I've been doing some reflection and research as to the benefits of collaboration. The following list is my top ten reasons to collaborate:
1. As educators, we are constantly striving to create authentic and meaningful educational experiences for our students. We know that integrating subjects, creating projects that involve community and working with others are characteristics of authentic teaching and learning. Students experience a higher level of achievement and often are more motivated by these experiences. Projects that are developed and taught in partnership between the teacher librarian and the classroom teacher are examples of authentic learning experiences.
2. The integration of the two specialisms benefits the students. The classroom teacher knows the needs and abilities of the students in addition to the curriculum areas that need to be taught. He/she knows what interests the students, their learning styles and what types of learning activities have been successful I in the past. The teacher librarian offers a variety of resources and information literacy tools to support the learning of the students. He/she can teach information literacy skills in an integrated situation. Together they create the optimal learning environment.
3. The students benefit from additional teachers, resources and technology. There is simply more of everything to go around! Students with special needs or learning difficulties especially benefit from having two teachers in the room. Special grouping can be considered and monitored more effectively. Resources and technology are used effectively and efficiently, optimizing maximum value for money.
4. Collaboration is a form of advocacy. Classroom teachers that work collaboratively with teacher librarians are more likely to visit the library, support its programs, encourage their students to go to the library and share their positive experiences with other colleagues. Both are colleagues and our students are reminded that we are teachers, not just people who are paid to look after books.
5. As there are two people sharing the planning, implementation and evaluation of the unit, the workload is shared. There is less marking for the classroom teacher as it is shared, which is always a selling feature of collaborative teaching!
6. As a teacher librarian, you gain understanding and insight as to how your colleague(s) teach, what they teach and their preferred methods of delivery. This insight in valuable in that it provides you with ideas as to how to support them in the future, the type of resources they will appreciate, etc.
7. Collaborative teaching provides a learning opportunity for the teachers too! It is likely that both the teacher librarian and the classroom teacher will be exposed to something new, whether it be a technology skill, teaching style or strategy. Consider it a cost and time effective professional development opportunity!
8. We all teach differently. Students all learn differently. Exposing students to different teaching styles increases the likelihood of more students accessing the information, hence increasing learning.
9. It’s fun! You get to try new ideas that you might never have thought of or had the courage to do. You get to know your colleague(s) on a different level. It is especially wonderful for some of us social beings who prefer not to do things in isolation and are more effective and creative when bouncing ideas off of others.
10. If for no other reason, numerous studies and exhaustive research shows that collaborative teaching increases student achievement. Say no more!
The Reference Interview
There are a few points that Riedling makes in chapter 9 that really spoke to me:
"The school library media specialist should know as much about the student as possible". Although Riedling was referring to social information, I also believe it pertains to academic information. Knowing what level of resource you should be recommending is really difficult without this information.
Last year I had a grade 4 student who was an avid reader. She visited the library every day I was there and asked all sorts of questions about books and authors. She really enjoyed reading books that are part of popular series and I was really impressed at her knowledge of all of the Harry Potter books and Lemony Snicket books. She would tell me her favorite parts and I would share mine.
It wasn't until March that I found out she was a non-reader. I couldn't believe it! She always had a book in her hand and knew so much about them. When I questioned as to how that could be, I discovered her love of movies and her desperation to appear to be "smart" and well-read. Oh my. I spent the better part of a year feeding this problem. This year I have asked teachers for brief academic info on students. The guilt still haunts me!
"In order to properly perform any reference service, the school library media specialist must have an exceptional knowledge of the library media center's collection." I moved schools this year and feel like I have lost a limb. I used to know every book, video and teacher resource in the collection in addition to who would want what and when. Now I continually find myself saying, "well, I'm not sure if we have that. Let's go see....". With everyday that goes by this situation improves, however I have a long way to go before I know the students, staff and resources like I did in my previous school. Sigh.
Despite my lack of knowledge in this area, I was comforted to read that I already do many of the things Riedling suggests. I am very sincere with students and staff. I take their queries seriously and treat people with kindness. Despite the fact I don't seem to know what is in my library or what was popular in the past, the kids are very forgiving and write me nice thank you cards and appreciation notes. I feel very lucky to be where I am right now!
"The school library media specialist should know as much about the student as possible". Although Riedling was referring to social information, I also believe it pertains to academic information. Knowing what level of resource you should be recommending is really difficult without this information.
Last year I had a grade 4 student who was an avid reader. She visited the library every day I was there and asked all sorts of questions about books and authors. She really enjoyed reading books that are part of popular series and I was really impressed at her knowledge of all of the Harry Potter books and Lemony Snicket books. She would tell me her favorite parts and I would share mine.
It wasn't until March that I found out she was a non-reader. I couldn't believe it! She always had a book in her hand and knew so much about them. When I questioned as to how that could be, I discovered her love of movies and her desperation to appear to be "smart" and well-read. Oh my. I spent the better part of a year feeding this problem. This year I have asked teachers for brief academic info on students. The guilt still haunts me!
"In order to properly perform any reference service, the school library media specialist must have an exceptional knowledge of the library media center's collection." I moved schools this year and feel like I have lost a limb. I used to know every book, video and teacher resource in the collection in addition to who would want what and when. Now I continually find myself saying, "well, I'm not sure if we have that. Let's go see....". With everyday that goes by this situation improves, however I have a long way to go before I know the students, staff and resources like I did in my previous school. Sigh.
Despite my lack of knowledge in this area, I was comforted to read that I already do many of the things Riedling suggests. I am very sincere with students and staff. I take their queries seriously and treat people with kindness. Despite the fact I don't seem to know what is in my library or what was popular in the past, the kids are very forgiving and write me nice thank you cards and appreciation notes. I feel very lucky to be where I am right now!
Wikipedia.....Yea or Nay?
There has been some debate this week about whether or not to encourage or condone the use of Wikipedia in schools. I can certainly see the argument for both sides. My knee-jerk reaction, a year or two ago, was to agree with those that discouraged its use. However, it didn't take much further thought to change my mind.
I think that we need to remind ourselves as to what our role is as teachers. Is not the purpose of education to prepare our students for the world they live in? How is avoiding Wikipedia, likely one of the most used websites ever, being realistic? Will they view their education as valid when we so such things as dismissing significant global internet tools?
But this isn't just about Wikipedia. This debate will go on and soon we will be debating the use of Facebook in schools. And the debates will never end. There will always be new ideas or tools that we find questionable. And its not a new problem. Debates such as these are as old as the hills, it is just a new topic manifesting itself in the traditional quandary: Do we condone or accept the evolving idea, action or norm of society, even if it challenges our morals or ideals?
I will provide a personal and historic example: One of my university professors would not allow papers that were printed from a computer. Typed papers were accepted, but not computer generated papers. She was convinced that anything from a computer was likely the product of cut and paste and most likely to be poorly edited or plagiarized. It's laughable now!
I think we have to put ourselves in the world of our students, whether or not we like it or not, and arm them with tools and skills to navigate the wavy waters. In the case of Wikipedia, we have to teach them to double check facts with more reputable sources and to understand the pitfalls of collective authorship. At the same time, we must understand why students, and adults, embrace this website. There are some great benefits to Wikipedia!
I think that we need to remind ourselves as to what our role is as teachers. Is not the purpose of education to prepare our students for the world they live in? How is avoiding Wikipedia, likely one of the most used websites ever, being realistic? Will they view their education as valid when we so such things as dismissing significant global internet tools?
But this isn't just about Wikipedia. This debate will go on and soon we will be debating the use of Facebook in schools. And the debates will never end. There will always be new ideas or tools that we find questionable. And its not a new problem. Debates such as these are as old as the hills, it is just a new topic manifesting itself in the traditional quandary: Do we condone or accept the evolving idea, action or norm of society, even if it challenges our morals or ideals?
I will provide a personal and historic example: One of my university professors would not allow papers that were printed from a computer. Typed papers were accepted, but not computer generated papers. She was convinced that anything from a computer was likely the product of cut and paste and most likely to be poorly edited or plagiarized. It's laughable now!
I think we have to put ourselves in the world of our students, whether or not we like it or not, and arm them with tools and skills to navigate the wavy waters. In the case of Wikipedia, we have to teach them to double check facts with more reputable sources and to understand the pitfalls of collective authorship. At the same time, we must understand why students, and adults, embrace this website. There are some great benefits to Wikipedia!
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