Case+Study

More planning is done and more ideas are had through collaboration (Kinder teacher Peg) || Curriculum is deepened (Third grade teacher Judy), Instruction is expanded (Art teacher Tracy), Wording is repeated throughout classes -"Common strands of thought" (eighth grade teacher Karen) || can help kick a project/idea that you've had for a long time into gear (7th-Grade Language Arts Teacher: Mary Ann) ||  || can more fully integrate the research and writing process into the course (High School Art Teacher: Diane) ||
 * **Students** || **Classroom Teachers** ||
 * students receive individual attention because they are working with 2 teachers instead of 1 ( Kindergarten Teacher: Peggy) || new ideas are welcomed (8th-Grade Language Arts Teacher: Karen)
 * students take knowledge from one lesson and apply it to another (Elementary Art Instructor:Tracy; 8th-Grade Language Arts Teacher: Karen)
 * every student's academic achievement level is impacted; Teacher-Librarian has a "global perspective of building." (Principal: Paula) || learning new technologies along with students (7th-Grade Social Studies Teacher: Pat ; High School Teacher: Sherri) ||
 * students learn self-evaluation (High School Art Teacher: Diane) || help organize a lesson (7th-Grade Arts Teacher: Mary Ann) ||
 * The students learn how to find their own answers which is important in a society where information changes daily. (Third grade teacher Judy)

Carol's comments in blue Cynthia's comments in pink

I've look over everything and don't have anything I want to add. I think it looks good, aside from all the different colors! :) Do you see anything that you think needs revision or additions? Carol** “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” (McGregor 200) . Working together in this way establishes a community where “common strands of thought” permeate multiple classrooms, making “learning experiences more valuable to each student” ( Eighth Grade Teacher ).
 * Cynthia,

The most important beneficiaries to teacher collaboration are the students. Students receive more individualized attention when classroom teachers and school librarians collaborate on lessons. “Two research studies support the notion that reducing class size or lowering the student-to-teacher ratio has a significant impact on student achievement, particularly for minority students” ( Moreillon 7). Kindergarten teacher, Peg, mentions this benefit in her video reflection. When she works with her librarian, her kids get more individualized attention because they are "working with two teachers instead of one" (Kindergarten Teacher). When classroom teachers and school librarians collaborate on lessons, they reduce the typical student-to-teacher ratio, thus helping students reach their full potential and fulfilling each learner’s needs.

Students also witness adults modeling critical thinking, problem solving, collaboration, communication, and information and media literacy skills. These skills are necessary in every person’s life, not only for academic success but also for personal success. “When educators collaborate for instruction, they not only teach these skills, they model them as well, and in the process both students and educators learn” ( Moreillon 9). We forget that the lessons we teach go beyond what we have in our plan books. Students observe what we do and how we interact with others both as professionals and adults, making our choices in these moments possibly more important than the reading lesson we painstakingly typed up the night before. When we work successfully with our peers, we model positive examples for students when they interact with theirs. Why not operate on a more conscious level where this is concerned and not only model, but also discuss the challenges and successes of working with others?

Finally, student learning is more authentic when teachers partner up. In particular, information literacy skills are integrated into the classroom curriculum in a more meaningful way. By integrating information literacy skills into the classroom curriculum, students are able to see how these skills can be used in many places, including real-life situations. As Judy, a third grade teacher, reflects, children learn how to find their own answers and then put that knowledge to work. She continues with the point that this is extremely necessary in a society where information changes and is added daily (Third Grade Teacher). Sending children into the world prepared with the skills necessary to continue learning, growing, and adapting to the technology culture should be one of our biggest priorities.

Collaboration enhances the teaching experience, as well. Teachers are able to implement new ideas in lessons when collaborating with the school librarian. “So many times I’ve had great ideas for projects for my students in the library and she has welcomed us in to the library and provided all the materials we need, all the computer systems we need, taught my students in such great detail.” (Eighth Grade Teacher) Wouldn’t it feel great to help a colleague implement a new idea or project into a lesson? Students enjoy participating in fun new projects. It’s a great way to get students excited and motivated to learn!

In addition, collaboration offers professional development and growth possibilities. Educators experience “personal and professional growth opportunities through co-teaching and co-assessment of student learning” (Moreillon 8). Also, school librarians provide teachers with professional development by "expanding teachers’ awareness of and confidence in using technology, developing familiarity with pedagogical ideas, sharing new resources, or creating an awareness for the advantages of upgrading knowledge and skills” (Moreillon 6). In the video testimonials, two teachers (Pat, seventh grade social studies teacher and Sherri, high school teacher) mention that they were able to learn new technologies through collaborating with the school librarian (SEVENTH GRADE SOCIAL STUDIES TEACHER AND HIGH SCHOOL TEACHER - IS THIS RIGHT???) <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow;">How can teachers and librarians be expected to know all the technology in our world and how to use it? There is so much available, and it is constantly changing. There is no way anyone can expect to know all of it or how to use it. It’s great when a colleague can share their knowledge with another and help someone learn something new! Helping a colleague succeed helps a librarian succeed in his or her job.

Other incentives for teachers and librarians are the shared responsibilities and more organized lessons when collaborating. Both classroom teachers //and// school librarians come up with ideas to integrate into the lesson and can draw upon their own strengths to enhance the outcome. Kelly, the student teacher, recognized this during her experience working with her teacher-librarian. She did not feel confident teaching and grading citations, but noted that Dr. M. took over this role, having had more experience with the subject (High School Teacher). <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow; color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">THROUGH COLLABORATION, CLASSROOM TEACHERS AND SCHOOL LIBRARIANS WILL BE ABLE TO ADD MORE ASPECTS TO THEIR LESSONS THAT MIGHT HAVE BEEN PREVIOUSLY LEFT OUT BECAUSE OF THEIR LACK OF INDIVIDUAL KNOWLEDGE. <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

The teacher-librarian cannot be forgotten when discussing who gains from collaboration. Through it, school librarians form relationships with colleagues throughout the building. These relationships lead to respect for each other and a greater understanding of what each other’s job entails. “The teaching experience of the teacher librarian allows him or her to understand the situations in which teachers find themselves in their classrooms. Teaching problems and dilemmas can be shared and tackled collaboratively if genuine understanding and appreciation are exhibited” (McGregor 211). <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow; color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ESTABLISHING THESE RELATIONSHIPS WILL TAKE TIME BUT WILL BE WELL-WORTH THE TIME AND EFFORT PUT IN TO CREATING THEM. ESTABLISHING THESE TYPES OF RELATIONSHIPS CAN ONLY LEAD TO A MORE POSITIVE LEARNING ENVIRONMENT.

There is so much pressure on administrators to have their schools meet state educational goals. Administrators who value and support collaborative teaching will see student achievement levels rise, enabling their school to meet the state goals. “Collaborative teaching between classroom teachers and teacher-librarians using the strategies suggested [IN THIS BOOK - I AM SUGGESTING WE PUT THESE FEW WORDS IN BRACKETS SINCE I THINK THIS WOULD BE GRAMMATICALLY CORRECT] benefits students because it puts the focus on learning outcomes” (Moreillon 7). <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow; color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">BY COLLABORATING WITH TEACHERS ON LESSONS, LIBRARIANS WILL SHOW ADMINISTRATORS THAT THEY ARE A TEAM PLAYER WHO IS INTERESTED IN HELPING STUDENTS ACHIEVE THE SCHOOL’S AND STATE’S EDUCATIONAL GOALS.

Administrators must be concerned about the entire school community both within and outside of the school building’s walls. “Through collaborative teaching, educators develop a 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). Teacher-librarians can help principals foster these interactions. Similar to the principal, librarians “have a global perspective of the building” (School Principal). <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow; color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">HAVING SUPPORT FROM ALL STAKEHOLDERS LEADS TO A STRONGER AND MORE SUCCESSFUL COMMUNITY OR LEARNERS. <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

Collaboration between teachers and the teacher-librarian provides great benefits to the staff and students of schools. From creating lessons which lead to more authentic learning for the students and inspiring teachers with new ideas to helping administrators build the sense of community within their schools, these partnerships bring rewards at all levels.

Works Cited " Eighth Grade Language Arts Teacher ." Interview by Judi Moreillon. Web. 20 Sept. 2009. []

“High School Student Teacher.” Interview by Judi Moreillon. Web. 20 Sept. 2009. []

" High School Teacher ." Interview by Judi Moreillon. Web. 20 Sept. 2009. <[]>.

“Kindergarten Teacher.” Interview by Judy Moreillon. Web. 20 Sept. 2009. []

McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 119-219. Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: ALA Editions, 2007.

“Principal.” Interview by Judy Moreillon. Web. 20 Sept. 2009. []

" Seventh Grade Social Studies Teacher ." Interview by Judi Moreillon. Web. 20 Sept. 2009. [].

“Third Grade Teacher.” Interview by Judi Moreillon. Web. 20 Sept. 2009. [] <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow; color: blue;">