When One Plus One Means Collaboration
Teacher/Librarian Partnership on Subject Research Projects
Teacher Workshop for the 2011 NESA Spring Educators Conference
Bangkok Thailand
Marina Brodsky, MLA
Librarian and Technology Integrator
WBAIS, Israel
email:
Collaboration between a subject teacher and teacher-librarian develops a significant difference in the teaching of information, communication and technology standards. It is statistically proven that collaboration improves reading and language arts scores. Teaching by Subject Teacher and Teacher-Librarian together becomes an essential model of modern education because of requirements of the Age of Information, the Digital Age.
Ø Students
Successful functioning in the modern digital world requires from our students new, special knowledge and skills dealing with a flow of information. Looking for information online and choosing proper materials on certain subjects force students to apply their critical thinking skills. Students prepare themselves for the future by gaining necessary abilities to evaluate information, use it ethically, and be open to use modern technology for the common good. They reach a new level of their potential by evaluating and creating new products. Student competence in research and study skills expand noticeably when these skills are integrated into classroom instruction "through cooperative program planning and team teaching by two equal teaching partners - the subject teacher and teacher-librarian," as Ken Haycock wrote ten years ago.
Ø Teachers
Teachers require support in resources and full access to them. They appreciate any assistance when librarians demonstrate steps of the research process in a visual manner and facilitate the use of technology in a user-friendly atmosphere. Teachers view librarians as desirable partners and team with them in teaching research project skills to apply these skills to curricular areas, real-world situations and further investigations (AASL, Standard 2.1.3). Research skills and technology are common requirements in the 21st century learner standards.
Ø Librarians
Librarians are agents of information and instructors of three kinds of literacy – information, information communication and technology (ICT). Being experts in the field, librarians provide resources, training and assistance on research, online navigations, information communication and technology skills, and ethical conduct on the net. These skills are learned best when integrated with classroom instruction. Through integration librarians learn more about their collections and how they cover curriculum and adjust the materials accordingly. Librarians exercise their knowledge of contemporary technology tools and practice to use them in the classroom.
Collaboration is a culture of the school with a vision, a school atmosphere, supported by open-minded administrators initiated librarians sharing their expertise. When we talk about collaboration we mean two professionals working together on leaning needs in students' proficiency in certain areas.
v The Five Ws and One H of Collaboration
The Notable Hispanics of All Time project run in Spanish 2 class of High School WBAIS is an example of a collaborative project between Subject Teacher and Teacher-Librarian. By describing the main steps of collaborative projects and identifying the five Ws and one H we will highlight constructive elements of the process.
• Who?
The Spanish 2 class project on Notable Hispanics of All Times is run by the WBAIS Spanish Teacher Diane Vahab in collaboration with Librarian /Technology Integrator (the presenter). The initiative taken by the librarian is carried on by the subject teacher. Mutual consent on students' learning needs is achieved. Standards and benchmarks are identified.
• What?
Brainstorm and hold informal discussion which lead to the definition of the final product.
After the final product is designed, the collaborators talk about their roles and work on assessments and rubrics.
• Why?
Similarity of goals and standards is the foundation of collaboration. Research skills and the ability to generate new creative products interweave the Modern Languages, AASL and NET standards.
• When and Where?
Identification of the time frame and location where each step of the project is taught (library, classroom, and a virtual place) are important for creating an authentic learning environment.
• How?
Librarian and Subject Teacher choose strategies and activities, select materials, work on instructional tools, and compile library resources and tech tools for the project. Students are given the freedom to decide which individual to do the research on and what technology tools to use for making a visual presentation.
v Summary
Collaboration between Subject Teacher and Teacher Librarian resulted in the successful accomplishments of requirements and goals of the project. Students of Spanish 2 class were fully engaged in the process and enjoyed working with information in print and online and new technology tools. Teacher observed the change in students’ attitude. All the participants of the project gained new experiences.
Information, information communication and technology (ICT) literacy were taught through the core curriculum. Students learned and practiced research skills and new ways to communicate information to the audience. As a result of the librarian’s assistance with materials, facilities, and equipment to the teacher, the teacher was able to concentrate on the content knowledge and the quality of the presentations. Student learning needs were met, and both the teacher and the librarian were satisfied with their professional accomplishments.
Resources:
Wiki for the Notable Hispanics from All Times Project
http:/notablehispanics.wikispaces.com/
Wiki for tech tools
http://mbtoolbox.wikispaces.com/
Cited sources
• ACRL, ALA, Information Literacy Competency Standards for Higher Education - http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
• Callahan, Shawn - Anecdote: Putting stories to work - http://www.anecdote.com.au/archives/2008/01/collaborations.html
• Crew 2010 – Crew, Rudy Four Competencies for a 21st-Century Education and How to Implement Them. Multimedia & Internet @ Schools, September/October 2010, pp. 8 -10
• Haycock, Ken. What Works: Research about Teaching and Learning Through the School's Library Resource Center. Emergency Librarian, 03158888, Sep/Oct92, Vol.20, Issue 1. Database: Professional Development Collection
• NCTE Standards - http://www.ncte.org/standards
• NETS for Students - ISTE. nets - http://www.iste.org/standards/nets-for-students.aspx
• NSFLE - National Standards for Foreign Language Education - http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
• Porter 2010 – Porter, Bernajean Where’s the Beef? Learning & Leading with Technology, September/October 2010, pp. 14 – 17.
• Turner and Riedling 2003 – Helping Teachers Teach, A School Specialist’s Role, 2003.
• Williamson and Redish – ISTE’s Technology Facilitation and Leadership Standards: http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf