Enter here articles, books, websites, tutorials, etc. helpful on collaboration.
Previous semester collaboration bib
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Achterman, D. & Loertscher, D.V. (Spring 2008). Where in the role are you anyway? CSLA Journal, 31(2), p. 10-13).
Emphasis is on teacher and teacher-librarians to contribute to the content and process areas in the learning objectives. It has been traditionally noted that teachers focus on content while teacher-librarian focus on process. Content is “what they must know” and process is “how they are to learn it” (p. 10). Provides case study of one social studies teacher whose collaborative work with the teacher-librarian brought success. The teacher “wanted them to understand that World War II happened the way it happened because of the way all the different pieces fit together…that history is really an intricate web of cause and effect” (p. 11).
The teacher and teacher-librarian planned out three phases of the lesson that incorporates the use of Web 2.0 tools. The author reflected that backwards planning and a shared vision brought about success to this project.
Kim Leng, 11/15/09
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Haycock, K. Research about Collaboration. Teacher Librarian v. 31 no. 3 (February 2004) p. 48
Excellent outline of the key points to what makes collaboration works: the environment, faculty/staff characteristics, process and structure, communication, purpose, and resources. I thought these significant factors summed up extremely important factors for successful collaboration well. At close glance, it all seems common sense, but all these factors need to come together to provide for successful collaboration.
Kim Leng, 11/14/09
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Cunningham, J., et. al.,Collaboration: the Library Media Center and Educational Technology. Teacher Librarian v. 36 no. 5 (June 2009) p. 33-5.
Valley Christian School embraces Web 2.0 technologies as a result of the collaborative efforts of the EdTech Coordinator and Library Media Specialist. Both have a shared vision to provide students access to 21st century technologies. This includes the use of many Web 2.0 tools (blogs, wikis, Google Maps, etc) Library Media Specialist uses Google calendar to have teachers sign up for the library and makes the calendar available for everyone to view online. Library Media Specialist plans to improve library web site for it to be more interactive with student reviews, polls, and surveys. Article discusses justification to get support for Web 2.0 technologies in school. Standard 9 of Information Power wants students to work collaboratively “both in person and through technologies.” EdTech, IT, and Library Media Specialist keep in constant communication. EdTech browses for new technology and Library Media Specialist encourages/promotes use of technologies to teachers.
Kim Leng, 11/14/09
Howe, E. (2009). Using pathfinders to facilitate collaboration and teach information skills.
Learning & Media, 37(1), 5-7
This article discusses three tools that TLs can utilize to improve the research process for students and aid the collaboration process with teachers. The author suggests creating subject pathfinders, citation cards to aid students in creating bibliographies, and an age appropriate style manual. Through using these tools the author found that students used research time more effectively and were able to achieve greater focus within a particular topic. The author also found that creating pathfinders offered the perfect entry point for collaboration with teachers.
Matthew Souza 11/12/09
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Jacobs, H., & Jacobs, D. (2009). Transforming the One-Shot Library Session into Pedagogical Collaboration: Information Literacy and the English Composition Class. Reference & User Services Quarterly, 49(1), 72-82. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.
A process based approach to an academic collaborative between librarians and professors. Library Sessions on Information Literacy were merely “inoculations” against bad research methods or lack of information literacy. With the collaborative between Librarians and writing instructors, both parties were able to create a new environment in which students would be learning as well as supported by both parties. Displays the importance of being aware of the similarities between programs, especially writing and library research. Collaboration can lead from grassroots efforts, it does not need to be a university wide initiative, the effort can start anywhere.
Bradley Seybold 11/12/09
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Fonseca, A .J. & Viator, V. P. (2009). Escaping the island of lost faculty: Collaboration as a means of visibility. Collaborative Librarianship, 1(3), 81-90.
Academic librarians are often physically and intellectually isolated at their institutions, and they need to accept much of the blame. Professional literature shows that librarians continue to argue against the responsibilities of tenure, despite the fact that in two of the three usual rubrics of tenure and promotion—namely publication and service—the expectations for both teaching faculty and librarians are generally the same. In addition, academic librarians will not be treated equally unless they begin to think and work outside of the physical academic library. This article argues for a multidisciplinary approach to academic librarianship, with an emphasis on collaboration as a means to develop visibility through presentations at every level, publications in multidisciplinary peer-reviewed journals, professional memberships in organizations outside of librarianship, and active, vocal committee participation. By reinventing themselves as both subject/discipline and research methods experts, academic librarians will achieve greater exposure as bona fide scholars at their institutions.
---Tatjana Ravnik 11/13/09
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www.collaborativelibrarianship.org
A new open access journal focusing on collaborative librarianship.
---Tatjana Ravnik 11/13/09
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Moreillon, J. (2008). Two heads are better than one: Influencing preservice classroom teacher’s understanding and practice of classroom library collaboration. School Library Media Research, 11, 2008.
Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom–Library Collaboration proposed to identify the factors involved in educating future K–8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher education students' understandings of collaboration through their preservice education, student teaching, and first year of classroom teaching. The participants were enrolled in a teacher preparation program facilitated by the researcher, a former SLMS. The goal of this mixed-methods case study was to suggest critical components of preservice education, student teaching, and first-year teaching experiences that influence novice classroom teachers' classroom–library collaborations. This article provides an overview of the study, a review of relevant literature, and the data collected, including findings from four surveys as well as other data sources. This study shows that interventions during preservice education were important influencers. However, the findings clearly indicate that the educators serving in K–8 school library positions and the supports, or lack thereof, for classroom–library collaboration during student teaching and first-year classroom teaching were the most influential factors in determining whether or not these beginning educators collaborated with SLMSs for instruction.
---Tatjana Ravnik 11/13/09
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Schomberg, J. (2003). TAG team: Collaborate to teach, assess and grow. Teacher Librarian, 31(1), 8-11.
"Collaboration is often a stated goal in our schools and deemed best practice but making it work can be a challenge." This article details the five phases they used in their collaborative process: planning, instruction, information gathering, product and assessment. There are some very detailed suggestions at each step.
---Tatjana Ravnik 11/13/09
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Church, A. P. (2008). The instructional role of the library media specialist as perceived by elementary school principals. School Library Media Research, 11, 1-28. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/42/d7/99.pdf
Abstract: This study explores Virginia elementary school principals’ perceptions of the instructional role of the library media specialist and the origin of these perceptions. Principals who responded to the study strongly endorse the role of library media specialist as teacher of information literacy skills and as instructional partner. Respondents indicated that they learn about the instructional role of the library media specialist from library media specialists with whom they work, either in their current positions as principals or through their previous experiences as classroom teachers. Principals form their views on the basis of both negative and positive interactions with library media specialists and base their expectations of their current and future library media specialists on these prior experiences and expectations. Another key finding was that principals place primary responsibility for initiation of collaboration at both the individual teacher level and the school level with the library media specialist. These findings indicate that school library media specialist preparation programs should prepare their graduates to positively present and advocate for their key instructional role and that training in this area should be provided for those library media specialists already in the field.
---Tatjana Ravnik 11/12/09
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Preddy, L. (2008). Collaboration: The Motown method. School Library Media Activities Monthly, 25(3), 26-28.
This article uses the Motown analogy of teacher and librarian collaboration. Each part of the lesson will have a “lead vocalist” and “backup singers” with an emphasis on individual strengths. The teacher and librarian can take turns or co-teach playing off of each other in a lesson. The article of course goes into more depth but it presents a nice frame of reference that would be easy to use when discussing collaboration with teachers.
---Tatjana Ravnik 11/12/09
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Ludmer, R. (2008). A fixed schedule and successful collaboration – An oxymoron? School Library Media Activities Monthly, 24(6), 27-29.
This article addresses the issue of the library serving as “prep time” to relieve teachers for a period as dictated by the teacher contract. It is tricky to create a collaborative environment when the library is seen as “break time” for teachers however this author suggests some techniques that worked in her school and some of the tangible benefits noticed by the school administration.
---Tatjana Ravnik 11/12/09
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Harvey III, C. A. (2008). Collaboration connections. School Library Media Activities Monthly, 24(9), 20-22.
This article offers several excellent suggestions on how to prepare and promote collaborating with teachers. The author suggests creating a binder of teacher and school curriculum plans for the year and then using theses plans to offer suggestions to teachers based on their plan. There are several more suggestions that will help even if teachers are more resistant.
---Tatjana Ravnik 11/12/09
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Bush, G. (2003). Do your collaboration homework. Teacher Librarian, 31(1), 15-18.
This article maintains that teacher librarians need to be prepared before meeting with teachers and promoting collaboration. The author lists some very useful “homework assignments” for librarians to complete including creating a mission statement for the library, examine the curriculum structure of the school, the school improvement plan, and many other useful exercises.
Tatjana Ravnik 11/12/09
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http://www.big6.com/2007/12/14/higher-ed-collaboration-the-key-to-a-successful-partnership-higher-ed/
Step by step guidelines for academic librarians to collaborate with faculty and students. How to use information literacy programs for departments as a way to integrate collaboration methods. Collaboration needs to be one of the primary goals of Academic Librarians not only to advocate for the Library but also to show the potentials of a better educational system which uses and institutes collaboration as one of its methods.
tags: collaboration , information literacy
Bradley Seybold 11/11/09
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Bennett, O., & Gilbert, K. (2009). Extending liaison collaboration: partnering with faculty in support of a student learning community. Reference Services Review, 37(2), 131-42. Retrieved September 14, 2009, from Library Lit & Inf Full Text database.
“The purpose of this article is to describe the successful collaboration between faculty in Eastern Kentucky University Libraries and the University's Occupational Therapy Department in supporting a graduate student learning community, and the benefits of stepping outside of typical liaison activities to play an active role in this new educational paradigm. “
Librarians and Faculty working together to form new “inquiry team” learning communities. Evidence based practice is bearing down on academic librarians, and through collaboration. Through collaboration all professionals, librarians, faculty and students were able to add and expand their knowledge. A very interesting article in that it explores how active student participation and outreach brought the Library into collaboration with an active faculty/student project. Not only did this project helped display better understandings of the needs of all parties but also helped with information literacy of the students who initiated the outreach.
tags: collaboration, information literacy, liason, outreach, advocacy
Bradley Seybold 11/10/09
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Leishman, J. (2003, March). Integrating Customized Information Into Science and Health Science Curricula: The Essential Role of Library/Faculty Collaboration. Science & Technology Libraries, 24(1/2), 21-30. Retrieved September 14, 2009, doi:10.1300/J122v24n01_03
Concerning library/faculty liason program at the Gerstein Information Centre at the University of Toronto. Where collaboration between librarians and faculty is encouraged and supported, where they have a created a structured faculty liason program, of which the primary goals of the the program are to facilitate personalized, effective communication between the Library and the faculty in each department. In conclusion, collaboration must be met in order to take full advantage of the resources of the library in terms of both print and digital resources.
Excellent example of how collaboration does make a difference to all participating parties, especially with the rising importance of digital information/databases.
tags: curriculum collaboration, evaluating collaboration.
Bradley Seybold 11/10/09
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Montiel-Overall, P. (2009). Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation. Library & Information Science Research), 31(3), 182-191.
ABSTRACT: Teacher and librarian collaboration is recommended in professional library and information science guidelines for school librarians. The guidelines suggest that when school librarians become an integral part of instruction, student learning improves. A proposed model of teacher and librarian collaboration identifies four facets of collaborative practices that are involved in teacher and librarian collaboration. The teacher and librarian collaboration model suggests that high level collaborative endeavors are most likely to have an effect on student learning. Exploratory factor analysis procedures were used to examine the structure of the Teacher and Librarian Collaboration (TLC-II) survey, an instrument developed using previously described collaborative endeavors between teachers and librarians. The analysis used responses from a sample of teachers from two school districts in the United States. Exploratory factor analysis was carried out on teacher scores (N =194) for each of two sets of 16 questions regarding frequency of collaborative endeavors and importance to student learning. Cronbach's alpha was used to determine internal consistency reliability of the survey. Four factors emerged: Integrated Instruction, Integrated Curriculum, Coordination, and traditional cooperative roles between teacher and librarian. The factorial validity needs to be assessed with confirmatory factor analysis.
Submitted on November 4, 2009, by Mindy Harper (Fall 2009)
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Small, R.V. (no date). Developing a collaborative culture. Retrieved October 20, 2009, from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/bestoferic/besteric.cfm
Small refers to the research of Russell (2000) and Haycock (1998) which are discussed in the previous post as well as Getz (1996) who maintains that school size and awareness by the school community on the librarian's role affected collaboration decisions. Small asked practitioners to share their stategies and some ideas are to begin with one teacher and effectively collaborate on multiple projects so that word of success spreads, be open and friendly, volunteer to do workshops on technology, find out what the classes are studying and sit on various committees and meetings.
Posted by Joanne Bradley on October 31, 2009
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Russell, S. Teachers and librarians: Collaborative relationships. Retrieved October 20, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/16.pdf
In this article, the author defines collaboration as a truly mutual partnership. She points out numerous studies that indicate librarians can help to make the transition from independent teaching to collaboration by looking for opportunities to collaborate. She cites Haycock (1998) who discusses the importance of allowing teacher librarians to have flexible schedules in order to take the time necessary to collaborate. Russell concludes that in order for the student-center library media program to succeed, three elements must be present: collaboration, leadership, and technology.
Posted by Joanne Bradley on October 31, 2009
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Brasley, S.S. (2008). Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. New Directions For Teaching And Learning, 114, 71-88.
This article is great! It begins with some background on information literacy education and its growing importance, not only in educational settings, but also in business settings. It then continues with a summary of what a librarian should expect to bring to collaboration with a teacher and also offers a framework for a successful collaboration. It moves on to an extensive list of effective collaboration models. The author really spells out some good strategies for effective collaborating.
submitted by Ben Wingard 10/26/2009
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http://www.bubbl.us/index.php?signout
Bubbl.us is a simple and free web application that lets you brainstorm online.
Why use bubbl.us?
Because you can:
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Create colorful mind maps online
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Share and work with friends
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Embed your mind map in your blog or website
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Email and print your mind map
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Save your mind map as an image
http://www.graphic.org
Graphic Organizers, Mind Maps and Concept Maps are pictorial or graphical ways to organize information and thoughts for understanding, remembering, or writing about. Graphic organizers, mind maps and concept maps are powerful tools that can be used to enhance learning and create a foundation for learning.
http://storybird.com/
Collaborative storytelling for families. A great tool for an elementary classroom. And it is free! Build and create your own storyboard and then have it read back to you.
Lisa Katz - October 2009
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Small, R. (2002). Collboration. Teacher Librarian, (29) 5, 8-11.
Collaboration has become an important tool in all aspects of society from school to businesses to organizations. ‘To be Motivated to collaborate, all participants must first see some personal value in collaboration and believe that they have the knowledge and skills necessary to be successful collaborative partners” (Small, 2002, pg. 8). This article touches upon the importance of collaboration between librarians and teachers by giving examples of successful collaboration between library media specialists and teachers.
Lisa Katz - October 2009
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Cox, M., & Harvey II, C.A., & Page, S.E. (2008, February). Collaboration planning & teaching log. Library Media Connection, 26 (5), 60. Retrieved September22, 2009, from Library Literature & Information Full Text database.
This is an amazing Collaboration log!! It includes library information literacy standards next to a box for state academic standards, an area for project description, then assignment boxes for the teacher and library duties, resources that will be used, and a section for evaluation. The only change I would make is to leave the box for the library information standards blanks so that the precise standards that are going to be met can be listed, not just a bunch of un-sourced general ones.
Posted 10/21/2009 by Stephanie G Larsen
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Posted by Matt Souza 10/17/09
Schultz-Jones, B. (2009). Collaboration in the school social network. Knowledge Quest, 37(4), 20-25.
Published abstract retrieved from EBSCO Academic Search Premier database:
The article reports on the results of the pilot study of the collaboration networks among five school library media specialists (SLMSs) in north Texas. The study reveals that while establishing social networks within the school environment is fundamental to the position of SLMS, the network varies in collaboration levels regardless of the length of service. It stresses the concept of collaboration as the American Association of School Librarians' (AASL) key theme for advancing student learning.
Posted by Matt Souza 10/17/09
Moreillon, J. (January 2009). Coteaching published lesson plans: A recipe for success? School
Library Media Activities Monthly, 25(5), 29-30.
This brief article examines the importance of coteaching between media specialists and classroom teachers. The author discusses the obvious benefits of coteaching including a lowered student-to-teacher ratio and the opportunity to build effective teaching methods through collaboration. The heart of the article is the suggestion that media specialists build bonds with classroom teachers by starting with proven published lesson plans. This eases the stress of both individuals and helps lay the groundwork for a future working relationship. The article includes a list of several free online lesson plan resources that might serve as a starting point.
Nancy Cussary 10/12/09
Howe, Eleanor B. (Winter 2009). Using Pathfinders to Facilitate Collaboration and Teach Information Skills Learning Media 37(1). 5-7. Retrieved from Wilson Web, September 5, 2009
Tags – pathfinder, tools, research, collaboration, teacher-librarian
Summary - The author provides information on using pathfinders to increase students' efficiency and effectiveness in the libary in the libary, for use by TLs and teachers pathfinders as a project evaluation tool, and to enable students, teachers, and TL to be aware of the range of relevant resources and materials available in the library.
It is always useful to add to a repertoire of strategies to use to increase collaboration, as well as facilitate the learning process. ------------------------------------------------------------------------------
Posted by Lori Hermelin on October 7.2009
All Things PLC. (2009). http://allthingsplc.org
This website provides a wealth of information on the research and tools to build a professional learning community. There are lots of articles to guide collaboration here.
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Posted by Lori Hermelin on October 7, 2009
Nelson, M. (May/June 2009). Learning the lesson. Leadership. 20-23.
This article's main focus is on checking for understanding and reteaching, but the key idea that I found in it that relates to collaboration is that we must collaborate to really develop strategies for putting these simple concepts into practice. It definitely forces the teacher to ask, "What do I want the students to learn? How will I know when they learn it? What do I do if they don't?" Through collaboration, teachers can develop strategies that make us more effective in what we do. The main point is that we must collect and analyze data collaboratively and use that to adjust future teaching.
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Posted by Jim Zepeda on April 15, 2009
van Cleave, Kendra (2007) Proven Strategies for Building an Information Literacy Program Neal-Schuman Publishers (177-92)
A partnership with the world outside of the Library system supports the collaboration efforts inside and outside of the classroom, for all partners; administrators, students, teachers and staff alike. This partnership further extends the learning environment and time. This process fully stupports the learning process and can inspire the learning experience anywhere on campus.
D'Angelo, B. J., & Maid, B. M. (2004). Moving beyond definitions: Implementing information literacy across the curriculum.
there were three interesting aspects of this article, first that collaborating with faculty to increase information literacy seems to work better in a new environment, Arizona State University East is a relatively new campus. Second, librarians will become more involved in developing information literacy classes as more accreditation requirements include information literacy. Third, the success in developing and implementing an interdisciplinary program depends on the clout of the leaders.
Although these views may seem to detract from the success of the program at ASU East, I think it is important for us to know that we have to be part of that clout as well. By publishing our own papers, and doing research that will be recognized by our faculty "peers", we increase the liklihood of developing interdisciplinary programs in established universities.
Posted by Liz Pickering, 4/11/09
Yee, J. G. (2007). Librarians as matchmakers: Connecting seniors in their Capstone semester. Reference Services Review, 35(2), 257-64.
I couldn’t resist this title. This describes the collaboration between librarians and faculty to help (especially) first generation college students prepare for a culminating team project. It addresses the special issues first generation students have, such as an expectation that materials and themes will be chosen for them. The library is the central point for this collaboration, providing access to former projects that generate ideas for students, and as the publisher of an online Senior Project Match and Exchange Classifieds application. Librarians and faculty conduct a panel seminar each semester to expose the students to all of the issues related to finding a theme, finding a customer for their project, creating a team, and time management skills so they get the project done in time. Each seminar ends with a Q&A session with a panel of faculty, moderated by the librarian. The students then have an opportunity to network between themselves, to find team members based on shared interests and experiences.
Posted by Liz Pickering, 4/2/09.
Stevens, C. R. (2006). Beyond preaching to the choir: Information literacy, faculty outreach, and disciplinary journals. The Journal of Academic Librarianship, 33(2), 254-67.
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