Refelction Response

What a challenging semester! Two classes for someone who has been out of school a year, newly divorced and thrust into single parenting was definitely more than I bargained for. Yet, I found this assignment challenging and pushing me outside my comfort zone and practical experience for someone with aspirations of being a school librarian. The collaborative process was awesome. My partner, Theresa, was very knowledgeable and a great listener to what I expressed as needs to make this unit a rich learning experience for the students. We actually complimented each other by playing to our strengths and expertise. The assignment was particularly useful because I got the opportunity to see first hand how the two entities collaborate and make a rich learning experience for students. Honestly, at times i struggled to pull out ideas and organize them. But that is the beauty of collaboration. Theresa was open, direct and knowledgeable in providing structure to the unit. I see why this is an assignment because in the overall scope of things, learning to collaborate secures two jobs because successful student achievement is inevitable.

Week 9 Social Bookmarking

http://breitslink.com/my_libmedia/assessment.htm

This website first discusses assessment and evaluation and then talks about how to ascertain authentic assessment. It also gives stratgies for the media specilist assessing the process and product that is presented by the teacher. The various methods of assessing students such as checlists and rubrics are presented, in addition to creating effective rubrics. The site also gives the purpose of assessment. This site could prove a useful resource for being a resource to teachers ans aiding in their quest to assist teachers in assessing students and proving vital to the school environment.

Week 9 Response

Assessment was actually the starting point for me as I made suggestions for the unit outline. When working with students with limited skill sets, the first step is task analysis that can devleop new skills. With the idea of the students creating a powerpoint presentation, there are many basic skills needed that my students may or may not have. The actual teaching of powerpoint skills will be completed by the media specialist which is Theresa. Thus the adaptation of a pre-existing pre-skills assessment was completed. It is easy to take for granted the ability to identify letters on a keyboard or how to use a mouse. Thus when the pre-assessment is given it will look at existing skill or the lack there of and help to measure new skill acquirement that should be present at the end of the unit when the pre-assessment will be given again. Thus opportunities should be given to develop the skills throughout the unit. It is the hope tht the students will have new skills checked off on the regiven skills assessment. This will be evidence of student learning that can be shared with parents, administrators and other teachers. Another rubric will be used to evaulate the finished product. This will address other needed skill development such as following directions, working cooperatively, etc.


The finished product can be shared with the principal and parents of the school during the I. E.P process. This time is a period that looks at needed goals and goals that have been accomplished. The team would have a chance to look at the student's participation to dertermine what goals will be addressed in the next school year.

Week 6 Response

Vlasis, Charlotte. 2003. Librarian Morphs into Curriculum Developer.

"My background as a library media specialist was traditional and typical".

I chose this quote because it triggers memories of the school librarian in my elementary days. The author states that during the first part of her career she focused on teaching library skills and love of reading to students. These are quite valuable skills, but what do you do when you get bored? Are these skills seen as vital by anyone else? The author states that it was time to reinvent what she was doing. It was until she got a new job that the answer was provided. The answer was curriculum mapping. The curriculum map links standards with content with a time line with skills. What an integrative way to focus student learning, starting with the ones held accountable for learning. The maps are unique to the user. It is beneficial for all.

The idea of curriculum mapping shows how a school librarian stays relevant in the school community. It provides accountability for teachers, but it helps school librarians know what skills are being taught in the school and let the librarian build resources for use. It gives the school librarian a big picuture view. It fosters collaboration among professionals and creates learning opportunites for students.

Week 2 Response

Hassell-Hughes, Sandra and Harada, Violet. Change Agentry: An Essential Role for Library Media Specialists.

"Successful change requires every person working in a school to be committed to change and to strive for individual and collective improvement".

As an undergraduate, i worked in the university library. I would see the librarians help patrons with reference materials, government documents, special documents and journal article selection. As a girl, i saw our school librarian "shh" students and stamp due dates in books. whar a limited role portrayed by people with such knowledge. Surely, thone of the two was a diffrent type of library, but as education changes, so does the role of the staff in the school.

This article sees school librarians as change agents or those bring or help to bring about change thus helping others to innovate, in their daily work. There are five key factors in the change process identified: change as a journey, conflict and diversity as freinds, change being accomplished by individuals, development in growth and feelings, change is aaltered by the culture of the school. Media specialists often see the big picture because they work with everyone in the school, are experienced collaborators, can model effective practices, are engaged in continuous learning and finally they are viewed as peers. The article goes on to give strategies to work as a change agent.

School media specialist appear to have two strong set of skills- teacher and librarian. This could not be overstated. The teacher background helps the media specialists relate to how the classroom operates. The media specialist part are an addition of skills that strengthen what we learn as teachers. Thus media specialists are thrust into a position that to be a key resource to teachers as education changes and resources are challenged. Media specialists have the opportunity to reshape, rethink and relearn what teaching and learning can look like and spread this vision to other school personnel.

Callison, Daniel. Foundations of the Library Media Specialist's Instructional Role.

"The role of teacher-librarian is not new".

I chose this quote because it presents the history of the profession. this article shows how teacher-librarians moved from teaching library skills to facilitators of information literacy. Crucial to this role is projecting a positive attitude with high ability and being influential in aiding student achievement. The teacher-librarian initiates curriculum planning with giving access to everyone involved in the learning process access to the school's library collection.

Yet the chapter states that the most important role is the library media specialist is the ability to work well with others. Successful media specialists have established their roles as instrucitonal specialists. This aids in the relationship with the principal who often sees the role of the media specialist as peripheral to the classroom, as no training in the role of the media specialist is given in training or professional teacher journals.

Thus it is imperative that school media specialist be strategic in what it is they do. They must establish their worth, so to speak, early. they must flaunt their teacher skills to be seen as instructional specialists and how integral the school library is in student achievement.

Social Bookmarking Catch up

Week 2

http://www.libraryinstruction.com/school-librarians.html

This website discusses the role of the school librarian in an electronic age. There is an article on the webpage that states school librarians are moving from a “warehouse concept” to a consulting role as they collaborate with teachers to teach information literacy skills to students who are becoming more self-directed learners. This is occurring in an age where more information is available online than and the acquisition of print materials is declining.

This site also contains library instruction materials, lesson plans, articles about library instruction, resource links, and materials relating to information literacy. This site also encourages the submission on materials from viewers to increase the amount of useful information available.

Week 5

http://virtualinquiry.com/specialist/theorypractice.html

This webpage is dedicated to making students lifelong learners. It discusses turning theory into practice and having school media specialist enhances teaching and learning. The website suggests “take the key elements of the idea and apply them to a simple learning activity”. Thus enhancing the inquiry learning process. The site also lists several instructional models and gives a description of each. There are also useful videos to help emphasize the points. There is also a page geared toward understanding the learners. The site also offers ideas on how to make your library a “learning laboratory”.

This site appears to be a good resource in regards to the idea of the school media specialists as a consultant. It offers many links to resources that can aid the teacher librarian in becoming knowledgeable in making the school librarian relevant to teachers and students, addressing the many different types of methods used by teachers and the different learners that may come into the school library.

Week 6

http://www.chlive.org/pbeck/eastlibrary/librarians.htm

This is a basic resource website for school librarians. It does have a link pertaining to curriculum mapping: what it is, what’s its purpose and how it was used in a Pennsylvania school district. More detailed information can be found on the http://virtualinquiry.com/specialist/theorypractice.html website. But the site may prove useful for links to the various resources presented on the page.

This website could be useful as a resource if you need additional infomation on how to get started with curriculum mapping if one wanted to do this at their school.

Week 7

http://www.schoollibraryjournal.com/article/CA6545434.html

I chose this website because it has a very interesting article titled “If school librarians can’t prove they make a difference, they may cease to exist” by Ross Todd. The article states that evidence based practice is not a new concept and encompasses many beliefs held by school librarians such as:
1. The combination of learning, information and technology presents a new challenge for teachers, school librarians, students and administrators but is centered around providing the best opportunities for students
2. School libraries should be seen as the school knowledge center and essential for addressing school curriculum standards.
3. School librarianship is constantly improving and evolving and is based on active engagement with theoretical and empirical knowledge and it is applied to practice.
4. All students can learn when engaged in the school library, enhancing their growth intellectually, socially, and culturally.
5. A carefully designed program transforms information into knowledge.

The overall goal is students who are able to analyze, synthesize information and draw conclusions in regards to their research and broaden their ability to present their own ideas.

Week 8

http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf

This website contains the research of Dr. Ross Todd in his study of the helpfulness of school libraries in student learning. One of the key findings in the study was that the school library and the services offered there in some way helped students. The libraries examined were located in Ohio and ran by a credentialed school librarian. Those who participated in the study demonstrated that the library was an active agent in helping students builds their own understanding and knowledge. Students also like the use of information technology and the guidance provided by the school librarian in not only how to use technology but how the technology is a useful tool in creating reflective products. Overall, the article supports the idea that a school library headed by a credentialed professional is effective in supporting student learning and increasing the learning that occurs.

Week 7 Mid Planning Thoughts

The work has began for Team 6's unit plan regarding recycling. To divide the work, we both stuck with what we knew, so that this unit is a viable resource for me to use with my students. This planning has been quite interesting as I have never worked with a media specialist and the students that I teach will be new to Theresa. I found it very important to explain thoroughly to her what my classroom was really like so that the media specialist lesson would be something that is beneficial for my students and not frustrating for her. My students, although between the ages of 14 and 16 are labeled as moderately cognitively impaired. So that means that they have an I.Q of no more than about 58. I have a "rainbow" of students. Some can read, many can not; some can speak, some can not, many can write, some can not, etc. This can be frustrating because there are limits in what my students can do for projects without direct help. This also is interesting in the aspects of assessment because how do you assess someone with the abilities and comprehension of a pre-schooler? Well this is the challenge that we both face.

I will be outlining the unit content and Theresa will supplement not only with project ideas but with lessons on how to teach technology to students. We both will offer suggestions for activities. I mentioned to Theresa that my students are quite visual and any resource that shows the real-life component of what they are doing will develop their comprehension and improve retention. My students are also very hands-on and this will be reflected in the unit as well. We decided to focus on one literacy/core standand per week, as repetition is quite necessary for my students. However, a pre-assessment will be developed to aid in the development of an assessment for the finished project that will be a powerpoint presentation. My students have limited experience with using such tools but there is an excitement in developing a lesson in which they can express their own thoughts and comprehension.

I know this collaboration will open a whole new world for my students. If you don't know how to read, why is a library of any importance to you? Well it is and this collaboration will show that the place with books, is more than just a place with books. It is a resource that can help you express thoughts and ideas, in addition to increasing your comprehension of the world around you.

Week 5 Early Planning Thoughts

The collaboration project has begun and I have Therese as a partner. She works as a teacher-librarian now and is very knowledgeable. We have had a couple of virtual meetings and are beginning to shape the vision of our collaborative unit. We have set out to do a learning unit revolving around recycling. The lesson will discuss the three Rs of recycling. We are in the process of narrowing the topic and focusing the lesson. We are looking at what we want our students to learn, as the lesson will be geared to students with disabilities. This is the population I teach and would like to use this lesson with my students, so it will be practical. During the planning process, we have used the virtual classroom in Blackboard and will use Delicious. Other planning and real-life documenting are yet to be determined.

Because the idea is to work backwards, assessment will be the starting point. Initially, I am considering some type of finishing document such as a brochure or power point presentation that can be shared with the school community. The idea of creating a pre-test to see where student knowledge is now has been suggested. With the use of a pre-test and a finishing process, student learning can be truly assessed. It will also support the theoretical framework of how collaboration with a teacher-librarian improves student achievement.This is a good idea because it will document the learning growth during the project. But what will be the content of the document?

The roadblocks that I foresee and have experienced is the fact that I have no experience working with a media specialist and am still a little unclear on how the collaboration would work. Also, therese is moreknowledgeable about different information sharing sites. I never heard of Delicious before this class and don't even have an account. Therese's experience is proving to be very useful, not to mention she has very good ideas. I do currently teach and use GLCEs and have access to teacher materials and webisites through my district and can use this to shape the lesson.

Week 4 Social Bookmarking

The webite I found that I thought demonstrated the practice of collaboration was http://libraries.phila.k12.pa.us/pennalexander/TLC.html. This is the website of an actual meida specialist. The website had links for students and teachers to provide resources for for projects, and lessons. The media specialist demonstrates flexible scheduling. The media specialist has contact sheets for students and teachers so that she can effectively provide resources.

Week 4 Reading Response

Abilock, Debbie. (2002).Ten Attributes of Collaborative Leaders. Knowledge Quest, 31 (2), 8- 10.

"Ears and mind open, mouth closed" (Abilock, 2002). A simple yet straight forward quote for her discussion of how school librarians can become collaborative leaders in schools. This quote was chosen because all too often, everyone wants to talk or take the lead and no one listens. The personal perspective can cloud everyone's goals in education, although ultimately we only want whats best for the student.
Abilock presents ten attributes of collaborative leaders. First, one must be able to picture the whole and identify steps to reach that vision, believe they can make a difference, listen,be able to aquire new knowledge, in addition to seeking understanding. Usually the vision is greater student achievement, yet when it comes to achievement, teachers are often left solely responsible for students. Difficulties arise when teachers are programmed, dare I say, to teach whatever grade or subject within a structured setting with the pressure of some type of state assessment breathing down their back. The collaboration with a teacher librarian makes students information literate and life long learners. Also, the collaboration with a teacher-librarian can add flavor to the same old method a teacher uses to facilitate learning in her classroom. Teachers feel bombarded often, yet if only they could understand collaboration with another person with the same goals would make their jobs more delightful.
Next, Abilock discusses that collaborative leaders asks questions, mediates, identifies learners, buys books, and values thinking together (2002). I think these all relates to just simply being a proactive partner. By treating adults as learners and by using language that is not so finite, one encourages thought and respect. Respect is often something an overwhelmed teacher feels they have the least amount of from those around them. Including teachers in the thinking process makes them feel appreciated and respected. Not to mention when there are supplies available to differentiate a lesson. This also makes the teacher-librarian seen as a vital asset to the learning community and not just as the person who loves books.
In conclusion, I think teacher librarians are assets to any school culture, but especially when there is a spirit of collaboration. Neither teacher nor librarian is seen in isolation when they work together. Working together benefits our students and benefits us as well because we remove boundaries that are put in place by misconception.

Harada, Violet. (2002). Taking the lead in developing learning communities. Knowledge
Quest, (2), 12-30.

"The traditional model of classroom teachers working alone is no longer effective". This quote was chosen because as education changes, so must how we utilize our resources. The roles of teachers are changing and so is how they must facilitate learning in the classroom. The needs of our students are so diverse that the teacher is not working alone anymore in the classroom. But the biggest effect is how educational funding is decreasing. The push of doing more with less. This forces the classroom teacher to update how he/she serves students. The answer is utilizing available resources to the maximum, which is the teacher-librarian.
Harada present a central concept of social learning which is presented in learning communities. The heart of these learning communities are collaborative relationships between teachers, administrators, teacher-librarians, and counselors. Teamwork is crucial to the development of curriculum and resources. The goal is long-term results. One important long-term result is the development of life-long learners who are information literate. This means the teacher-librarian is integral in instructional planning and teaching. Thus thrusting teacher-librarians in a leadership role. This is because the teacher-librarian not only has the advantage of seeing the whole school, but the skill set to access information and utilize technology. Their roles on teams are interchangeable. Their skill set is complimentary to their peers.
So we see that teacher-librarians are vital to success at schools. Their skill set is vast and their collaboration with teachers can facilitate growth and change in the school environment. Teacher-librarians are resources and resource leaders that can assist students in becoming life-long learners and improve achievement.

Week 3 Soical Bookmark

The website or blog I am commenting about is futura.edublogs/2007/07/26/defining-your-miracle/. It is the thoughts of a school librarian. This blog talks about the integration of technology, libraries and schools. This site contains reflections on how a collaborative library should look and function.. It provides links to research articles and the reflection of other stakeholders in the library 2.0. It also provides links to areas of interest regarding merging technology, liraries ans schools, in addition to links to the latest social networking sites that are so utilized by the digital natives we see in our classrooms and school libraries.

Pre-Planning Thoughts

As I begin to prepare for the forth coming colloborative unit, I am thankful that I have a partner. I am also thankful that my partner decided to take the role of the school librarian because I have limited experience in the area of school librarianship. I am a certified special education teacher and have a lot of classroom experience. With my special education background, I am experienced in modify lessons and creating activities to meet the needs of different learners. My overall goal is to take the library to students with severe special needs, as they are often left out or confused in areas that are unfamiliar. I would like to develop their comfort level with books and increase their access to books, libraries, and information.

That is where my general weakness comes. We have no library at our school and the school next door has a library with limited resources. Not to mention, the librarian is unfamiliar with the type of student I teach. I have a limited idea on how to get the students materials that will enhance the instruction of my students.

As it concerns to the unit itself, I have no clue of what the unit will pertain. Currently, I teach remedial reading, english and science. My school setting is considered to be secondary, as the students are between the ages of 14 and 19. My classes are between the ages of 14 and 16. I am interested in science and social studies topics. I want to assign my students an oral report about one of the groups of animals we have discussed. Maybe we could do something on recycling. Maybe we could do something in which the students explore the community and its history.