A.+1.4+Final

Mandy Dempsey Jordan Carrion LS 5443 Mini-Case Study—A.1.4 One of the single most important positions in a school is the school librarian.  According to the American Association of School Librarians, “The school library media specialist has the opportunity to be the essential member of the instructional team in each school” (Empowering Learners, pg. 7). The most effective, beneficial method for becoming an essential member of the instructional team is through the use of classroom-library collaboration. Collaboration can be described simply as “people working together” (McGregor 200); however, in a school environment, I believe a more complete definition is required such as the one given by Moreillon. This definition of classroom-library collaboration begins with forming partnerships and ends with the planning, implementation, and assessment stages of teaching (4). Students, teachers, librarians, and administrators all benefit from the collaboration between the classroom and library. Effective classroom-library collaboration benefits students in a variety of ways. Students are challenged to find and use information through well-written lesson plans taught or co-taught by the librarian. Students are required to seek out the answers to their own questions even in an “information age” that changes on a daily basis (Judy). Collaboration helps them formulate connections between subject areas and across various aspects of the curriculum. For example, if an elementary art teacher teaches her class about some of the basic techniques used by many artists, the teacher-librarian could set aside and conduct booktalks about picture books that use the same kind of techniques (Tracy). Collaborative lessons on note taking strategies, avoiding plagiarizing (Karen), evaluating online information, and using a variety of technology tools are valuable in all subject areas and grade levels (Sherri). // Some of the most memorable and valued collaborative lessons are the ones that can be applied in more places than just the library. Learners appreciate and value knowledge and information that can be applied in their daily lives and is also practical for any continuing education they may pursue. Collaboration between a librarian and a classroom teacher is an ideal time to develop these types of lessons that will remain relevant to the students throughout their lives. //Collaboration also creates opportunities for individualized and small group instruction. An obvious benefit of this type of collaboration is that “students are working with two teachers instead of one” (Peggy). This method of collaboration “lowers student-to-teacher ratio” thus allowing for differentiated instruction based on the students’ needs rather than the needs of the entire class (Moreillon p. 9). A smaller student-to-teacher ratio also allows for more accurate and effective assessment of student learning which can then be translated into future lessons that are more appropriate for those individual students.  School librarians also benefit from the classroom-library collaboration. By being involved in student learning, librarians can feel a sense of accomplishment as well as feel as if they are an important team member of the learning environment. According to McGregor, “by collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement” (201). Through collaboration, librarians have the opportunity to “integrate information literacy skills into all subject areas of school curriculum” (Zmuda 37). By forging partnerships, librarians may reap the biggest reward because “all constituents are working together toward a common goal- the improvement of learning: (Zmuda 39). // Administrators are another group of people in the school system that benefit from classroom-library collaboration. Teacher-librarians can serve as a primary resource of curriculum development and implementation for teachers and administrators. Collaboration between departments and subject areas can be challenging but successful because administrators can use the teacher-librarian to not only initiate cross-curricular collaboration, but also to expand it throughout the school. School administrators also benefit from having a specialist that has the knowledge to provide professional development to the entire staff. Especially in areas such as technology, where teachers have a broad range of experiences in integrating technology tools in their classroom, having a staff member on-campus that can provide learning to teachers and other staff members is a valuable resource. //
 * Introduction **
 * Benefits to Students **
 * Benefits to Teachers **Participating in an effective, classroom-library collaboration benefits not only the students, but the teachers as well. All aspects of teaching (planning, implementing, assessing, and reflecting) are improved when collaboration takes place.  As one teacher puts it, “I have more time planning, and lots more ideas as we feed off of each other” (Peggy). Another teacher adds that because of collaboration, she is able to take the curriculum to a deeper level which enables her students to learn how to find answers on their own (Judy). “Planned collaboration improves teaching and learning” (Schultz-Jones 22) as seen through “better and more informed projects” (Tracy). I believe that collaboration gives educators the opportunity to expand instruction so that authentic learning can and will take place.  “Through collaborative teaching, educators develop common language, a common set of practices, and channels for communication that can increase student learning and help the entire school community better serve the academic and social needs of students and families” (Moreillon 6). To me, creating this type of learning environment described by Moreillon above should be the goal of everyone working in the school. I believe through collaboration, teachers can work smarter to enhance their students’ learning experiences. Collaboration will enable all teachers who embrace it the advantage of exploring new ideas, new instructional methods, new technologies and multimedia representations to better serve the needs of every student.
 * Benefits to School Librarians **
 * Benefits to Administrators **

The administrator’s view of a teacher-librarian is someone who “create(s) and organize(s) programs that benefit the entire school.” “They offer specialized support in all curriculum areas and for all aspects of the school community including students, teachers, administrators, support staff, and parents (Zmuda and Harada p. 24).” They help administrators by providing a resource for parents in “providing and accessing information” as well as by providing administrators with knowledge about the assessment and direction of student learning (Zmuda and Harada pg. 25).     Works Cited

AASL. //Empowering Learners: Guidelines for School Library Media Programs//. Chicago: American Association for School Librarians, 2009. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">"3rd-Grade Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> rade_Teacher>.

"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">>.

"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">>.

"High School Student Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">.>

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. < <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> rgarten_Teacher>.

McGregor, Joy. “Collaboration and Leadership.” //Curriculum Connections Through the// //Library (2003)//: 119-219. Print.

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension:// //Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.

Schultz-Jones, Barbara. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 (2009): 20-25. //Academic Search Complete.// Web. 17 Sept. 2009.

Zmuda, Allison, and Violet H. Harada. “The Learning Specialist: Clarifying the Role of Library Media Specialists.” //Librarians as Learning Specialists: Meeting the// //Learning Imperative for the 21st Century// (2008): 23-43. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">