Site: The Library of Michigan
Link: http://www.michigan.gov/documents/mde/lm_SL21_313134_7.pdf
This is actually a link to an evaluation guide that the Library of Michigan published in conjunction with the Michigan Department of Education. I feel that it is valuable, especially given the current political climate in the state, to be up to date on the state's own published guidelines for libraries.
The evaluation rates libraries on 21 categories and allows for results of "at risk," "qualified" or "exemplary." As schools face continued budget constraints and the state turns more and more to quantitative measurements to evaluate school effectiveness, I feel that all school librarians in the state should do all in their power to bring their media centers as close to the exemplary mark as possible. Failure to do so will make media centers an easy target as the cuts keep coming.
Friday, March 11, 2011
Week 9 - Assessment Planning
Stephen and I have been planning the assessment for our unit since the beginning, and by this point we have a good sense of how that will unfold. We feel that the English-centric content and the library skills content both need their own specific assessments. I'll be creating the one for the poetry writing and reading piece of the unit, Stephen will be doing the one for the research skills. We both agree that these assessments should be tied to rubrics, and we have a plan in place to begin creating those rubrics and sharing them in the coming days.
Additionally, we both understand the need for frequent formative assessments. As we construct our unit plan, we will be building in small check-in activities that allow the students to demonstrate that they understand the material as it is presented. This type of assessment will allow both the teacher and the media specialist to redirect those students that are headed in the wrong direction. Moreover, they allow the librarian and the teacher to modify the unit on the fly as needed if it seems that the students are not grasping the material or if they seem to be moving faster than expected.
Overall the planning is going well. I expect that by the end of Spring Break we will be well on our way.
Additionally, we both understand the need for frequent formative assessments. As we construct our unit plan, we will be building in small check-in activities that allow the students to demonstrate that they understand the material as it is presented. This type of assessment will allow both the teacher and the media specialist to redirect those students that are headed in the wrong direction. Moreover, they allow the librarian and the teacher to modify the unit on the fly as needed if it seems that the students are not grasping the material or if they seem to be moving faster than expected.
Overall the planning is going well. I expect that by the end of Spring Break we will be well on our way.
Friday, February 25, 2011
Week 7: Mid-Planning
To date, the planning for the collaborative unit is going well. Stephen and I have a clear direction, have well defined roles, and are working well together. Stephen has taken on the role of media specialist, and has been mindful of finding diverse resources that will appeal to students of all backgrounds. I have taken the role of classroom teacher, and have tried to develop activities that will appeal to diverse learning styles and will not over-emphasize any one instructional modality. Additionally, in our most recent chat, we agreed that some group work will allow us to accommodate for lower level students that may struggle with writing, technology work, or both.
We have given some consideration to assessment techniques in the most recent chat we've had. The thinking now is that the final project will be enough of a culmination, meaning that mid-point formal assessment is not needed. However, we will be building in some formative assessment measures to be sure that the students are staying on pace both in the library instructional phase and in the classroom portion.
Finally, we've settled on some clear unit goals, or essential questions. These include: What is style and how do poets use it? What types of styles are most suited to me? What poet, then, do they most want to write like? To achieve these goals Stephen and I will both be establishing specific objectives - Stephen's related to resource searching and evaluation and technological issues, mine focused on writing practice and reading strategies.
All in all, the planning is going well, and I'm confident that we'll put together a strong unit.
We have given some consideration to assessment techniques in the most recent chat we've had. The thinking now is that the final project will be enough of a culmination, meaning that mid-point formal assessment is not needed. However, we will be building in some formative assessment measures to be sure that the students are staying on pace both in the library instructional phase and in the classroom portion.
Finally, we've settled on some clear unit goals, or essential questions. These include: What is style and how do poets use it? What types of styles are most suited to me? What poet, then, do they most want to write like? To achieve these goals Stephen and I will both be establishing specific objectives - Stephen's related to resource searching and evaluation and technological issues, mine focused on writing practice and reading strategies.
All in all, the planning is going well, and I'm confident that we'll put together a strong unit.
Sunday, February 20, 2011
Week 6: Curriculum Map Website
Rockford Public Schools Curriculum Map
Link: http://www.rockfordschools.org/?i=curriculum9-12curriculummaps
Rather than link to a site that illustrates how to make a curriculum map, I thought it might be beneficial to look at an actual curriculum map. The Rockford Public Schools have not only posted their district-wide map on-line, but have a detailed explanation of how to read the map as well. A quick look at one entry on the map indicates that the Rockford map, while comprehensive, does not include much in the way of actual classroom activities. Rather, the map seems to be an elaboration of the state standards that illustrates the specific content areas that will be studied in order to meet the skills required by the state standards. Overall, this is an interesting site, but my guess is that it's usefulness is more for public relations than for actual educational benefit, as the content is too vague to yield any clear conclusions about the activities in the classroom.
Link: http://www.rockfordschools.org/?i=curriculum9-12curriculummaps
Rather than link to a site that illustrates how to make a curriculum map, I thought it might be beneficial to look at an actual curriculum map. The Rockford Public Schools have not only posted their district-wide map on-line, but have a detailed explanation of how to read the map as well. A quick look at one entry on the map indicates that the Rockford map, while comprehensive, does not include much in the way of actual classroom activities. Rather, the map seems to be an elaboration of the state standards that illustrates the specific content areas that will be studied in order to meet the skills required by the state standards. Overall, this is an interesting site, but my guess is that it's usefulness is more for public relations than for actual educational benefit, as the content is too vague to yield any clear conclusions about the activities in the classroom.
Week 6: Curriculum Mapping
Everett, J. (2003). Curriculum mapping and collection mapping: Otherwise
known as "The Camel with Two Humps." In B.K. Stripling & S. Hughes-Hassel (Eds.)
Curriculum Connections through the Library (pp. 119-137). Westport, Conn: Libraries
Unlimited.
"The beauty of having a collection map is the ability to to know very quickly if the current collection of materials supports the school's curriculum." (Everett, 2003, p. 131).
Whether or not a school actually has a viable curriculum map, a collection map is an idea that I had never before thought of and one that I will most certainly implement once I begin work as a media specialist. Everett describes a collection map as a document that speaks to the curriculum map and ensures that the materials in the media center match up with the activities and units of study in the classroom. Even in a school that does not have a comprehensive and up-to-date curriculum map, the state standards can still be used to guide the construction of a collection map though.
A collection map will ensure that the media center's resources are optimized - that they align with what is happening (or supposed to happen) in the classroom, and that they are specifically targeted to meet the academic needs of the students.
The collection map construction process requires that the media specialist engage with the teaching staff, seeing what is studied and what is not. This means that it fosters school-wide collaboration. Additionally, once a collection map is created, the staff know what materials the library has that speak directly to their classroom activities, thereby further fostering collaboration while at the same time improving library use.
Finally, a collection map makes the weeding process more simple. Media specialists will have a more clear sense of what materials are needed in the collection and will also have a clear document that justifies the removal of certain items from the collection. A collection map removes much of the mystery and guess work from the media specialists' work.
known as "The Camel with Two Humps." In B.K. Stripling & S. Hughes-Hassel (Eds.)
Curriculum Connections through the Library (pp. 119-137). Westport, Conn: Libraries
Unlimited.
"The beauty of having a collection map is the ability to to know very quickly if the current collection of materials supports the school's curriculum." (Everett, 2003, p. 131).
Whether or not a school actually has a viable curriculum map, a collection map is an idea that I had never before thought of and one that I will most certainly implement once I begin work as a media specialist. Everett describes a collection map as a document that speaks to the curriculum map and ensures that the materials in the media center match up with the activities and units of study in the classroom. Even in a school that does not have a comprehensive and up-to-date curriculum map, the state standards can still be used to guide the construction of a collection map though.
A collection map will ensure that the media center's resources are optimized - that they align with what is happening (or supposed to happen) in the classroom, and that they are specifically targeted to meet the academic needs of the students.
The collection map construction process requires that the media specialist engage with the teaching staff, seeing what is studied and what is not. This means that it fosters school-wide collaboration. Additionally, once a collection map is created, the staff know what materials the library has that speak directly to their classroom activities, thereby further fostering collaboration while at the same time improving library use.
Finally, a collection map makes the weeding process more simple. Media specialists will have a more clear sense of what materials are needed in the collection and will also have a clear document that justifies the removal of certain items from the collection. A collection map removes much of the mystery and guess work from the media specialists' work.
Week 6: Curriculum Mapping
Vlasis, C. (2003). Librarian morphs into curriculum developer. In B.K. Stripling & S. Hughes-Hassel (Eds.) Curriculum Connections through the Library (pp. 107-117). Westport, Conn: Libraries Unlimited.
"Curriculum mapping raises the level of professionalism in the building." (Vlasis, 2002, p. 112)
Though I am familiar with the concept of curriculum mapping, I have never worked in a district that employed it. This chapter is a valuable one to a reader such as me, because it fully illuminates what the core purposes of curriculum mapping are, the basic steps of a successful implementation of a curriculum mapping plan, and the benefits of successful implementation. Ultimately, this information could be useful in convincing a district to pursue the creation of a fully developed curriculum map.
In my district, there is frequently discussion centered on the fact that the students entering high school are not sufficiently prepared for the rigors of the high school curriculum. A district-wide curriculum map, as defined by Vlasis, would help to alleviate this problem by illustrating what is covered at the middle school level and illuminating any disconnects between the middle school curriculum and the high school curriculum. Vlasis states that curriculum maps encourage teachers to be mindful about the purposes behind every classroom activity by requiring them to document not only how activities meet standards, but how the work is assessed and how effective the activity is. Doing so could in theory help to ensure that students are not moving into high school without completing the academic work needed in order to succeed in high school.
The main drawback to a curriculum map, though, is that it can become a bit unwieldy to maintain, and may encourage instructional stagnation as a result. Since the map is only valuable if it is updated every time instruction changes, teachers may find it cumbersome to modify their instruction as time passes. Moreover, curriculum maps may not be entirely necessary for teachers that work in districts where adherence to state standards is rigidly enforced. If one assumes that the state standards are constructed to build year-to-year, and if a teacher is required to employ standards-based grading and prove adherence to the the the state standards, then a map loses its benefit.
However, a document that depicts the specific actions that are taking place in classrooms on a unit-by-unit basis is at its heart a valuable document for a variety of reasons and construction of a legitimate curriculum map is, undoubtedly, a worthwhile practice in professionalism.
"Curriculum mapping raises the level of professionalism in the building." (Vlasis, 2002, p. 112)
Though I am familiar with the concept of curriculum mapping, I have never worked in a district that employed it. This chapter is a valuable one to a reader such as me, because it fully illuminates what the core purposes of curriculum mapping are, the basic steps of a successful implementation of a curriculum mapping plan, and the benefits of successful implementation. Ultimately, this information could be useful in convincing a district to pursue the creation of a fully developed curriculum map.
In my district, there is frequently discussion centered on the fact that the students entering high school are not sufficiently prepared for the rigors of the high school curriculum. A district-wide curriculum map, as defined by Vlasis, would help to alleviate this problem by illustrating what is covered at the middle school level and illuminating any disconnects between the middle school curriculum and the high school curriculum. Vlasis states that curriculum maps encourage teachers to be mindful about the purposes behind every classroom activity by requiring them to document not only how activities meet standards, but how the work is assessed and how effective the activity is. Doing so could in theory help to ensure that students are not moving into high school without completing the academic work needed in order to succeed in high school.
The main drawback to a curriculum map, though, is that it can become a bit unwieldy to maintain, and may encourage instructional stagnation as a result. Since the map is only valuable if it is updated every time instruction changes, teachers may find it cumbersome to modify their instruction as time passes. Moreover, curriculum maps may not be entirely necessary for teachers that work in districts where adherence to state standards is rigidly enforced. If one assumes that the state standards are constructed to build year-to-year, and if a teacher is required to employ standards-based grading and prove adherence to the the the state standards, then a map loses its benefit.
However, a document that depicts the specific actions that are taking place in classrooms on a unit-by-unit basis is at its heart a valuable document for a variety of reasons and construction of a legitimate curriculum map is, undoubtedly, a worthwhile practice in professionalism.
Friday, February 11, 2011
Week 5: Early Planning Phase
The planning for our collaborative unit has begun very well. So far Stephen and I have exchanged a number of e-mails and have had one lengthy chat via the Blackboard collaboration tool. In the course of these discussions, we've defined our individual roles, established a topic, set mini deadlines, and constructed an overall skeleton of what the unit will ultimately look like.
Stephen will take on the role of media specialist, while I will serve as the classroom teacher. The subject we'll be addressing is middle school English, and we'll be specifically focusing on poetry. The aim of the unit is to have students research a specific poet of their choosing, read his/her poetry and interpret it, and try to write a poem in the style of that poet. The students will rely on the media specialist for training in the poet research and for training on the final assessment tool - an online video creation program called Animoto. Students will rely on the classroom teacher for instruction on poetry analysis and poetry writing. the teacher and media specialist will collaborate to find appropriate materials for the students and to help them create dynamic final products.
Thus far the e-mails and chats have been very productive. We move efficiently and seem to be operating on the same wavelength. Stephen has graciously taken on the role of media specialist, though he is currently and art teacher, and his willingness to do so has been helpful. Our recent chat was very productive, and resulted in us agreeing to meet regularly from here on out and to have mini deadlines for each coming meeting.
I have no significant concerns on the process thus far, other than some minor uncertainty as to the specific requirements of the final unit plan and its presentation. I am confident that in the coming weeks those concerns will be addressed though, and am positive that we'll be able to put together a high quality final product.
Stephen will take on the role of media specialist, while I will serve as the classroom teacher. The subject we'll be addressing is middle school English, and we'll be specifically focusing on poetry. The aim of the unit is to have students research a specific poet of their choosing, read his/her poetry and interpret it, and try to write a poem in the style of that poet. The students will rely on the media specialist for training in the poet research and for training on the final assessment tool - an online video creation program called Animoto. Students will rely on the classroom teacher for instruction on poetry analysis and poetry writing. the teacher and media specialist will collaborate to find appropriate materials for the students and to help them create dynamic final products.
Thus far the e-mails and chats have been very productive. We move efficiently and seem to be operating on the same wavelength. Stephen has graciously taken on the role of media specialist, though he is currently and art teacher, and his willingness to do so has been helpful. Our recent chat was very productive, and resulted in us agreeing to meet regularly from here on out and to have mini deadlines for each coming meeting.
I have no significant concerns on the process thus far, other than some minor uncertainty as to the specific requirements of the final unit plan and its presentation. I am confident that in the coming weeks those concerns will be addressed though, and am positive that we'll be able to put together a high quality final product.
Thursday, February 10, 2011
Week 5 Website Review
Website: Teachnology
Link: http://www.teach-nology.com/currenttrends/inquiry/
Teachnology is an online teacher resource that contains a comprehensive section dedicated to inquiry-based learning. The section contains a detailed definition of what inquiry-based learning is and how it has been proven to benefit student learning. The site details four specific elements that define effective inquiry-based learning: 1) it should be easily understandable for beginners, 2) the knowledge should be carefully structured, 3) the knowledge should apply to a wide array of situations and 4) the new knowledge should be retrievable.
Following the comprehensive explanation of the inquiry-based learning model, the site site links to a large selection of other resources that have additional resources and inquiry-based activities. These links include information on problem based learning, the constructivist model, and the Socratic method.
Link: http://www.teach-nology.com/currenttrends/inquiry/
Teachnology is an online teacher resource that contains a comprehensive section dedicated to inquiry-based learning. The section contains a detailed definition of what inquiry-based learning is and how it has been proven to benefit student learning. The site details four specific elements that define effective inquiry-based learning: 1) it should be easily understandable for beginners, 2) the knowledge should be carefully structured, 3) the knowledge should apply to a wide array of situations and 4) the new knowledge should be retrievable.
Following the comprehensive explanation of the inquiry-based learning model, the site site links to a large selection of other resources that have additional resources and inquiry-based activities. These links include information on problem based learning, the constructivist model, and the Socratic method.
Friday, February 4, 2011
Week 4: Collaboration website review
Teachers and Librarians
The Teachers and Librarians web site provides an overview of the importance of collaboration between school library media specialists and teachers. It offers a brief discussion, with more lengthy source citations, regarding the ever-evolving process of teachers and media specialists learning to collaborate and define the most effective role of the librarian within the school faculty.
In addition to the central information regarding collaboration, the site also offers a nice selection of associated links. These include library lesson plans, materials on pedagogy, and further resources on literacy. In all, this site might serve as a good starting point for librarians and others interested in the role of the school media specialist and the importance of collaboration.
The Teachers and Librarians web site provides an overview of the importance of collaboration between school library media specialists and teachers. It offers a brief discussion, with more lengthy source citations, regarding the ever-evolving process of teachers and media specialists learning to collaborate and define the most effective role of the librarian within the school faculty.
In addition to the central information regarding collaboration, the site also offers a nice selection of associated links. These include library lesson plans, materials on pedagogy, and further resources on literacy. In all, this site might serve as a good starting point for librarians and others interested in the role of the school media specialist and the importance of collaboration.
Week 4: Collaboration readings
Bertram, B., Bishop, A., Heidorn, P., Lunsford, K., Poulakos, S., & Won, M. (2003). The inquiry page: Bridging digital libraries to learners. Knowledge Quest 31(3), 15-17.
"Educational resources must make sense in terms of the interests, backgrounds, and abilities of the users."
In order for the collaborative process to be fully successful, there must be a sense of buy-in - a personal efficacy - from all involved. The authors of this paper detail the various aspects of "The Inquiry Page," which is a website that encourages collaboration among educators. Specifically "The Inquiry Page" relies on questions and the inquiry cycle to involve all partners in the collaborative process. This serves to increase the buy-in from the users and aids in the effectiveness of the collaboration process.
The inquiry cycle relies on questions to guide the collaborative process. The various stages include: ask, investigate, create, discuss, and reflect. Users enter into the process at any step and can customize the ways in which their work is displayed, granting the user a large degree of control over the collaborative process. This is especially useful when students are using the collaborative tools, as each is allowed to maintain his or her unique voice throughout the process.
When teachers and media specialists use the site, they find most useful the vast, searchable archive of existing inquiry projects. These can be modified for use in day-to-day classroom activities, and often offer diverse perspectives on unique ways to incorporate the media specialist into the instructional process. Perhaps most useful is the degree to which this resource allows teachers to collaborate with media specialists. The inquiry cycle can allow diverse voices to be heard throughout the collaborative process and helps to highlight the ways that a classroom teacher can benefit from the knowledge and resources in the media center.
Abilock, D. (2002). Ten attributes of collaborative leaders. Knowledge Quest, 31(2), 8-10.
"Questions are the first steps in learning."
Like the authors of the previous reading, Abilock looks at successful collaborations and finds questions and inquiry at their hearts. In this brief article, she points out the 10 most significant factors that determine successful collaborations. The emphasis is not on the collaborative process nor is it on the actual results of the collaboration. Rather, the author looks into the traits that make up a strong collaborative leader.
On one level, the author indicates that collaborative leaders need to practice what they preach and need to be passionate about their practice. However, this passion must be tempered by reasoned, measured steps that are the result of careful listening and thoughtful dialog.
Secondly, the leaders actions must foster a collaborative environment. They must be mindful of the language they use, monitor the pre-conceived notions of their group, bring new and pertinent information to the discussion, and ask guiding and thoughtful questions.
Finally, leaders must have a belief in the collaboration as a process. They must truly trust that students will learn better if and when teachers and media specialists combine information and strategies to build a richer learning environment.
"Educational resources must make sense in terms of the interests, backgrounds, and abilities of the users."
In order for the collaborative process to be fully successful, there must be a sense of buy-in - a personal efficacy - from all involved. The authors of this paper detail the various aspects of "The Inquiry Page," which is a website that encourages collaboration among educators. Specifically "The Inquiry Page" relies on questions and the inquiry cycle to involve all partners in the collaborative process. This serves to increase the buy-in from the users and aids in the effectiveness of the collaboration process.
The inquiry cycle relies on questions to guide the collaborative process. The various stages include: ask, investigate, create, discuss, and reflect. Users enter into the process at any step and can customize the ways in which their work is displayed, granting the user a large degree of control over the collaborative process. This is especially useful when students are using the collaborative tools, as each is allowed to maintain his or her unique voice throughout the process.
When teachers and media specialists use the site, they find most useful the vast, searchable archive of existing inquiry projects. These can be modified for use in day-to-day classroom activities, and often offer diverse perspectives on unique ways to incorporate the media specialist into the instructional process. Perhaps most useful is the degree to which this resource allows teachers to collaborate with media specialists. The inquiry cycle can allow diverse voices to be heard throughout the collaborative process and helps to highlight the ways that a classroom teacher can benefit from the knowledge and resources in the media center.
Abilock, D. (2002). Ten attributes of collaborative leaders. Knowledge Quest, 31(2), 8-10.
"Questions are the first steps in learning."
Like the authors of the previous reading, Abilock looks at successful collaborations and finds questions and inquiry at their hearts. In this brief article, she points out the 10 most significant factors that determine successful collaborations. The emphasis is not on the collaborative process nor is it on the actual results of the collaboration. Rather, the author looks into the traits that make up a strong collaborative leader.
On one level, the author indicates that collaborative leaders need to practice what they preach and need to be passionate about their practice. However, this passion must be tempered by reasoned, measured steps that are the result of careful listening and thoughtful dialog.
Secondly, the leaders actions must foster a collaborative environment. They must be mindful of the language they use, monitor the pre-conceived notions of their group, bring new and pertinent information to the discussion, and ask guiding and thoughtful questions.
Finally, leaders must have a belief in the collaboration as a process. They must truly trust that students will learn better if and when teachers and media specialists combine information and strategies to build a richer learning environment.
Friday, January 28, 2011
Week 3 Website Review
Website: 21st century schools
Link: http://www.21stcenturyschools.com/index.htm
This site is a corporate consultancy web resource. The services they offer are expensive, but they are also comprehensive. Even clients not interested in purchasing the available resources can find the menu of choices itself to be instructive. The sites offerings include courses on media literacy, designing the 21st century classroom, and a range of other professional development opportunities.
The site links to a number of other blogs and web resources that are focused entirely on the theme of 21st century classrooms and education.
Link: http://www.21stcenturyschools.com/index.htm
This site is a corporate consultancy web resource. The services they offer are expensive, but they are also comprehensive. Even clients not interested in purchasing the available resources can find the menu of choices itself to be instructive. The sites offerings include courses on media literacy, designing the 21st century classroom, and a range of other professional development opportunities.
The site links to a number of other blogs and web resources that are focused entirely on the theme of 21st century classrooms and education.
Week 3 - pre planning
I will be working with Stephen Provo for the coming collaborative assignment. While I've never met Stephen, I am confident that we will work well together. Based on his introductory video, I get the sense that we have similar interests and that we both hope to gain needed experience from this assignment.
Neither Stephen nor I have worked as a media specialist in the past, and this is probably the biggest cause for trepidation that I have right now. Stephen has taken on the role of media specialist for this assignment. I'm sure that as the assignment progresses, though, we will be in contact with each other to make sure that both sides of the project are working. I think that we'll both benefit from both aspects of the assignment, so working together will help ensure that we're both comfortable with the work and that we're maximizing the learning.
Another interesting note is that Stephen works in elementary schools, while my entire career has been in high schools. This might mean that we'll bring a wide array of ideas to the project, but I anticipate that that diversity of information will be a strength rather than a liability.
Neither Stephen nor I have worked as a media specialist in the past, and this is probably the biggest cause for trepidation that I have right now. Stephen has taken on the role of media specialist for this assignment. I'm sure that as the assignment progresses, though, we will be in contact with each other to make sure that both sides of the project are working. I think that we'll both benefit from both aspects of the assignment, so working together will help ensure that we're both comfortable with the work and that we're maximizing the learning.
Another interesting note is that Stephen works in elementary schools, while my entire career has been in high schools. This might mean that we'll bring a wide array of ideas to the project, but I anticipate that that diversity of information will be a strength rather than a liability.
Saturday, January 22, 2011
Week 2: The roles of the school library media specialist
Oberg, D. (2009). Libraries in schools: essential contexts for studying organizational change and culture. Library Trends, 58(1), 9-25.
"The school library can and must be a venue for change because its
core mandate is improving teaching and learning within the school, for
all members of the school community, for teachers and administrators as
well as for students."
As the state and national emphasis on standardized testing continues to increase, the academic orientation of schools will become more and more of a priority. Schools will need to continue to embrace programs that are specifically designed to improve student achievement, and that have at their heart the consistent improvement of initiatives that foster student development in literacy. As such, the role of the school media center will remain vital, and classroom teachers will need to regularly find new ways to tap into the resources the library makes available. According to Oberg (2009) the best way for teachers to accomplish this is to collaborate with the school media specialist; that collaboration is best facilitated in a school that emphasizes and integrate school library program.
When schools implement the integrated school library program model the principal, teachers and school media specialists are all effected in numerous ways. The media specialist specifically finds his/her roles quickly redefined. Oberg (2009) posits that the conservative and isolationist mindset that is so prominent in public schools can often hider the collaborative process, but that it falls to the teacher librarian to find ways to break down the established barriers to collaboration and create productive relationships that serve to further student learning. Oberg (2009) further states that while the roles of the teacher librarian in a collaborative environment are well publicized in professional literature and have been, in theory, widely accepted by the library community, many teacher librarians struggle to assume the appropriate stance in a collaboration and do not fully execute the role of a teacher partner. As a result, librarians are still often viewed as support personnel, in spite of their professional status, and consequently the necessary collaborative relationships soon break down.
Oberg (2009) concludes that teacher librarians must function as change agents within their school environments. They must help to redefine the teaching staff's understanding of the role of the media specialist and they must work in conjunction with the building administrator to establish a more collaborative environment. These changes can most readily be attained through careful reflection, classroom observations, and frequent professional conversations.
Turner, P. & Riedling, A. (2003) Helping teachers teach: a school library media specialist's role. Libraries Unlimited, Wesport, CT.
"As teachers go through the process of building instruction from the ground up, they require much more assistance than if they are simply following a textbook selected by someone else."
As public schooling has changed over the past decades, the manner of instruction in the classroom and of the theoretical principals that define best practices has, for the most part, remained uniform. Of course there are local variations, but one would be hard-pressed to find a school that did not emphasize data-driven decisions or high-stakes testing more today than it did 20 years ago. While the changes in education have been broadly applied, there is great inconsistency in the nature of the function of school libraries. The consensus across the profession is that school media specialists should function as teacher-partners and should be leaders in the school, but those functions are not always met. The publication of Information Power helped to define the roles of media specialists and has been a catalyst in the more uniform implementation of the best practices for school media specialists.
In short, Turner and Riedling (2003) state that there are three main functions that school media specialists should strive to fulfill: promote literacy in children and young adults, provide information skills, and help teachers as they design and implement their lesson plans. The third role is perhaps the most significant, as teachers are faced with such complexity in the instructional process. School media specialists can serve as content evaluators, technical consultants, and idea generators. A collaboration of that nature would help to ensure that the end product that the teacher delivers to the students is designed to maximize learning and engagement.
The authors admit that the library media specialist is not yet fully integrated into the instructional process and that there is need for continued growth in both collaboration and instructional planning. However, each small gain serves the greater purpose of steadily improving student achievement.
Website evaluation
Leslie Preddy: reading, thinking, learning, living...
This site serves as a clearinghouse for all things school library related. The site, while less that pleasing aesthetically, is a treasure trove of information for the school media specialist. Especially useful are the myriad links and the emphasis on collaboration and best practices.
"The school library can and must be a venue for change because its
core mandate is improving teaching and learning within the school, for
all members of the school community, for teachers and administrators as
well as for students."
As the state and national emphasis on standardized testing continues to increase, the academic orientation of schools will become more and more of a priority. Schools will need to continue to embrace programs that are specifically designed to improve student achievement, and that have at their heart the consistent improvement of initiatives that foster student development in literacy. As such, the role of the school media center will remain vital, and classroom teachers will need to regularly find new ways to tap into the resources the library makes available. According to Oberg (2009) the best way for teachers to accomplish this is to collaborate with the school media specialist; that collaboration is best facilitated in a school that emphasizes and integrate school library program.
When schools implement the integrated school library program model the principal, teachers and school media specialists are all effected in numerous ways. The media specialist specifically finds his/her roles quickly redefined. Oberg (2009) posits that the conservative and isolationist mindset that is so prominent in public schools can often hider the collaborative process, but that it falls to the teacher librarian to find ways to break down the established barriers to collaboration and create productive relationships that serve to further student learning. Oberg (2009) further states that while the roles of the teacher librarian in a collaborative environment are well publicized in professional literature and have been, in theory, widely accepted by the library community, many teacher librarians struggle to assume the appropriate stance in a collaboration and do not fully execute the role of a teacher partner. As a result, librarians are still often viewed as support personnel, in spite of their professional status, and consequently the necessary collaborative relationships soon break down.
Oberg (2009) concludes that teacher librarians must function as change agents within their school environments. They must help to redefine the teaching staff's understanding of the role of the media specialist and they must work in conjunction with the building administrator to establish a more collaborative environment. These changes can most readily be attained through careful reflection, classroom observations, and frequent professional conversations.
Turner, P. & Riedling, A. (2003) Helping teachers teach: a school library media specialist's role. Libraries Unlimited, Wesport, CT.
"As teachers go through the process of building instruction from the ground up, they require much more assistance than if they are simply following a textbook selected by someone else."
As public schooling has changed over the past decades, the manner of instruction in the classroom and of the theoretical principals that define best practices has, for the most part, remained uniform. Of course there are local variations, but one would be hard-pressed to find a school that did not emphasize data-driven decisions or high-stakes testing more today than it did 20 years ago. While the changes in education have been broadly applied, there is great inconsistency in the nature of the function of school libraries. The consensus across the profession is that school media specialists should function as teacher-partners and should be leaders in the school, but those functions are not always met. The publication of Information Power helped to define the roles of media specialists and has been a catalyst in the more uniform implementation of the best practices for school media specialists.
In short, Turner and Riedling (2003) state that there are three main functions that school media specialists should strive to fulfill: promote literacy in children and young adults, provide information skills, and help teachers as they design and implement their lesson plans. The third role is perhaps the most significant, as teachers are faced with such complexity in the instructional process. School media specialists can serve as content evaluators, technical consultants, and idea generators. A collaboration of that nature would help to ensure that the end product that the teacher delivers to the students is designed to maximize learning and engagement.
The authors admit that the library media specialist is not yet fully integrated into the instructional process and that there is need for continued growth in both collaboration and instructional planning. However, each small gain serves the greater purpose of steadily improving student achievement.
Website evaluation
Leslie Preddy: reading, thinking, learning, living...
This site serves as a clearinghouse for all things school library related. The site, while less that pleasing aesthetically, is a treasure trove of information for the school media specialist. Especially useful are the myriad links and the emphasis on collaboration and best practices.
Subscribe to:
Comments (Atom)