Classroom Collaboration Analysis

The responsibility rests with the library director or school superintendent, who regulates the selection to appropriate staff acting within the framework of the established policies. In schools, librarians work closely with teachers and school administrators to provide collections that support and supplement the school’s curriculum.

In New on the Job: A School Library Media Specialist’s Guide to Success, Ruth Toor and Hilda Weisburg present a one-stop manual for first-year school library that details numerous aspects of what it means to be a successful school library media specialist. The authors, both of whom are veteran former school librarians, outline everything from the job interview to the last day of school, sharing years of wisdom and practical insight into the ins and outs of the profession. Special attention is paid to developing relationships between the various members of the school population and associated individuals, including students, teachers, administrators, school board members, parents, and volunteers. The authors remind school librarians to keep

Inclusive school librarianship has been my passion since my sophomore year of high school and I have maintained this commitment by working as an elementary library media center assistant. My experience as a library media center assistant at a multicultural metropolitan school has facilitated my ability to foster inclusiveness among students from diverse backgrounds due to working at a Title One school that is predominately Latino. I have contributed towards the development of accessible and diverse media centers for underserved populations through creating and promoting book displays for events such as National Hispanic Heritage Month and National Native American Heritage Month. Another way that I have promoted accessible and equitable library media centers is by assisting students and teachers with locating materials and processing interlibrary loans in fulfilling their information

The process I used to create the advocacy video provides evidence of how my core values as a school librarian can positively affect the students and teachers around me. Based on the Texas Education Agency’s SBEC School Librarians Standards for the initial Preparation of School Librarians the following standards were met:

Librarian-teacher collaboration is fundamental to improve student academic achievement through the implementation of the curriculum, supporting active learning, engaging students, providing differentiated instruction, and facilitating the use of multiple and varied educational resources.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

There are an enormous amount of people in the United States that depend on the librarian to do different tasks that they cannot do. Patrons may think it is simple, but before you can become a librarian you have to learn how to conquer some patrons that come in, you have to learn how to work the desk and learn how to work the shelves.

My objective is to become a certified school library information specialist. Taking into consideration my extensive background in bilingual education and the instruction received at TWU, I believe I would be able to make a difference in the school community. In my current position as librarian of record in an elementary school, I have the opportunity to practice the abilities learned during the completion of my master’s degree. I plan and implement collaborative lessons with other educators. I teach my students technology skills and web 2.0 tools. I am an active member of the leadership team and help integrate the educational curriculum throughout the school. I am improving my collection development skills in order to adapt my collection

Collaboration is when a student contributes to a group’s joint intellectual efforts through work ethic, leadership, and service. The artifacts I’ve chosen will come from my Honors English class and my Physical Science class. The artifact from my Physical Science class a video/ rubric from an in class bottle rocket competition that I participated in along with my friend Jacob in October 2015. The artifact from my English class is a rubric from a book club project completed in January of 2016. The purpose of the bottle rocket project was to display our understanding of velocity, and determine what factor could keep the rocket in the air the longest. The purpose of the book club project was to display our critical thinking skills and effectively

Long, M. (2007). School media librarians as transformational leaders (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 329321)

The library is run by Ms. O'Donal-Cook who is a teacher-librarian. A Teacher librarian is responsible for the task of working with students and staff to develop collections that are both engaging and helpful to the staff and students. In order to provide this service for staff and students some of the day to day tasks that a teacher librarian must handle are the organizing and managing of the library's collection, organizing mini lessons, story time and other activities for the children, guide students to appropriate reading materials, checking books in and out of the library, help both the staff and students to find and understand information, help the students to become critical thinkers especially when doing research, help students to become good readers, help students to become good researchers, help students to learn and practice digital citizenship, advocate the library program throughout the school and at school board meetings, teach the students and staff members how to properly use the technology that is available at the library, deal with any complaints from parents, deal with reconsideration of materials requests, keep up to date with district school board policies on materials in the library, and collect and analyze data collected from the library A teacher librarian may also be expected to create and carry out special events

The Gordon Elementary SLT primarily uses Destiny Library Manager circulation reports as her tool to collect circulation-based evidence. Moreover, she uses Destiny Library Manager to assess the library’s collection for shortcomings. Ensuring that stakeholders are invested in the school library program is another way that school librarians can contribute towards the development of strong SLPs. The Gordon Elementary SLT meets with teachers and other specialists face-to- face, through email exchanges, and during collaborative time. The primary collaborative partner of the Gordon Elementary SLT are the literacy specialists within the school. Documentation of student learning provides the SLT with evidence to use to assess their instruction and program. Subsequently, the Gordon Elementary SLT collects student data to assess student learning with the SLP. For example, the SLT collects ticket-to-leave from students, has students submit surveys concerning their learning experience, and students submit reflections after extensive projets or instruction. Martin (2011) asserts, “Collecting data in a variety of ways such as one-one-one conversations, group discussions, or online surveys all serve to provide feedback about existing programs” (p.31). Likewise, the Gordon Elementary SLT gauged the success of “The Reading Without Walls” initiative through collecting written reflections

Myself and my colleague Jane Leung will be taking over the learning commons (LC) as new teacher-librarians starting September, 2017. The LC at Hugh Boyd Secondary is located on the first floor in the middle of the school and is open from 8am to 3:30pm on school days. Over the past three years, many changes have taken place to transform the space from a traditional library to a learning commons. The space has been freshly painted with inviting and uplifting colours and the has been opened up to accommodate multiple activities. Aside from hosting classes, the library is used to host staff meetings, and has a library monitor’s

Most students are unaware of the fact that librarians are academic experts just as a student’s professor would be. Their perception of librarian’s role is skewed. They have forms of information literacy and can assist students as well, making the student’s research more easy. The ERIAL project also found that librarians overestimate student’s research abilities and this reflects in the responses of the librarians which can make student intimidated. Also, professors fail to require student to visit a librarian before furthering in their research project. A humanities librarian at Northeastern Illinois says that she often has trouble deciding whether she should give a student answers for something or show them how to get there, which can seem like pressure. If she has had this struggle, then I am certain that other librarians have

Managing for change is just as controversial in library schools as it is in corporations.The advances in technology over the past decades have forced library schools to educate technologically astute librarians.At the same time, many educators fear that the emphasis on technology may be eroding the concepts of service that have always been a part of the profession.The issue of incorporating technologies into a core curriculum without eviscerating the historical and ethical portion of the professional education has been debated widely.The question is how can the library schools bring technology into the program and still keep the traditional aspects which are important to the profession and to the accrediting