannot reap the collective benefits of comparative advantage. It seems that, in many areas, even modern humans have not yet come to realize the evolutionary leap that comparative advantage provides.
Evaluation
Ridley describes it like this:
1) Exchange (of talents, expertise) creates a momentum that creates more development of talents and expertise, that in turn, creates a momentum for more exchange...if there is the investment in and valuation for exchange to begin with.
2) When we work for each other, we are able to draw upon the benefits of specialization.
3) Through sharing specializations, we have, as a society, created the ability to do things that we do not even understand... to go beyond individual capabilities.
4) Individual intelligence has little relevance...what is relevant is how well individuals collaborate... we are at a point where our contribution is as "nodes in the network" of a collective brain.
Tuesday, October 9, 2012
Case Study: Teacher/Librarian Collaboration (3rd-5th Grades)
Campbell, Margaret
Montiel-Overall, P. (2010). Further understanding of collaboration: A case study of how it works with teachers and librarians. School Libraries Worldwide, 16(2), 31-54.
Below is my review of the article, and below my review, is Katherine Halpern"s review from 4/24/11.
__________________________
Katherine Halpern's Review (4-24-11)
Montiel-Overall begins by explaining that even though school librarians recognize that collaborating with teachers is one of the central tenets of their job description, teachers do not yet seem to recognize this new role for school librarians. Teachers also do not have much experience with the type of 21st-century collaboration that teacher librarians want to engage in. Montiel-Overall conducted a study about teacher-librarian collaboration and its effect on science informational literacy among Latino 3rd, 4th, and 5th graders. A team of experts planned workshops for their teachers and librarians that were “designed to improve instruction through teacher and librarian collaboration” (p. 34).
The model the experts used was the TLC model which discusses collaboration on all levels from low (coordinating schedules) to high (integrating library instruction into the teaching of the subject material). At the start of the study, the teachers generally did not understand what the role of the school librarian was or what collaboration between a teacher and librarian could look like.
Three key factors for success were: coming up with a common goal; building relationships with the other collaborators; and overcoming differences in working styles. For instance, the librarians in the study were very comfortable working in a group situation with no clear leader, whereas the teachers generally preferred to work with a clear plan and designated leader. Using the TLC Model for Collaboration, the researchers studied the level of collaboration attained by the teachers and librarians. Though it was much easier for them to attain low-level collaboration (such as scheduling or sharing responsibilties), eventually the groups (with much difficulty) did succeed in created an integrated lesson.
A major takeaway from the study was that teachers generally do not understand what librarians do and do not understand many of the terms (like integrated instruction or information literacy) used by librarians. The researchers suggest that librarians must take it upon themselves to educate their peers and build the relationships necessary to engage in true collaboration. -- Katherine Halpern, 4/24/11
Montiel-Overall, P. (2010). Further understanding of collaboration: A case study of how it works with teachers and librarians. School Libraries Worldwide, 16(2), 31-54.
Below is my review of the article, and below my review, is Katherine Halpern"s review from 4/24/11.
This article has significant ramifications for librarians seeking to collaborate with teacher/educators in a school system. Although the study was conducted in the 2007-2008 academic year, and more educators and school administrators may now be familiar with collaborative processes and the idea of including librarians in curricula design, it is a warning that schools may not be enthusiastic about spending time on collaborations that involve the school librarian. Librarians are generally perceived to be outside the teacher-principal relationship.
The stated goal of this study to was to "gain insight into collaboration among teachers/educators and librarians and to examine teachers'/educators' understanding of teacher and librarian collaboration…" (p. 35).
Several factors affected the successful and less successful attempts at collaboration. Relationship building and becoming comfortable with others in the group was essential for sharing ideas. Cultural differences required long deliberations to work out. Preconceptions about "roles" of teachers and "roles" of librarians interfered with the progression of meetings and projects. Administrative concerns involving time, scope, and interference with keeping to dictated local, state, and federal standards, limited teachers' willingness to collaborate on new ideas with librarians. Unfamiliarity with the idea of collaboration, collaborative tools, and collaborative processes resulted in time having to be spend educating participants about the basic idea and its benefits.
Collaboration is perceived as having a payoff of more ideas, but, in practice, is extremely difficult, with a large cost in time and "pain."
However, one interesting finding is that the space for collaboration is important—the environment is important for collaborative success. This ties in with some of the other readings I have found related to collaboration, including the Steve Johnson TED Talk "Where Good Ideas Come From" http://www.ted.com/talks/lang/en/steven_johnson_where_good_ideas_come_from.html that was noted by Jennifer Gulassa on 10/31/10 and the Matt Ridley TED Talk "When Ideas Have Sex" http://www.youtube.com/watch?v=OLHh9E5ilZ4 (see my blog post on Matt Ridley's TED Talk).
However, one interesting finding is that the space for collaboration is important—the environment is important for collaborative success. This ties in with some of the other readings I have found related to collaboration, including the Steve Johnson TED Talk "Where Good Ideas Come From" http://www.ted.com/talks/lang/en/steven_johnson_where_good_ideas_come_from.html that was noted by Jennifer Gulassa on 10/31/10 and the Matt Ridley TED Talk "When Ideas Have Sex" http://www.youtube.com/watch?v=OLHh9E5ilZ4 (see my blog post on Matt Ridley's TED Talk).
This study shows that during the 2007-2008 academic year, the role of librarians as collaborators was not well understood by teachers and that teachers do not value adding skills taught by librarians (citing sources, understanding a research process) into the curriculum. The article also mentions a study by the MetLife Foundation (2010) on collaboration in schools that reports interest by teachers about collaboration with each other and with principals. However, the 131-page report does not mention librarians at all.
__________________________
Katherine Halpern's Review (4-24-11)
Montiel-Overall begins by explaining that even though school librarians recognize that collaborating with teachers is one of the central tenets of their job description, teachers do not yet seem to recognize this new role for school librarians. Teachers also do not have much experience with the type of 21st-century collaboration that teacher librarians want to engage in. Montiel-Overall conducted a study about teacher-librarian collaboration and its effect on science informational literacy among Latino 3rd, 4th, and 5th graders. A team of experts planned workshops for their teachers and librarians that were “designed to improve instruction through teacher and librarian collaboration” (p. 34).
The model the experts used was the TLC model which discusses collaboration on all levels from low (coordinating schedules) to high (integrating library instruction into the teaching of the subject material). At the start of the study, the teachers generally did not understand what the role of the school librarian was or what collaboration between a teacher and librarian could look like.
Three key factors for success were: coming up with a common goal; building relationships with the other collaborators; and overcoming differences in working styles. For instance, the librarians in the study were very comfortable working in a group situation with no clear leader, whereas the teachers generally preferred to work with a clear plan and designated leader. Using the TLC Model for Collaboration, the researchers studied the level of collaboration attained by the teachers and librarians. Though it was much easier for them to attain low-level collaboration (such as scheduling or sharing responsibilties), eventually the groups (with much difficulty) did succeed in created an integrated lesson.
A major takeaway from the study was that teachers generally do not understand what librarians do and do not understand many of the terms (like integrated instruction or information literacy) used by librarians. The researchers suggest that librarians must take it upon themselves to educate their peers and build the relationships necessary to engage in true collaboration. -- Katherine Halpern, 4/24/11
Tuesday, October 2, 2012
Communication "TImes are a changing"
Frederick, Lauren
Education "The times are a
changing". Retrieved October 2, 2012. http://youtu.be/wuyrP_HhWEg
This is just an interesting photo heavy
video that looks at the progression of student communication and classroom
settings from the past to the future.
Reading Workshops with a Teacher-Librarian
Frederick, Lauren
Beard, T. M., & Antrim, P. (2010).
Reading Workshops are Most Effective with a Teacher-Librarian. Teacher
Librarian, 37(5), 24-29.
Reading workshops are important to help promote a love of reading as well as the skills needed for future success. I think that this is a good article to help demonstrate that and how a teacher-librarian can collaborate successfully with a teacher.
Monday, October 1, 2012
Why Collaboration?
Guerrero, Hilda
Emerging trends in education: collaborative tools and education. retrieved October 2012. http://www.youtube.com/watch?v=QuBfb7nxkQo
This seven minute video gives an overview of collaboration and its benefits in the 21st century.
Emerging trends in education: collaborative tools and education. retrieved October 2012. http://www.youtube.com/watch?v=QuBfb7nxkQo
This seven minute video gives an overview of collaboration and its benefits in the 21st century.
Lesson Study
Guerrero, Hilda
Bilyeu, L. (2009). Teachers and librarians collaborate in lesson study. Knowledge Quest ,38 (2), 14-19.
Lesson Study is a method common in Japanese schools that has been adopted by teachers and librarians who would like to improve their teaching skills as well as student achievement. During this lesson study, a group of teachers are " released" for the day in order to attend a sort of workshop where they meet with other teachers and librarians. The teachers then come up with up with a lesson plan and teach it in the classroom. Other teachers and librarians observe and take objective notes on the teaching method as well as student reactions and participation. The teachers then receive feedback from colleagues and are able to reteach with improvements. This method really encourages collaboration between librarians and teachers and it has shown positive results. It does require a budget because substitute teachers must be brought in due to the fact that teachers use a portion of the day creating a lesson plan. What do you all think?
Bilyeu, L. (2009). Teachers and librarians collaborate in lesson study. Knowledge Quest ,38 (2), 14-19.
Lesson Study is a method common in Japanese schools that has been adopted by teachers and librarians who would like to improve their teaching skills as well as student achievement. During this lesson study, a group of teachers are " released" for the day in order to attend a sort of workshop where they meet with other teachers and librarians. The teachers then come up with up with a lesson plan and teach it in the classroom. Other teachers and librarians observe and take objective notes on the teaching method as well as student reactions and participation. The teachers then receive feedback from colleagues and are able to reteach with improvements. This method really encourages collaboration between librarians and teachers and it has shown positive results. It does require a budget because substitute teachers must be brought in due to the fact that teachers use a portion of the day creating a lesson plan. What do you all think?
Teaching and Learning with Online Wikis
Mackey, Allison
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with
wikis. Beyond the Comfort Zone. Paper presented at The 21st ASCILITE Conference, Perth,
5-8 December, Perth, Australia, 5-8 December (pp. 95-104). Retrieved from http://dro.deakin.edu.au/eserv/DU:30005482/zhou-teachingandlearning-2004.pdf
Summary: This article outlines the collaborative use of online wikis, websites which can be edited by everyone. Examples of successful wiki projects are given to demonstrate the functionality of this kind of collaborative tool. The articles hows how wikis are especially useful in online learning environments, because they can help overcome barriers created by distance and the lack of face-to-face interaction.
Evaluation: The article is a very good description of wikis, and even people who have used wikis may benefit from reading it, because it does outline some uses of wikis that may be new. One example of this is using wikis as an icebreaker tool. The authors describe another use of a wiki that I hadn't heard of-- in place of an online discussion forum, which is often lacking in student activity. This paper shows how wikis can bring together people in places all over the world to create a single, collaborative space for writing and piecing together a document. Even hundreds of people can be involved in one project--amazing!
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with
wikis. Beyond the Comfort Zone. Paper presented at The 21st ASCILITE Conference, Perth,
5-8 December, Perth, Australia, 5-8 December (pp. 95-104). Retrieved from http://dro.deakin.edu.au/eserv/DU:30005482/zhou-teachingandlearning-2004.pdf
Summary: This article outlines the collaborative use of online wikis, websites which can be edited by everyone. Examples of successful wiki projects are given to demonstrate the functionality of this kind of collaborative tool. The articles hows how wikis are especially useful in online learning environments, because they can help overcome barriers created by distance and the lack of face-to-face interaction.
Evaluation: The article is a very good description of wikis, and even people who have used wikis may benefit from reading it, because it does outline some uses of wikis that may be new. One example of this is using wikis as an icebreaker tool. The authors describe another use of a wiki that I hadn't heard of-- in place of an online discussion forum, which is often lacking in student activity. This paper shows how wikis can bring together people in places all over the world to create a single, collaborative space for writing and piecing together a document. Even hundreds of people can be involved in one project--amazing!
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