Collaboration Question from Graduate Library Students

[Judi Moreillon]

Please put the level (elementary, middle, or high school) at the top of your response.

Please share specific strategies that you use to develop your instructional partner role with novice and with veteran classroom teacher colleagues.

We are especially interested in collaborative projects that include designing, planning, implementing, and assessing standards-based lessons or units of instruction.

[Lisa Hunt]

To both Kristin and Amy: First just do what you do and LOVE it, the rest will come. You will work with many personalities, and don't take it personally. I work well with 2nd grade, 3 teachers; but, each is very different. I experienced hurt feelings with them until I matured in my role. Each of them is a different type of person, and while I can work with each of them very well; I have to react differently with each teacher AND the class. You just learn as you go, but keep going. Additionally, I'll say this about student ownership of the library experience. My library works with independent, self-checkout for all students 1st grade and up. While we are still in our training period for our youngest students the whole process works really well. (Our PreK and K are half-day, and they do NOT learn self-checkout.) I have seen this "service" grow to become a powerful experience for the students. This is their library, and they take ownership!! They are proud to come in and choose their book, then check them out. They are independent users, but comfortably ask for help when needed. I watch students proudly tell parents or their TEACHERS about how they use the library. People who spend much time in the library are amazed at the behaviors they see in the students. They see self-control, perserverance to acquire what they need, self-access of information, and very proud feelings about their library. Teachers notice and believe this is a wonderful space and experience. All because I teach the students to check out their own books!!

[Andrew Zollman]

As stated by Robyn, you’re striving to accommodate multiple departments and reach year round is amazing and I bet difficult to maintain. Robyn and I are currently working on our own plan for an Administrative Manual in a high school setting. I hope to put to use some of your ideas with her as a strong base for collaboration with teacher, students, and wherever else it will take us.

I do have one question that might help open up some ideas for the class concerning our own work. When working in the library, how do you respond to the needs of students and their teachers for collaboration activities besides just helping students with assignments or paperwork.

Fixed for confusion.

[Mary Ann Harlan]

I'm still not sure what you mean. I do direct instruction to whole classes, as well as one on one. I provide materials - print and electronic. I have a student research handbook cobbled together from my handouts, and stuff from Joyce Valenza's Power Tools. Is this the type of activities you are interested in?

[Andrew Zollman]

Sorry about that. Yeah i was wondering what types of tools you used when helping students. The creation of a handbook and printed materials for students is a great resource for on-hand collaboration when working with a class or one-on-one.

[Deborah Dwyer]

It's great what you can do with those stategic teachers isn't it?
When you mapped your library curriculum what factors did you take into account? Did you just look at the lessons that you specifically taught or lessons that you helped devise with teachers? I am very interested in the library curriculum map that you developed!

[Brandee MacLean]

I have discovered that chocolate opens all sorts of doors. I keep a hidden stash under my desk and the teachers often come in to raid it. That's one way of making sure they visit the library!