Addition by subtraction?

[Mary Ann Harlan]

This year I am making a conscious effort to improve my ability to communicate and collaborate with teachers, I am actively trying to avoid the "library as computer lab" mentality that some of my teachers display. As such, rather than allowing teachers to sign up for library time on a calendar when I am not present I am asking them to fill out a collaboration form (for lack of a better word). Primarily the feedback has been positive, but an exchange with a teacher over the form has led to some interesting fall out. In brief when faced with the question "What are the learning goals of your students?" She replied "Are you kidding?" to which I replied "No, not really". Admittedly I was testy. This led to conversation in which I suggested the computer lab was a more appropriate place for the assignment. Now other teachers are being blocked out of one our labs and sent to the library for what is a lab assignment (teachers that I have personal relationships with), she isn't speaking to me, and I am in a general state of aggravation over the entire thing. I still think asking teachers to fill out the form will, in the long run be helpful, as the previous way did nothing to increase student learning. What is difficult for me to gauge is how important it is for me to be flexible, versus instituting change that potentially can lead to a better program. Potentially being the key word, because what if because they can't articulate student learning goals, or more accurately don't wish to, they don't come to the library. Which is the lesser evil - library as google search engine or empty library - and will it be empty? That culture of collaboration is so difficult to build. :::sigh::: Anyone?

[Judi Moreillon]

I would not facilitate lessons in the library for which there were no learning goals and objectives. (And today, those must relate to curriculum standards.) I think you are totally justified in this requirement, and you may want to enlist the support of your administrator.

It is my experience that many classroom teachers resent filling out forms. Paperwork has become the bane of their existence. I always took the lead in filling out collaborative planning forms. I did not put generic notes in people's mailboxes asking them what they were studying. A personal, face-to-face conversation was much more effective - and showed commitment to collaboration on my part.

That said, as far as the use of the library facility and signing up on the schedule, I think it depends...

Is your library space large enough for you to teach other students or whole classes while classroom teachers are using library computers for lab assignments? Are you the sole librarian and do you have a full-time adult assistant? Where is the schedule kept - in your office - or on the library counter? How accessible are you for quick conversations about learning objectives for lessons taught through the library?

I can share my experience as a high school teacher-librarian, (Teachers were not allowed to write on the library schedule.) but we were two librarians, with a full-time assistant, serving in a library on three floors. (The computer lab was in the basement.) All of these staffing and environmental features made a difference in our collaborative teaching and service potential.

[Mary Ann Harlan]

See, this is just the thing - circumstances. The library can hold 2 classes but if one is solely using computers the other has to solely use books, and ideally research involves both electronic and print materials. Not to mention my OPAC is - wait for it- on the computer so you need it to search for print materials and the electronic databases. I have hesitated to do this, and have always filled out collaboration forms myself because I know teachers hate paperwork, but . . . I do a lot of teaching in teacher's classroom's before the kids come into the library, or booktalking, and I am gone some for conferences etc., and I also teach in the library during the day. My aide is bad/old school, it took me two years to convince her just to ask the teachers to leave a copy of their assignment ("What do you need that for?" "We (the old TL and herself) like testing in the library because that is when we get work done.) That is a whole 'nother rant. But I wouldn't expect her to collaborate anyway, that is my job. I don't require the forms if I am available. The calendar used to just be out for anyone to sign up, now it isn't. I am actually hoping that not wanting to fill out a form will lead to more face to face, but if I am busy I just don't think it is too much to expect to check a few boxes on resources and services needed, and to have in your mind a learning goal, not an end product, which is what most have, furthermore I really wish online word puzzles for Spanish and Google basic searches/ Wikipedia assignments would be in the lab or let me teach advanced Googling at the bare minimum. In truth I am embarrassed to be in any way associated with them, and if a teacher signed up with my aide and no conversation with me I don't see them coming. I feel if I can build up the expectation on teaching in those who haven't expected it from me, that they, their students, and my program could benefit. But I am a little worried that teachers will just avoid the library because I require something of them beyond a half sheet assignment they give students which is what I got in the case that led to the first post.

[Judi Moreillon]

When I served as a high school teacher-librarian, classroom teachers were not allowed to write on the library schedule. (This was a new practice in the school - one that I had brought with me from elementary libraries where there wasn't sufficient space for me to teach while other whole classes used the library space.) The schedule was kept in the library office.

There was some grumbling at first. There were two of us plus our assistant so people rarely had to wait for a conversation about scheduling. We also divided the schedule by space - upstairs, the main floor, and the computer lab.

The computer lab was in the basement of the library. (We only had 12 workstations on the main floor of the library.) Sign up for the lab was through the library (which gave us opportunities to chat about curriculum) - but we did not supervise its use unless there had been planned collaboration. Our full-time library assistant was the go-to person for that sign up.

I wasn't suggesting that your aide sign up teachers. We could do that because we taught on three floors, teachers could easily use space independently. If they wanted or needed teaching or facilitation from us, they had to talk with us.

I agree that checking off a few boxes and providing a learning objective should not be a big deal. If your principal were requiring teachers to turn in standards-based lesson plans with specified learning objectives, then teachers would be in this mindset. This may be an issue to discuss with your administrator.

I would be the last person on the planet to suggest that you facilitate the use of the library in ways that run counter to your values and understanding about effective learning and teaching.

Do you ever have an opportunity to provide a faculty inservice? It could very well be that your colleagues don't know how to conduct effective searches themselves. (Of course, you would slip in establishing learning objectives and emphasizing process over product.) That might be easier than teaching them one by one.

It's a tough situation. You may lose a few - but as you imply, what have you really lost if teaching and learning are not happening for those teachers and students?

[Joan Reichel]

You have expressed your situation well. I think that I'd just talk to teachers and work with those who would work with you.

[Deborah Dwyer]

From a teacher viewpoint, I think that they see this as more paper work in an unending line of paperwork: another well-meaninged hoop to jump through. I understand why you need them to have specific goals and objectives and have the teachers vocalize them. My suggestion would be to make the signup email based. Many people are far more willing to send a detailed email than to check boxes and write a sentence on a piece of paper. A it becomes very fair this way. With the date and time on an email, even when you are not there, you know who was first.

When they send the email with the date they wish to reserve, that gives you an opportunity to email back asking what websites and resources they wish to use. Most of the time they can quickly link it back to you. You can then send them other ideas and resources to help "guide" their objective.

Teachers seem to not mind "helpful reminders" in emails that in person would make them irate. You can also drop by with ideas or questions that you "were confused in the email on."

[Mary Ann Harlan]

Interestingly enough there is a large portion of my staff that doesn't use email for business purposes, and while I understand the concept of not inundating teachers with paperwork but when I am not available for a conversation there has to be something better than just giving me a date. If that is all that is required that is all they would give me. Interestingly since the concerns I had, I have a had more positive feedback than negative, and the people who are upset use the library as a computer lab for their students and an extra prep for them. Those people would continue to not respond to emails, verbal requests, etc.