A.1.4+Final

Rebecca Perez and Nadia Rodriguez LS 5443-20 Classroom Library Collaboration Mini-Case Study – A. 1.4 There are many benefits that result from engaging in a collaborative process. Librarians, teachers, administrators, and most importantly students, benefit from working together. A positive collaborative effort can lead to achieve a common goal of success for students. There are a number of ways that collaboration can be an instrumental teaching and learning tool. Librarians must take an active role in encouraging staff to utilize their knowledge, skills, and resources.

Librarians can partner with teachers to help achieve their learning goals. "The teacher librarian's agenda is probably related to information literacy and processes" (McGregor 213). The librarian plays an active role in ensuring that students understand ways to access information. As stated by Mary Ann, a 7th grade teacher, her collaboration with the librarian helped promote reading, research, and presentation skills. The librarian also had the opportunity to teach the importance of creating a works cited and bibliography (7th grade teacher: Mary Ann). It is a better practice to teach these skills as a part of an applicable lesson, rather than an isolated side note. Teachers are more likely to seek out help if the librarian has provided examples of collaborative opportunities. The teachers who responded in the interviews explained that help was offered by the librarian. Small group lessons, research skills, and technology resources are effective tools that a librarian may provide. Librarians can also help improve teaching practices for novices as well as veteran teachers (Moreillon 9). Collaboration provides all involved parties with the opportunity to broaden their knowledge set. More ideas for lessons are developed in partnership with peers (Kindergarten Teacher: Peggy). Librarians may also have a wealth of knowledge with regards to technological resources. Seventh grade social studies teacher, Pat, commented on how she learned new technologies right along with the students. The opportunity for the librarian to enrich the skill sets of both the students and a fellow teacher is an influential testament to the benefits of collaboration. Administrators will also reap the rewards of collaborative efforts. McGregor poses the question of how a collaborative community can make that principal look good in terms of his or her own goals and vision" (208). Ultimately, the goal of school personnel should be student success, but it is also rewarding to feel like your school is an exemplary model of team effort. Administrators would hopefully approve of activities that reach beyond isolated classroom teaching. Librarians will better be able to serve the needs of the school if they feel supported by administration. A sense of enthusiasm from school staff will encourage willingness to collaborate with peers. “If the energy is harnessed appropriately, positive change can occur. ”Agency” means that appropriate support is introduced" (McGregor 205). Positive collaboration experiences will be a result of positive feedback and support of all stakeholders. Most importantly, students will benefit from collaborative efforts from their educators. It seems that it would be a great compliment to the librarian if students feel like the library is also their classroom. This was the experience for students of Peggy, a kindergarten teacher. The library should feel like a welcoming place of learning and the librarian should be viewed as another person that helps the students reach their goals. “Kids get more individualized attention with two teachers” (Kindergarten Teacher: Peggy). Teachers that collaborate with librarians will be able to see that more students are able to receive support if there is an additional person to act as a facilitator of the assignment. A collaborative effort lowers teacher student ratio (Moreillon 7). Thus, students will have more opportunity to receive supported instruction. Students will learn correct procedures for research when a librarian is able to guide the research process. “Student's learn to effectively evaluate sites when conducting research” (Principal: Paula). This is a valuable lifelong skill that can be taught at an early age and prepares students for future research activities. The importance of a works cited and bibliography becomes a natural process for students that have worked with librarians on this skill (7th grade teacher: Mary Ann). The practice of acknowledging the work of others preserves the standards for which librarians take responsibility of upholding. Students that have had the experience of a collaborative effort between classroom teacher and librarian may gain additional practice of seeking out knowledge. A feeling of accomplishment is validated as students learn how to find the answer (Third Grade Teacher: Judy). It is the reflective nature of searching for answers that will encourage students to learn beyond their classroom lessons. Collaboration between librarians and classroom teachers can provide students with a valuable learning experience. The knowledge that both parties bring forth in the lessons will ensure that the learning objective is addressed with the depth of available resources. In the demanding world of education, collaboration can provide a welcoming shared approach to meeting the needs of student learners. “In the 21st century, educators’ overarching common goal is increasing achievement for learners” (Moreillon 4). Collaborative teaching can help ensure that this goal is attainable.  The standards of collaboration encourage a learning environment where the strengths of others are utilized to accomplish a goal. This is certainly the guiding principle that would demonstrate to the entire school community that shared learning not only benefits students, but also all invested education stakeholders. Teachers, librarians, and administrators must commit to a shared effort to uphold collaborative interactions. The outcome of these interactions will have long lasting benefits for the student learners.

**Works Cited **

“Elementary Art Instructor.” Interview by Judi Moreillon. Web. 18 Sept. 2010. []

"High School Art Teacher." Interview by Judi Moreillon. Web. 17 Sept. 2010. []

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 18 Sept. 2010. []

McGregor, Joy. "Collaboration and Leadership." In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219. PDF.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago:American Library Association, 2007. Print.

"Principal." Interview by Judi Moreillon. Web. 19 Sept. 2010. [] "7th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 22 Sept. 2010. []

"Seventh Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 20 Sept. 2010. []

"Third Grade Teacher." Interview by Judi Moreillon. Web. 20 Sept. 2010. []

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century//, 2008. 23 – 43.