Prewriting+T-Chart

=A.1.4 Prewriting: T-Chart for Benefits of Classroom/Library Collaboration to Students, Classroom Teachers, School Librarians, and Administrators=

Nadia's Contributions

 * =Students= || =Classroom Teachers= ||
 * Kids get more individualized attention with two teachers (Kindergarten Teacher: Peggy) || ﻿More planning time(Kindergarten Teacher: Peggy) ||
 * Student's learn to effectively evaluate site when conducting research (Principal: Paula) || ﻿Expands opportunities for instruction (Elementay Art Instructor: Tracy) ||
 * Students learn to self-evaluate using rubrics (High School Art Teacher: Diane) || ﻿Teacher learns new technologies right along with the students (7th Grade Social Studies Teacher: Pat) ||
 * Feel library is their classroom (Kindergarten Teacher: Peggy) || More ideas for lessons (Kindergarten Teacher: Peggy) ||
 * Authentic learning (Third Grade Teacher: Judy) || Take the curriculum deeper (Third Grade Teacher: Judy) ||
 * Learn HOW to find the answer (Third Grade Teacher: Judy) || Help with websites and curriculum (Principal:Paula) ||
 * Connections between art and literature (Elementary Art Instructor:Tracy) || ﻿collaborators are able to assume a variety of coteaching roles (Moreillon 5) ||
 * lowers teacher student ration (Moreillon 7) || ﻿job embedded professional development (Moreillon 8) ||
 * Exciting access to technology, such as a wiki (7th grade teacher: Mary Ann) || ﻿improves teaching practices for novice as well as veteran teachers (Moreillon 9) ||
 * Extend their learning by activating background knowledge (7th grade teacher: Mary Ann) || Extension of projects to extend classroom learning (7th grade teacher: Mary Ann) ||

(Moreillon 5) || “If the energy is harnessed appropriately, positive change can occur..."Agency” means that appropriate support is introduced." (McGregor 205) ||
 * =School Librarians= || =Administrators= ||
 * helps develop interpersonal skills and familiarize with what is being taught
 * recipricol mentoring between librarian and teacher (Moreillon 9) || "How can a collaborative community make that principal look good in terms of his or her own goals and vision?" (McGregor 208) ||
 * Teaching importance of works cited and bibliography (7th grade teacher: Mary Ann) || "The administration will invest most of the school's resources to meet targeted priorities." (Zmuda 41) ||
 * Promotion of reading, research and presentation (7th grade teacher: Mary Ann) ||  ||
 * Carry ideas across objective strands (8th Grade Language Arts Teacher:Karen) ||  ||
 * "The teacher librarian's agenda is probably related to information literacy and processes" (McGregor 213) ||  ||

=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.