T-chart

=T-Chart for Classroom-Library Collaboration Mini-Case Study=
 * A. 1.4. Prewriting: T-Chart for Benefits of Classroom-Library Collaboration to Students and Classroom Teachers**

Elvira Garcia's Contributions

Dámaris Thorn's Contributions
for more planning and that more ideas could be generated (Kindergarten Teacher). || (McGregor 206). || "Collaboration describes //how// people work together rather than //what// they do. It is a dynamic, interactive process among equal partners who strive together to reach excellence" (Moreillon 4). || Dámaris' ideas: The classroom teachers and school librarians could model coteaching skills to their students. For example, students editing (grammar, spelling, word placement, verb tense, organization, etc.) each other's essays or book reports. Elvira's ideas: Both librarians and classroom teachers have a mission to fulfill, and that involves student achievement. As collaborators, they can produce curriculum based ideas that will help improve student performance on tests and assignments.
 * Mini-Case Study: A. 1.4 Prewriting: **T-Chart** for Benefits of || Classroom-Library Collaboration to Students and Classroom Teachers ||
 * **Students** || **Classroom Teachers** ||
 * Students from the Kindergarten testimonial were able to receive more individual attention (Kindergarten Teacher). || The Kindergarten classroom teacher, Peggy Harding, mentioned that the collaboration allowed
 * Collaboration is important for students, it gives them a more self-directed learning which helps them find the answers they are searching for. As 21st century learners, they need to be taught to search for answers by self-direction (Third-Grade Teacher). || Teachers are able to "take the curriculum deeper." Together, they are able to delve into the curriculum in a more meaningful way (Third-Grade Teacher). ||
 * Tracy Ross states that the books students read, they learn from and by questions, they are able to find answers. The Picasso/Jazz poetry was successfully accomplished by providing a smaller teacher/student ratio and also more individualized instruction (Art Teacher). || Teachers may have to adapt lessons to fit the needs of diverse learners who may not be learning at the same level as the lessons are planned. It is important to adjust accordingly (Van Goh Painting Project). ||
 * Enable students to work with teachers in small group, which should impact their academic achievement (Principal). || According to Principal Paula, librarians, just as administrators, have a more global perspective of student learning or curriculum, and collaborating with them should prove beneficial (Principal). ||
 * The library is a welcoming place, it is a place where kids learn (Seventh-Grade Teacher). || Teachers who work with librarians find that they can be very resourceful (Seventh-Grade). ||
 * Students will experience working with wikis and important issues like plagiarism (Eight-Grade Teacher). || Karen, an 8th grade teacher changed her negative perspective on librarians, towards the end of her collaboration, she realized that librarians will willingly provide all of the materials and resources necessary, as well as assistance needed. They will model and teach, and be there every step of the way (Eighth-Grade Teacher). ||
 * The library is a rich environment full of technology and students benefit by getting help and learning about citing (High School Teacher). || Many teachers have had negative experiences in the past, but librarians are now willing to actively collaborate with teachers, and not just "pulling out books" for them (High School Teacher). ||
 * Students will be able to research their own questions in a meaningful manner. Lessons are monitored and scaffolded in a manner that students will make them successful in their assignments" (Zmuda 26). || Zmuda reveals that collaboration will enable the librarian to guide teachers into structuring assignments and improving the quality of a student's work by showing the pitfalls that students encounter when doing meaningless research. "Indicators, developed by both classroom teachers and the library media specialist, can be used to properly monitor student learning..." (Zmuda 26). ||
 * Students will benefit by providing feedback that relates to lessons, making them feel that their opinions do count and are appreciated (Zmuda 26). || According to Joy McGregor, every person involved in collaboration will have their own "agenda" and so by collaborating, a librarian may be able to examine, along with those involved in the collaboration, their own personal ideas and perspectives, thereby improving the collaboration process McGregor 213). ||
 * Students can rely on the librarian to guide them in finding the answers that they are searching (Third-Grade Teacher). || Collaborating with a librarian will improve teacher/librarian relationships and therefore teachers can choose to discuss their feelings, whether positive or negative, toward "issues, problems, or ideas that they have about instruction and assessment for their students" (Zmuda and Harada 25). ||
 * "Incorporating information literacy throughout the curriculum provides an integrated and coherent way to focus on student learning"
 * "There are some key ideas and phrases that describe **collaboration**:...Coteaching and co-evaluating (students' learning processes and products, the collaborative process and the lessons or units themselves)" (Moreillon Slide 16). || "...the teacher librarian as a leader and collaborator" (McGregor 200 ). ||
 * "...kids get a lot more individualized attention because they are working with two teachers instead of one" (Kindergarten Teacher). || "The principal makes decisions about how teachers' time is spent and how planning time is covered. He or she can be either a vital support or a hindrance in the [collaboration] process" (McGregor 207-208). ||
 * "...children finding answers to their questions on their own and having a teacher librarian to do this with...children need to know how to find the answers..." (Third-Grade Teacher). || "Teachers who have successfully collaborated with teacher librarians in the past expect to do so again" (McGregor 209). ||
 * "...the teacher librarian...there is no one who impacts the academic achievement of every single child in the building...helps students learn how to effectively evaluate sites when [they are] doing research..." (Principal). || "One characteristic that distinguishes the learning specialist from the classroom teacher is that the former usually has no official, full assignment of students. Learning specialists in schools can include (but are not limited to) the following: reading, writing, mathematics and science coaches, library media specialists, and instructional technology coordinators" (Zmuda and Harada 24). ||
 * "...the library is a very welcoming place...Judi...is so resourceful...students work with partners which they like..." (Seventh-Grade Language Arts Teacher). || "A learning specialist is dependent upon the voluntary participation and commitment of staff in order to positively affect student achievement" (Zmuda and Harada 32). ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"...a powerpoint presentation with the students...to help the students learn and become more successful" (Seventh-Grade Social Studies Teacher). || <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Collaboration is an **essential** aspect of effective school librarianship" (Moreillon Slide 16). ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"...she has welcomed us in to the library and provided all the materials we need..." (Eighth-Grade Language Arts Teacher). || <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">Collaborating with a teacher librarian "expanded it [art instruction]" (Elementary Art Instructor). ||
 * || <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Working with the teacher librarians has helped me more fully integrate the research and the writing process into my course" (High School Art Teacher). ||
 * || <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"We worked together on developing guidelines for the project..." (High School Student Teacher). ||
 * || <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"...digital storytelling...creative writing class...I've been fortunate to have a great experience with teacher collaboration..." (High School English Teacher). ||
 * Notes about coteaching:**
 * Notes about coteaching:**
 * Notes about coteaching:**
 * Notes about coteaching:**

Works Cited <span style="font-family: 'Arial','sans-serif';">"Eighth-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 20 Sep 2010. <span style="font-family: 'Arial','sans-serif';"><[]>.
 * Works Cited:**

"Elementary Art Instructor." Interview by Judi Moreillon. Web. 20 Sep 2010. <span style="font-family: 'Arial','sans-serif';"><[]>. <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">"High School Teacher." Interview by Judi Moreillon. Web. 20 Sep 2010. <[]>.

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 20 Sep 2010. <[]>. <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">McGregor, J. Collaboration and Leadership. In Stripling, B.K. and Hughes-Hassell, S. (eds.) //Curriculum Connections through// <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">//the Library//. Wesport, CT: Librarians Unlimited, 2003. 119-219. Moreillon, Judi. "//<span style="font-family: 'Arial','sans-serif';">Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. //" Web. 20 Sep 2010. <[]>. "Principal." TeacherTube. Web. 20 Sep 2010. <[]>.

"Seventh-Grade Language Arts Teacher." TeacherTube. Web. 20 Sep 2010. <[]>.

Zmuda, A., and V.H. Harada. Thea Learning Specialsit: Clarifying the Role of Library Media Specitalists. //In Librarians as Learning Specialists: Meeting the Imperative for the 21st Century//, 2008. 23-43.

Zmuda, Allison. "What Does It Really Look Like When Students are Learning in the Library Media Center?." <span style="display: block; font-family: 'Arial','sans-serif';">School Library Media Activities Monthly. XXV.1 (2008): 25-27. Print.

<span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">**Works Cited:**
<span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Eighth-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Elementary Art Instructor." Interview by Judi Moreillon. Web. 23 September 2010. < [] >. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"High School Art Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <http://teachertube.com/members/viewVideo.php?video_id=121840&title=High_School_Art_Teacher>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"High School English Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;"><[]>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"High School Student Teacher (in English)." Interview by Judi Moreillon. Web. 23 September 2010. <[]>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Kindergarten Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;"><[]>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">McGregor, Joy. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 199-219. (pdf) <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// Chicago: ALA Editions, 2007. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">Moreillon, Judi. //Cooperation and Collaboration. Similarities and Differences//. With a great deal of help from: Dr. David Loertscher. D. 1.2: Cooperation - Collaboration PPT. 23 September 2010. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Principal." Interview by Judi Moreillon. Web. 23 September 2010. <[]>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Seventh-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <http://teachertube.com/members/viewVideo.php?video_id=125112&title=7th_Grade_Language_Arts_Teacher>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Seventh-Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <http://www.teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">"Third-Grade Teacher." Interview by Judi Moreillon. Web. 23 September 2010. <http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher>. <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif;">Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23-43.