Cynthia Sankey, School Library Media Specialist Floyd
Elementary School March 20, 2014
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About the Author Toni Buzzeo is a veteran library media
specialist, as well as an author. She holds an M.A. from the
University of Michigan in English Language and Literature and an
M.L.I.S. from the University of Rhode Island.
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ARE YOU READY TO TRANSFORM YOUR LIBRARY INTO THE 21 ST
CENTURY
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Book Study - Structure There are four sections: Section one-
explore the levels of instructional partnership using an
instructional partnership continuum-from cooperation to
coordination to collaboration to data-driven collaboration-and work
to move yourself or your LMSs forward on this continuum Section
Two- you will examine methods of recording and assessing
collaborative work with the opportunity to try out a variety of
templates and assessment tools. Section Three- you will investigate
the common roadblocks to collaboration and the methods for
overcoming these roadblocks as well as the need for advocacy within
our buildings, districts, and various professions Section Four- you
will glimpse the new frontiers revealed by student achievement
studies and the move toward evidence-based practices as well as
integration of new technologies in a Web 2.0 world
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Chapter 1-The Library Media Specialists Taxonomy- By David V.
Loertscher(pgs. 4-5) 1. NO Involvement-The LMC is bypassed
entirely. 2. Smoothly Operating Information Infrastructure-
Facilities, materials, networks, and information resources are
available for the self-starter delivered to the point of need. 3.
Individual Reference Assistance- The library media specialist
serves as the human interface between information systems and the
user. 4. Spontaneous Interaction and gathering Networks respond 24
hours a day and 7 days a week to patron requests, and the LMC
facilities can be used by individuals and small groups with no
advance notice.
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Conti. LMSs Taxonomy 5. Cursory Planning- There is informal and
brief planning with teachers and students for LMC facilities or
network usage-usually done through casual contact in the LMC, in
the hall, in the teachers lounge, in the lunch room, or by e-mail.
(For ex: Heres an idea for an activity/Web site/new materials to
use. Have you seen? Theres a software upgrade on the network.) 6.
Planning Gathering-Gathering of materials/access to important
digital resource is done in advance of a class project upon teacher
or student request. 7. Evangelistic Outreach/ Advocacy-A concerted
effort is made to promote the philosophy of the LMC program.
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Conti. Chapter 1-LMS Taxonomy 8. Implementation of the Four
Major Programmatic Elements of the LMC Program Four Major
Programmatic Elements of the LMC Program The four LMC program
elements-collaboration, reading literacy, enhancing learning
through technology, and information literacy are operational in the
school. The LMC is on its way to achieving its goal of contributing
to academic achievement. 9. The Mature LMC Program The LMC program
reaches the needs of every student and teacher who will accept its
offerings in each of the four programmatic elements.
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Conti. Taxonomy 10. Curriculum Development- Along with other
educators, the library media specialist contributes to the planning
and organization of what will actually be taught in the school or
district. (Loertscher 17)
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Examples of Cooperation Initiated by Teachers or
Administrators(pg. 7-10) Examples of Cooperation Initiated by
Teachers or Administers A teacher asks for a collection of books to
accompany a unit of study, and the LMS supplies them Suggestions of
new materials to be added to the collection, and the LMS adds them
to the consideration list LMS bookmarks Web sites appropriate for
the reading and grade level of students A principal inquires about
using library space to host a visiting lecturer, and the LMS
schedules the LMC for that period Examples of Cooperation Initiated
by the Library Media Specialist Notify teachers of useful databases
for a current unit Purchase new materials to support recurrent
themes or projects, and schedule a new materials open house in the
LMC Direct the principal to the newest research on learning
styles
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C hapter 2-The Instructional Partnership Continuum: Moving from
Cooperation to Coordination LMS will target and gather materials
based on advance discussions with faculty and play an integral
instructional role. LMS will develop a Tickler File that serves as
a reminder to approach teachers for the next year, in advance of
projects or units that the LMS will help collaborate with them to
focus on student learning outcomes.
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Conti.Chapter 2 Benefits of Coordination(pgs. 22-27) When
teachers and LMSs engage in coordinated instruction, all members of
the school community benefit: teachers, LMSs, administrators, and
students. Benefits to Teachers: Pre-searched topics (LMS ensures
that appropriate materials are available for all learners) Access
to LMS expertise with technology, including new resources and
searching strategies and multiple literacy skills are integrated.
Benefits to The LMS: New partnerships with teaching colleagues A
chance to integrate information skills into content areas
Opportunities to develop a more dynamic LMC facility
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Conti. Chapter 2 Benefits to Administrators: Teaching
colleagues developing beneficial instructional partnerships
Assurance that the time and energy of the LMS are used more
effectively An enriched and deepened school culture Benefits to
Students Reliable and age-appropriate Web resources Opportunities
to learn independent use of relevant, integrated information skills
A chance to learn lifelong multiple literacy skills while
completing content area assignements
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Chapter 3_ Instructional Partnership Continuum: Moving from
Coordination to Collaboration (pgs. 29-41) Benefits of
Collaboration Benefits to Teachers: Opportunity to watch/learn how
a colleague approaches/teaches a topic A plan IN WRITING (a road
map) with goals/objectives are articulated Benefits to the Library
Media Specialist Opportunity to take some risks/try new things with
mutual support and a lightened load Use skills in instructional
design, teaching, and assessment Address school learning goals and
influence student achievement Benefits to Students Instruction by
two or more teachers each with his or her own teaching style to
match a diversity of learning styles
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Chapter 3-The Instructional Partnership Continuum: Moving from
Coordination to Collaboratio(pgs. 29-41) LMS Best Practices AASLs
Standards for the 21 st Century Learner These are the essential
elements that SLMS programs should focus on: Learning through
technology Instruction in reading literacy, information literacy,
and, in the parlance of AASLs Standards for the 21 st Century
Learner, digital and visual literacy Coordination is an essential
element of the instructional offerings in an excellent SLM
program.(Must promote your LMC Program)
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Cooperation Defined Cooperation begins at Level 3 on the
Loertschers Taxonomy The teacher and LMS work independently but
come together briefly for mutual benefit. LMS begins to have an
instructional role (limited to individual instruction or assistance
to the faculty member. Level 4 and 5-LMS moves from a low level of
just gathering materials to a higher level of being involved with
instructional planning. Level 6 LMS advances from cooperation to
coordination with advance planning concerning materials for
instruction and instruction itself. Level 7- LMS makes the school
community aware of their outreach and advocacy (willingness to
occupy an instructional role throughout the school and content
areas. Finally, at Levels 8, 9, and 10, the LMS is firmly involved
in the instructional role of the school of collaborative
teaching.
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Chapter 5- Unit Planning Templates(pgs. 57-64) Collaborative
Planning Resources Collaborative Teacher-LMS Form Article How
Programming Documents Can Lead to Collaborative Success Stories,
can give teachers crucial guidance they need in fulfilling their
collaborative roles in your partnerships http://atim.cc
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Conti Chapter 5- Unit Planning Templates(pgs. 57-64) There are
many elements included on collaborative planning forms. Some are
essential to any form while some are essential only to the
particular LMS, faculty, or school where the plan is being
implemented. These elements are: Unit Title Participant Names Grade
Level Project/Unit Overview/Description Time Frame To Do List
Resources Print Electronic Audiovisuals Timeline
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Chapter 6: Assessment The Role of Assessment in Collaboration
Formative and Summative Assessment Ongoing activity
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Chapter 6- Assessment(pgs. 65-80) What is assessment?
Assessment is the process of gathering and discussing information
from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences; the
process culminates when assessment results are used to improve
subsequent learning. (Cooper, n. pg.)
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Essential Questions 1.What is working well at your current
level on the Taxonomy? 2. What is your goal for your library media
program on the Taxonomy? 3. How will it support the school
curriculum goals in reading, math, science, social studies. 4. What
is keeping you or your LMS from moving ahead to the next level? 5.
Are there some teachers with whom you could begin working with now?
My Goals 3 collab oration goals that I have created for our school
library media program that I will continue to work on are: To
ensure that our school library media program has a quality
curriculum-based collection and technologies; to continue to teach
lessons to support the curriculum and to apply a variety of
research-based instructional strategies that are appropriately
matched to the content being taught and that engage all learners in
meaningful ways. (2.6) To work with colleagues to collect and
analyze modifications to facilitate positive learning environment
and to use summative assessments to measure learner attainment for
specific learning targets. (2.7) To collaborate with colleagues to
assess student work and identify a wide variety of modifications in
instructional resources and delivery methods by using formative
assessments to provide specific and timely feedback to assist
learners who are meeting learning targets and to adjust
instruction. (2.8)
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Chapter 6: Assessment Strategies Questions What assessment
strategies are you currently using to assess students in your LMC?
Purposes of Assessment -To engage student learning Assessment
Instruments Checklists Rubrics Exit Slips Conferences
http://www.lrs.org/documents/fastfacts/288_School_Staffi
ng_Trends.pdf
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Evidence of Student Achievement (pgs. 109- 116) Student
Achievement Studies(pg. 109-110) To date, 23 state/provincial
studies have been published or are currently underway: Colorado
Study (Lance, 2005) The Impact of School Library Media Centers on
Academic Achievement (has been replicated by other states, and has
returned with the same results). Results of the
Studies(pgs.110-115)
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Data Driven Collaboration (pgs. 111-116) Ken Haycock states
that Collaboration between teacher and LMS not only has a positive
impact on student achievement and growth of persons (38 ) Mike
Eisenberg says that the library field has come to realize that we
need to do more than simply say we make a difference. We need to
focus on making changes that will demonstrate the effect(22)
http://www.lrs.org/data-tools/school-libraries/impact-studies
/
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Chapter 7 Roadblocks to Collaboration Collaboration between the
teacher and the LMS requires the following: Change of Focus
Philosophy Schedule Advocacy is often the answer to these
challenges However, before we can over these roadblocks, it is
essential to know and understand them. Article: TAG Team:
Collaborate to Teach, Assess and Grow. List of essential
ingredients that LMSs might face in working toward collaboration in
their library programs. (p. 84)
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Conti. Chapter 7-Roadblocks 1. Real time for collaborative
planning.- (before school and after, over lunch hours, on the
weekend, whenever we could grab some time) 2. There must be
flexible access to the library and teacher-librarian for
collaborative units to be successful. (fixed/flexible scheduling)
3. There must be administrative support for a collaborative
climate-instructional staff members are instructional partners. If
that support is not present, collaboration will be very difficult
to get off the ground. (n. page)
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Chapter 8-Advocacy for Collaboration(pgs. 97-106) The Library
Media Specialists Role To Inform Your Administrator Talk the talk,
but also walk the walk (show as well as tell) Share current best
practice article Engage Invite your principal to collaborative
planning meetings Support Adopt the administrative initiative of
the year-and show how collaboration helps to further it Lead Take
on leadership roles that your administrator needs filled Be
actively involved in school-wide initiatives and activities
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Chapter 9- Evidence of Student Achievement(pgs. 109-116)
Student Achievement Studies Alaska (Lance, Hamilton-Pennell, and
Rodney, 1999) Colorado Study (Lance, Welborn, and Hamilton- Pennel,
1993) Delaware (Todd and Heinstrom, 2006) Florida (Baumbach,
2002)
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Conti. Chapter 9 The Library Research Service of the Colorado
State Library has initiated a Web-based survey of LMS to answer
this question: What difference have all the studies made?
Collaboration-Driven Assessment(pgs. 111-116) All this research
adds up to new and indisputable knowledge: SLMs, particularly those
working in collaboration with teachers as teaching partners, have
an impact on student achievement.
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Conti. Chapter 9 If we are wise, as SLMS, we must have done the
following: Document our influence on student achievement. Ross J.
Todd says that part of building a strong future is providing the
evidence in our schools and districts that our school libraries
make rich and transformative contributions to the learning and
lives of our students (School libraries and Evidence 17).
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Cont. Chapter 9 Todd says that one way to ensure that we have
that evidence is to analyze the lack in student knowledge and
skills on those very tests and work, in concert with our teachers,
to address these deficits in our collaboration practice by: 1.
learn to read the test data 2. Identify areas where your students
need to strengthen their skills
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Conti. Chapter 9 3.Think of ways to change student learning
into collaborative units of study 4. Approach your teachers with a
plan that will benefit students and prove your value as a
collaborative partner who can produce demonstrated improvements in
student achievement.
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Chapter 10 Integrating New Technologies
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Conti Chapter 10 Web 2.0 Blogs, Wikis, Social bookmarking sites
are all examples of the new Web platform that is designed to make
interaction the core feature MPS Library WebPages(Floyd Elementary
School ) http://www.mps.k12.al.us
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Conti. Chapter 10 Overcoming Resistance(pgs. 124- 128) If we
are there to help our administrators, faculty, students, and
community stakeholders, we must shine a light to show teachers how
exciting blogs, wikis, podcasting, and other new Web tools can be
used. For Example: LMS Crosswalk and ACCRS Alabama Virtual Library
(AVL) Insight Tools ALEX SLMS Moodle Site
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Final Project Develop a Collaboration Form 3 Collaborative
Goals for your LMC program Feedback from Book study
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Summary This concise, heavy-duty, power-packed volume is filled
with the information teachers, librarians, and administrators need
to increase levels of collaboration in their schools in order to
increase student learning and achievement. Buzzeo gives readers the
why, the how, and the inspiration to build and enhance
collaboration in every school. Data-based analysis is a key
component of this handbook that is designed to be used by teachers
and librarians wherever they are on the collaboration
continuum.
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Reference Buzzeo, T. (2008). The Collaboration Handbook.