Week 4

Collaboration Theory into Practice

 

Farwell, S. (1998). Successful Models for Collaborative Planning. Knowledge Quest, 26(2), January/February, 24-30.

“To encourage team planning among grade-level teachers and to provide a substantial time block for planning between the library media specialist and teachers, the principal offered to provide substitutes using funds from the school’s budget (25)”.

I found the above quotation from, “Successful Models for Collaborative Planning” shocking, particularly the part that read: “school district’s budget”.  Naturally, I assumed that the monies for substitute teachers needed for this project would come from the grant.  Then, I read the date of the particular publication and realized that in 1998 the economy was still booming.  We were told not to ask for substitutes a few years ago and collaboration and project work time was severely cut.  Current conditions got me thinking about the ways in which it will be possible for successful collaboration to occur in our current economic conditions.  The only way to overcome this obstacle is to be flexible and strive to work in a way that offers the best education possible for students when collaboration time is not allotted in the budget.

As I read on in the article, I examined the levels of learning constantly thinking of the way each level can be achieved on today’s budget. Level one is easily achievable, however, totally impractical.  Students cannot learn research skills out of context.  Isolated research skills are totally uninteresting and inappropriate for K-8 students.  Level two seems like more of a support level rather than a collaborative model that encourages true communication with the media specialist.   Level three begins to shows a true collaborative effort with very little time for planning and discussion.  At this level, however, the media specialist is allowed to work within the realm of the lesson plan and no additional funding is needed to further this level of collaboration.  At level four is a more pure form of collaboration where both media specialist and the teacher shape the lesson together.  Level four, however, requires time and discretionary budget that many schools no longer have.

As I read about the schools featured in this article, I continually wondered if this type of collaboration is possible in Michigan’s public schools today.  In the conclusion of the article Farewell writes, “the most promising formula for successful information literacy instruction is a combination of energetic, knowledgeable…media specialist…a principal who understands change, how to manage both staff and budgets, and the advantages and needs of intergraded resource-based instructional program; and a system for providing regular planning time during the school day” (p.30).  I believe that there are a plethora of media specialist that fit this description and that principals understand the need for solid collaboration.  Yet, I fear that with ever-shrinking school budgets in Michigan these programs will not be implemented to serve the needs of our students at the level that true collaboration allows teachers and media specialist to achieve.

Week 4

Collaboration Theory into Practice

 Abilock, D. (Ed.). (2002). Ten Attributes of Collaborative Leaders. Knowledge Quest, 21(2), November/December, 8-10.

“You will be able to involve teachers in information literacy when you learn to inspire them with a vision of what students might achieve when teachers and librarians collaborate.” (Abilock, 2002, p.8)

Collaboration is more than working together to generate great lesson plans; it is becoming a team.  This article illuminated ten ways to collaborate as a team in order to increase access to knowledge to all students.  Abilock points out that there are specific behaviors that librarians should engage in to ease the pressure on teachers and to improve curriculum. 

There are several ideas that resonated with me in this article particularly because I currently work in a highly effective collaborative team.  The article called out the way my colleague and I function and gave what we do a particular heading and a summary of how the collaboration occurs.  The twist however was that the article was written for librarians which will help me as I move from the role of classroom teacher to that of librarian.

The first point that stands out in this article is in point tip number two, “live what you value each day” (p.8) Abilock presents the idea that students will do as they see the adults in their lives do.  I have found this to be true.  This week as I sat with students to set semester two goals, I showed them annotation on my assignments for grad school.  Then I noticed that some of them who had reading comprehension goals were grabbing sticky-notes to make their own annotations.  A librarian that reads a lot is able to recommend texts will propel students not just towards the material but also into a love of finding the materials.  A second adult in the classroom expands the opportunity for students to see role models who love learning and learn the techniques the adults use to engage in learning.  

Next the article goes on to remind us to listen, use “we” and mediated language, seek understanding of the problem and as a partner gently promote improvement.  As the school librarian, I will have the advantage of working with all of the teachers in the school.  Therefore, I will be able expand my knowledge of teaching techniques.  As the partner in the library, I will then be able to help students of diverse backgrounds and needs when the classroom teacher needs to focus on whole class instruction or has difficulty working with an exceptionally difficult student. 

Finally, the article ends with a reminder to value the gift of collaboration.  She stresses the importance of, “celebrating moments of genuine victory” (p.10).  Beyond the celebration the connection to a coworker is essential for teachers to feel good about what they are doing and a preventative measure against teacher burnout and is the spark of inspiration for continual improvement. 

             

21st Century Learners BONUS!

Kumasi, K. (2010, November 02). Cultural Inquiry: A Framework for Engaging Youth of Color in the Library | The Journal of Research on Libraries and Young Adults. The Journal of Research on Libraries and Young Adults. Retrieved January 25, 2011.

“Critics of the mainstream colorblind approach to teaching and learning argue that it simply masks the fact that whiteness is the primary cultural frame of reference from which most learning begins… As a result, students of color often find themselves lost, disengaged, or having to reinsert their cultural background into the learning situation in order to connect with the material and create personal meaning.”  This statement really got me thinking about my experience working in a highly diverse school system.  Our school strives to represent all ethnic backgrounds by giving students choice as they work in book clubs.  The result, though, is a lot of books about Asian-Americans, new immigrants (mostly from Asia), Jewish and few books about Africans and Caribbean Islanders.  I hadn’t really thought about this before but we have inadvertently removed a very large population of students, both black and white Christian students.  The statements made me examine the curriculum which I currently work with and wonder if we need to take a critical look at the titles in our collection to be more inclusive so that the books we offer in the classroom more closely represent the population in the classroom.  It is my belief that students build a love for reading when they are exposed to books that have characters that they can relate to. 

The book club framing and questions addressed in this article are on point and are important to keep in mind when running a book club.  The question in my mind then becomes which books should be offered both in the school curriculum and as extra curricular activities to best reach African-American teens?  Do books need to feature characters that are supposed to be lead the reader to know that the character is African-American in order to move the book club forward?  How do adults guide students of all races to books that feature characters from a variety of backgrounds?

Currently, the books in the curriculum at my school that have African or Caribbean characters are The Cay and The Captive neither title reflects today’s African-American experience. Where then do we go as educators to bring a balance into the curriculum and spark a love for reading to the point where they want to join a book club?

             Please use the comment section to express your option, share experiences or give title suggestions. 

Role of the Library Media Specialist reading #2

Callison, D. and Preddy, L. (2006). Foundations of the Library Media Specialist’s Role. The blue book on information age inquiry, instruction, and literacy (pp. 135-150). Westport, Conn: Libraries Unlimited.

            In Mr. Callison’s chapter he points to several important factors that schools and librarians should be cognizant of in order to run a successful program.  First, he focuses on the media specialist’s self-perception.  Next, he goes on to define the instructional role of media specialists as well as the role that communication and collaboration play in the field.  Finally, he closes with some best practice information and tips for success.

            Callison begins by asserting that media specialist often perceives their role as a support role rather than as a teacher.  This statement should be untrue, at least in Michigan, where media specialists are recognized by the Michigan Education Association as teachers and receive the same contract as teachers.  Callison’s assertion however reminds media specialists that self-perception is the true key to success.  A media specialist should therefore believe the truth-of-the-matter which is that he or she is a powerful instructor. 

He sends a reminder that positive attitude along with high ability will create instructional actions for student achievement.  This is an obvious statement but is also a reminder that economic conditions give administrators the notion that money can be saved by making cuts to the media center.  Cuts to the media center, however, effect all students in the school in a negative way and do not support adequate yearly progress. Obviously, the media specialist must keep a positive attitude but moreover he or she must continue his or her education so that the school sees him or her as the biggest asset in the media center.

            As Callison defines the role of the media specialist he states that, “the library media professional would conduct in-service media training for teacher and develop learning programs that would assist all individuals in access to and use of materials found in the school’s collection” (138).   His concept is extremely logical, yet, not always implemented when school districts separate media professionals from technology staff.  When a district draws this distinction, they are making an illogical choice.  A media specialist has the teaching credentials that it takes to conduct trainings; an IT person does not.  It is therefore logical to employ the media specialist’s talents.

            Next, the chapter goes onto explain the definitions of instructional roles that the media specialist needs to take on.  On page 140 he shares a list from Kay Vandregrift, professor at Rutgers. This list is very comprehensive but quite idealistic.  If the media specialist participates in all of the stated activities when will the media center be open?  It seems like the answer to that question is: not enough.  The collaboration piece, however, is dead on.  Media professionals should have an innate love of investigation.  There is no better way to learn about a variety of topic and see a variety of teaching styles than to collaborate will as many teachers as possible.

            Finally, he closes with some important information about how to have a successful career.  To summarize his points, he emphasizes that media specialists should communicate with the principal allowing him or her to understand why collaboration is so important.  In other words, the media specialist should be a self-advocate.  In addition, Callison makes it clear that media specialist should continue to seek information and strategies to engage learners be it the students, teachers or the administration. 

Week 2: The Role of the School Librarian

Oberg, D. (September 30, 2009). Libraries in Schools: Essential Contexts for Studying Organizational Change and Culture. Library Trends, 58, 1, 9-25.

          As I read though week one’s assigned readings, annotating and highlighting along the way, I noticed that my annotations started to burn up the margins during a particular reading.  “Libraries in Schools: Essential Contexts for Studying Organizational Change and Culture,” by Dianne Oberg was the article that I found the most compelling and had me responding out loud to her assertions.    Therefore I have decided to blog my thoughts relating to this article.

On page 11 of her article Oberg states, “research has shown that an integrated school library program, appropriately resourced and staffed, can contribute improved student achievement.”  Schools around the country are facing cuts, Michigan being hit very hard by this latest economic downturn has “extras” cut from schools across the state.  What concerns me is, in many districts, school see the media center staff as an, “extra”.  As our district started to eliminate jobs, one full-time middle school media specialist was not replaced after retirement.   This leaves our school’s media specialist to drive between the district’s two media centers to run programming and keep the center open while the paraprofessional has her scheduled breaks.  It seems apparent then that the well-staffed portion of the statement cannot reasonably be fulfilled and should be cause for concern for teachers and the principal.  Moreover, it would be a huge asset for the government to invest in school media centers as an essential part of school funding rather than only allowing media centers to obtain their budget though the general fund. 

Oberg’s opinion differs from mine as she asserts that the “conservatism of the teaching profession is what attracts individuals to the profession” (12).     I take issue with this statement and her reasoning.  She states, “factors tend to attract individuals who found their own schooling a rewarding experience and who are not likely to see the need for changes in the schools or to invest the time and energy needed to make any major change in schools.”  In my opinion, this statement follows faulty logic.  My colleagues and I strive to give quality experiences to our students that are more organized and student centered than schooling was for us.  We use new teaching models and are not afraid to drastically change lesson plans when we think we can do something better, we get bored of doing things the same way or our kids need a different approach. Perhaps my retort is only antidotal well Oberg’s assertion is too broad. 

In addition, a person who found their own school experience rewarding may have experienced a lot of teachers who used best practices to make the experience pleasant.  It should then follow that individuals who were the most immersed in classes where teachers used best practices and innovate strategies, have the broadest knowledge of how to combine those practices to make school more rewarding for the next generation of learners.

In her next statement on page 12, Oberg highlights an interesting problem in teaching.  In summary, she states that teachers are given full responsibilities and then not given time for proper mentorship or collaboration.  In some school districts this is a very harsh reality.  I believe that it makes it difficult for districts to retain newer teachers and for seasoned teachers to expand and create the change they need to create to keep up with the culture of the school.

 Near the end, Oberg gives us some hope when she sites the work by Hay et. al. stating that, “the teacher-librarian improved the quality of teaching and learning through in-serving staff, through cooperative planning and teaching, and through collection development” (18).  In my experience, this is the truth.  When our school’s media specialist collaborates with me on a project, the students create work that is of higher quality then when I teach them alone.  When she teaches the students I learn from her and am able to improve my lesson plans.  By including her in my planning she is better able to develop her collection as she works with the kids, getting to know the ever changing culture of our school.  As the next group of media specialists enters the field, a strong desire to collaborate will improve schools, teaching and learning.