Reading with Purpose

[Ernie Cox]

I recently spoke with School Library legend Dr. David Loertscher about the book we are reading. He is concerned about the absence of school librarians in much of the education literature. On scanning Comprehension and Collaboration it appears that the librarian and library receive passing mention and make fleeting appearances. One of my questions for this reading - where can we extend and elaborate the role of the librarian mentioned in these pages?

First appearance of the Librarian - Chapter 1 (pg 1 & 2) a teacher finds books for students with the assistance of the librarian. I like that the librarian and teacher are working together - why did the librarian not work directly with students?

[Kristin Fontichiaro]

So glad someone else started a discussion topic - thanks, Ernie!

We also set up a wiki at http://inquirycirclesinaction.wikispaces.com.

We thought it might help some of us synthesize what we're learning if, in addition to the discussions here, we also thought about documents that might be useful in the next step. So on the wiki, feel free to collaboratively author a letter to the authors, a position statement on the role of the school librarian in the inquiry process, or even a (fictional, but you never know!) appendix to the book that discusses how/if these ideas fit within a vibrant school media program.

On the wiki, you can also map who you are and who else you know in the book club, which we think will be a fun visual way to see how we are all connected across five countries!

Like everything else with this book club, the wiki and the connectivity chart are optional ... and if you have other things you'd like to try, start a discussion topic and point us there!

[Ernie Cox]

The wiki sounds like a great idea. I did found the discussion of the lineage of progressive education to be encouraging and it made me want to go back and read John Dewey again (an idea for our next book?).

[Beth Friese]

Dewey! fun. Definitely one to consider. A good one to follow up with.

[Kristin Fontichiaro]

Sheesh - read this without seeing Ernie's post above it and thought, "Melvil? Fun?" Sigh. It's all about context when it comes to reading comprehension!

[Buffy Hamilton]

Ernie, I think these are important questions---Dr. Loertscher and I kicked this around briefly just earlier this week.

One possibility is that many teachers feel uncomfortable giving up some degree of control of the content and instruction---I think that has to happen to some extent for true collaboration to happen. Susan Lester and I (she is my partner in my M21 project in which we function together as co-teachers) discussed this issue this week as well, and she echoed that sentiment.

I think another is that teachers are trained to fly solo in teacher ed and that collaboration outside grade level or content area is not really explored, so perhaps they consider us an afterthought in spite of our best efforts?

This question has been troubling me this fall, and I hope we can find creative and meaningful solutions through our inquiry together here!

Thank you for putting this question out here---it definitely needs our thought and discussion, and maybe those who are classroom teachers can help us think through this question or see it through a different lens that will be helpful!

[Kristin Fontichiaro]

Control, yes! It's like the early days of Lotus 1-2-3 way back in the day. It wasn't getting used for collaboration. Researchers tried to figure out why. Turns out that although the software promoted collaboration, corporate employees were rewarded based on individual effort. Researchers hypothesized that the employees might be negatively impacted financially if they shared their knowledge, so they didn't. Teachers aren't rewarded for collaboration, just for what they do alone in their room with the door closed. (If you're a great teacher in your own lair but a bear in the hallway and teacher's lounge, you still get a good eval on most district forms.) Some good news, though: my colleague reports that when she goes to School of Ed to speak to future teachers (along with the school library student teachers she supervises), she always mentions librarian collaborations. From that BRIEF mention, she finds that many student teachers do just that, and they return saying that the school librarian was a real help to them as preservice teachers. If a 15' speech translates into that kind of action, then how can we all be pitching in with 15' in our local areas?

[Donna Bills]

This is an interesting question. Another factor in the lack of collaboration between the teachers and librarians in this book and others may be lack of time or access. Remember, some of us, especially on the elementary level, are still rigidly scheduled almost every minute of the day as relief for the teachers' conference periods. This allows little time for collaboration no matter how much both teacher and librarian desire it.

[Nancy Staal]

Thank you, Donna, for your comment. I agree. The lack of collaboration between teachers and librarians is often a lack of time. In my district (I am a fourth grade teacher) we are bombarded by new mandated curriculum every year, large class loads, committee meetings, etc. I would be very open to time to collaborate with my colleagues as writers, readers, curriculum creators, and mentors. I don't think the issue is control; I think it is time.

[Leslie Maniotes]

Exactly, Ernie. The librarian is in such a traditional role it is frightening. Books, not the multitude of resources available? The other thing I noticed was that the information skills are another thing that the teacher has to teach. Librarians must be seen as one who teaches students information literacy from location, evaluation, to use of that information. That is their expertise, unfortunately most professionals in the literacy field do not have a complex understanding of that.

In most recent, January edition of SLM Kuhthau and I wrote an article about how to share the teaching in inquiry- including a look at assessment and responsibilities for each kind of learning through inquiry. In that model the TL takes on the "learning about learning" the inquiry process itself and information literacy. I believe that within this approach the subject area teachers are able to focus on the content. But rich collaborations all gets accomplished at a higher level of performance. We've got to collaborate at a higher level now, it is imperative.

From teaching in a Univ School of Ed, I know that there is little to no mention of the librarian and their role in learning throughout the undergrad and grad program. In the 21st Century it is crucial that this is changed. School Library should be infused into each course on learning in schools. 15 minutes is a start...but it needs to be at the core- the learning commons.

That is why I worry about this book being the major voice of inquiry learning for teachers. I am a literacy educator and I see the importance and necessity of librarians in the new modernist schooling. Their role is essential, but so often overlooked. Will this book work against this movement? How can we make inroads?

I like the idea of a collaborative letter to the authors. I think that would be an interesting dialogue! HEY! could we get them to join us! I can't find an email for them anywhere though.

[Kristin Fontichiaro]

I just got my issue of SLM last night and can't wait to read it!

We have enough librarians in this group to ferret out the authors' email addresses, or at least to figure out who at Heinemann to get it to. Hint, hint, everyone.

PS - By no means is 15 minutes ever enough conversation about the role of the librarian in teacher ed programs. I'm just fascinated that a) the students teachers hear the message amidst so many other orientation concerns, and b) that it was important enough to seek out the coordinator to share their excitement about the collaborative experience.

Laura, you can probably chime in about your experience as a librarian mentoring new teachers ...

[Laura W]

OK, here's my deal on mentoring . . .

I have started mentoring the new teachers in my building (all new teachers in Michigan are required to complete three years of formal mentoring). I originally became a mentor because these are my colleagues and I want them to be the best they can--I'm not going anywhere, so I may work with some of them for 30 years (we are only as strong as our weakest link). There are several great benefits to SLMS as mentor teacher . . . I am a natural co-teacher with my flexible scheduling. I can co-plan, co-teach, and model teaching strategies for the new teachers. They are more inclined to use my expertise as I am their go-to person for both moral support and teaching support. I also do a lot of informal observations of their teaching and offer suggestions (and more moral support). We have lots of interesting conversations about teaching and learning. What ends up happening is that they get a chance to see me as a fellow teacher.

The other thing that I've noticed is that 90% of these teachers immediately enter an Ed Leadership program at the local U. They begin training to become my boss and since we have site-based decision-making, they may hold my job in their hands one day. It's good to work closely with them early in their careers to help them see the potential of a co-teaching relationship with a SLMS.

We are also a cluster site for intern teachers from the U. I try to work as closely with those teachers as I can. Many young teachers (esp in MI where we are becoming extinct) have not experienced a true SLMS (and their U library is not well-utilized--many of them are unaware of simple resources that I rely on all the time). Therefore, I work to form relationships with them right away in order to help them better understand the power of working with a SLMS and what they should expect from one during their teaching career.

It's extra work for sure (usually 25+ hours a month), but worth the effort to form professional teaching relationships--and friendships--with my new colleagues.

[Beth Friese]

Hi Leslie.

I have been working on getting a hold of the authors. Will keep everyone posted!

(I have so much more to say, but I'm in the final days of my comprehensive exams. Soon I'll be free to participate more.)

Beth