Curriculum Connections: Chapter 11

Collaboration can be the key to success for teacher librarians. It is a way for us to prove our value to the school and to the district. While the concept scares some (and keeps them from developing further as teacher librarians), for others it is what drives their jobs and their libraries. It is a way for them to relate to other teachers, administrators, parents, and students.

There are some difficulties, however, with collaboration. For whatever reason, a teacher can work with a teacher librarian successfully, but then return to their old ways of teaching sans collaboration. What's a teacher librarian to do?

To begin, teacher librarians must accept that their job involves leadership. A good TL must be guided by a vision for what is possible and must have an administrator who will support that vision. The book describes Loertscher (2000)'s premise that collaborative planning is key to having a successful library program. Importantly, you must link academic achievement to your library program.

Collaboration can be difficult for two reasons:

1. Internal elements (over which librarians might have some form of control); or


2. External factors (such as district policies, funding issues, and the like).

Clearly, it is easier to deal with the first than the second. Local issues can be solved locally.

There a number of factors in leading collaborative efforts. They include:

1. The principal's mental model. How the principal views your position has much to say about how successful you can be.


2. The teacher librarian's knowledge of the curriculum. Teacher librarians need to be able to provide support even in areas where they do not have teaching experience.


3. Teachers' prior knowledge and experience. Many teachers have a preconceived notion as to the job of a teacher librarian and it can be difficult to convince them otherwise. That being said, it is the TL's job to do so.


4. Ability to see the big picture. It is important to be able to view the curricular needs of the whole school and not one tiny part.


5. Belief in the ability to lead. The teacher librarian needs to view their position as a leadership one. Affecting change means providing leadership.

There are three qualities that a successful teacher librarian must possess. They are the ability to be patient, an ability to know when to encourage others, and empathy to what occurs on the day-to-day in a teachers classroom.

There are a number of principles and stategies necessary if you wish to lead successful collaborative efforts. They include:

1. Create/take advantage of opportunities. Determine how you can take advantage of situations to promote collaboration


2. Acknowledge agendas. What is it that the partners want to get out of the collaboration.


3. Discuss expectations. While in a perfect world, teacher librarians could map out how a collaboration should work, the classroom teachers and administrators often have their own expectations.


4. Determine goals and objectives. What does the ending point look like?


5. Set priorities. What is most important to achieve and what is less so?


6. Create teams. While many collaborations are with two partners, it does not need to be so.


7. Keep team focused on the mission. Sometimes people can drift off into other projects, programs, and goals. It is the teacher librarians job to schedule and keep focused.


8. Evaluate. Did it work? Did it not work? Why?


9. Document evidence. Being able to produce evidence of success is powerful both for the teacher you worked with, but also for other teachers and for administrators.


10. Reward positive results. Being able to mention in front of administrators what a wonderful collaboration you had with Teacher X goes a long way toward getting others to work with you.


11. Lead professional growth. You should be a part of the professional development opportunities for individual teachers and for your staff.


12. Share leadership. While you need to provide direction, you do not need or is it desirable that you are the sole leader.

Related articles

Montiel-Overall, P. (2009, September). Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation. Library and Information Science Research (07408188), 31(3), 182-191.

Forrest, M. (June 2009). Good Practice in Action. Information Scotland, 7(3), 4-4.

Curriculum Connections: Chapter 10

The use of learning communities broadens what a school means. In effect, it encapsulates all of the stakeholders in a student's learning. It shows appreciation both for the individual, but also for the shared strength of all the members.

Learning communities work to connect knowledge between disciplines and move beyond the traditional school boundaries.

There is a strong correlation between learning communities and the standards in Information Power. With the first three standards, the information literacy standards, students learn how to use information. The teacher librarian:

• inform learners of available resources for a project.
• teach learners how to evaluate reliability and relevance.
• assist learns in the construction of a project.

With the next three, the independent learning standards, teacher librarians:

• build collections that support individual needs.
• provide students with materials in a variety of formats.
• assist learners with search and information processing strategies.

With the final three, the social responsibility standards, the teacher librarian:

• encourage learners to look at a variety of perspectives.
• inform learners about access policies.
• model collaborative behavior.

In this model, school site administrators and teacher librarians share similar duties which include:

• Knowing curricular goals for all levels.
• Acquire/allocate resources.
• Communicate policies.
• Manage facilities.
• Manage/lead personnel.
• Disseminate information.

Administrators and teacher librarians should be allies in this process.

Quote: A library media specialist whose program is an integral part of a learning community turns his or her "vision" of an information-literate citizenry into a reality through advocacy, example, and reflective practice."

Related Articles
Loertsher, D. and Diggs, V. (2009, April). From library to learning commons: a metamorphosis. Teacher Librarian 36(4), 32-38.

Pennell, S. (2008, Fall). Teacher Librarians in Professional Learning Communities. CSLA Journal, 32(1), 25-26.

Curriculum Connections: Chapter 9

Learning communities often focus on projects that bring together diverse curricular areas, but that also move outside the traditional boundaries of a school. The general thought is that people learn better in community than alone.

As a member of a community, you are valued for what you know even though it is recognized that you still need to learn things. One key piece of this article relates learning communities to the use of technology. One of the models suggested using the themes below:

1. Students-as-scientists (or social scientists or historians)
2. Information or data at the center of problems
3. Constructivist learning (where students create their own understanding)
4. Societal implications of intellectual inquiry
5. Collaborative/cooperative learning
6. Appropriate use of technology

The author looks at the research of Nardi and O'Day (1999) which uses the term information ecologies to describe learning communities. The parts are:

• System. All of the members - students, teachers, librarians, administrators - are necessary parts and a change to one changes all.
• Diversity. Everyone involved has multiple roles to play and all of those roles are necessary for success.
• Coevolution. The members of the community grow and change in relationship to the other members of the community.
• Locality. What the technology is is almost irrelevant. What is important is who uses it, where it is used, and how it is used.
• Keystone Species. These are the members who are key to the survival of the community.

The learning community uses three general types of technology which are:

1. Information technologies. In our environment, this would be computers, catalogs, databases and the Internet.
2. Communication technology. This includes email, instant messaging, and more. Much of social networking (Facebook, Twitter, etc.) fall into this group.
3. Dissemination technology. These are the technologies that are most like tools and include word processing software, databases, desktop publishing, and more.

Some of the possible techniques that can be used in learning communities include:

• electronic field trips.
• online mentoring and distance education.
• science investigations.
• learning communities in the humanities and social sciences.

There are also a number of challenges related to technology which include:

• The Internet has become the first stop in research instead of the library.
• Inadequate tech support and staff development for teachers.
• Teachers using old techniques to teach new technology.
• Understanding that not all technology tools work in the same environment.
• The Internet lacks adequate intelligent guideposts. All information is treated equally even when it is not equal.

Related Articles

Bennett, O. and Gilbert, K. (2009, May) Extending liaison collaboration: partnering with faculty in support of a student learning community. Reference Services Review, 37(2), 131-142.

Held, T. (2009, May). The Information and Learning Commons: a selective guide to sources. Reference Services Review, 37(2), 190-206.

Curriculum Connections: Chapter 8

Quote: Assessment is the process of collecting, analyzing, and reporting data and differs from the term "evaluation," which implies judgment, often at the end of a project.

There are two types of assessment; formative and summative. Formative assessments are given at regular intervals during a project to assess on-going knowledge and to improve growth and instruction.

Using formative assessment is of particular value as students learn how to do research. It is also of value to teacher librarians when they are designing and monitoring instruction. While you are teaching students how to do research, they must also gain content knowledge. Using formative assessment ensures that happens.

Formative assessments take many forms and can be quizzes, tests, writing assignments, projects, a show of hands, what have you, but the key component is the on-going monitoring. Content-based reflection, in some form, is key to greater understanding.

It is important as the teacher librarian collaborates with the teachers that assessment be part of the activity or project design. There needs to be agreement on what form the assessment will take in relationship to the curricular objectives.

Successful alternative assessments include four parts:

1. Direct. They measure real projects.
2. Ongoing. They are tied to continuing work.
3. Instructional. The teacher is the primary assessor.
4. Empowering to students. Because students need to actively participate, they take responsibility for their own learning.

So how should teacher librarians be involved in assessment. It makes sense that librarian skills - finding, analyzing, evaluating, using, and presenting information - play key parts in any assessment.

• Finding. TL monitors students ability to find materials.
• Analyzing, Evaluating, and Using. These are all skills that can be taught using Big6 or another research method.
• Presenting. Students enjoy learning how to present information using PowerPoint, HyperStudio, or other technology. The assessment piece is the on-going work and the finished project.

Related Articles

Adamson, P. (et al). (2008, October 2). Formative Assessment for Literacy, Grades K-6: Building reading and academic language skills across the curriculum. School Library Journal 54, 75-75.

Morrison, T. (2007, May). Carving a New Assessment Trail. Knowledge Quest, 35(5), 48-49.

Curriculum Connections: Chapter 7

Recursion involves revisiting parts of the research model. Often research is viewed as a linear process, but in fact it is more cyclical with the research returning to previous information.

Key Quote: In various ways, each of these models describes the process of narrowing in on a satisfactory solution to an information problem by searching for and identifying relevant pieces of information, then creating contextual relationships among them. The development of these relationships comes about through a broad cognitive pattern of approximation, testing, analysis, and reformulation in response to a growing understanding of the information problem.

Recursion is repeating a particular practice within research until deriving a reasonable conclusion. The author focuses on the need to provide direct instruction in the recursion process. It is one thing to tell students that this is all part of research, but it is equally important to show them.

Self-talk, for the author, is an imporant piece of the research process. By allowing students to see and hear how you work through research, the students learn how recursion works. The author uses the example of Sarah who has two pieces of information that seem to be related, but there is no connection to support the relationship. She is advised to broaden the original scope of the research, in essence, traveling backwards, and then trying to connect the two topics.

The author asserts the importance of teaching students what is going on during an internal monologue. By looking at the author's own thinking processes students can derive the process.

The author begins with an identified information problem and then seeks to solve it. She tests it against:

1. The perceived effort of the search
2. Its importance
3. the researcher's initial affect or emotional state

Researchers look for:

• relevance
• coherence
• complexity
• usefulness

If all of these pieces of information match the researcher's mental model, then the researcher has a thesis. If it does not, then recursion sets in. It is important to teach that you do not continue ahead with research when it does not work.

Key quote: By modeling and supporting the pattern of recursion within the research cycle, we help our students understand the value of risk.

Related Articles
Elges, P. (et al) (2006, March). Professional Development and Recursive E-learning. Computers in the schools 23(1/2), 45-57.

LaForty, J. and Mills, S. (2006, January). Research + Library = Student Success. Teaching Librarian, 13(1/2), 34-37.

Curriculum Connections: Chapter 6

This article focused on curriculum mapping as well, but also included collection mapping and discussed the relationship between the two topics. The basic premise is that school who has spent time developing curriculum maps for all grade levels should have a library media center where a teacher librarian has developed a collection map that supports that curriculum map.

I see where this fails so often. When I took over my library, there were many non-fiction books that had no correlation to middle school curriculum. While it is nice to have a collection of books on the fifty states, that is not taught at the middle school level. There were many similar examples.

Curriculum maps ensure that what we are teaching are actually aligned with state standards. With curriculum mapping, the teacher librarian has the ability to become an expert at what is taught at all levels in the school.

To create a curriculum map, it takes a great deal of work from all concerned parties, but it also can mean that some people must step out of their comfort zone. When you are completed, it can become the driving force behind academic achievement at a school.

Curriculum maps can have many different looks and that is acceptable. The only outcome from creating a curriculum map should be in having one that works best for your school. The one key is that there should be a "seamless curriculum flow between all grade levels." Duplication of content should be gone.

One way to ensure that everything works as it should is to create a curriculum committee with a grade-level representative, the teacher librarian, an administrator, and whomever else is necessary for success.

The second piece of creating a curriculum map, though, is how it is used by the teacher librarian. When the curriculum map is done, then the teacher librarian should begin the work of mapping the library's collection to the curriculum. Easier said than done. The author uses the example of weeding 75% of her collection because it did not relate to the curriculum and/or was outdated.

The author discusses Loertscher's model for collection mapping. Basically, you:

1. Divide the collection into several small segments that relate to your curriculum.
2. Build, weed, or maintain each segment based on the needs of the school that is outlined in the curriculum map.
3. Create a graph that shows how many items are in each area. This is now easily done using modern systems like Follett's Destiny.
4. Rate each section from Poor to Exemplary. Fix the Poor areas first.
5. Determine if the collection has current information. Where it is not current, weed.
6. Weed heavily, if necessary.

The author does not recommend sever weeding unless there are immediate plans for rebuilding and there is funding attached to that rebuilding. The author also stresses working with grade levels and helping to write units and plan projects. Being part of the process ensures that teachers are using the curriculum maps, but also that your collection continues to reflect real needs of the school.

The advantage to having a collection map is that you can immediately know, graphically, if your current collection supports the curriculum of the school.


Related Articles
Franklin, P., & Stephens, C. (2009, May). Use Standards to Draw Curriculum Maps. School Library Media Activities Monthly, 25(9), 44-45. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Bushing, M. (2006, August). Collection mapping - An Evolving Tool for Better Resources and Better Access. Signum, Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Curriculum Connections: Chapter 5

This is the chapter that I see having the most immediate effect on my day-to-day work. I have yet to work at a school that has implemented curriculum mapping, but it appears to be the real deal. Yes, we have pacing charts, but those are district-imposed and often have little relationship with what is actual being taught (or, indeed, in what can be accomplished in a real academic year).

A curriculum map is a visual representation of what needs to be taught during a year. It is calendar-based and each month has its own column. In a sense, it is rather simplistic and holds only the content, the skills, and the assessments for each unit that will be taught during a given month. What is taught is driven by the state standards for that content area.

What it does not have within it are lesson plans and activities. Those are developed outside the curriculum map. An analogy would be a regular road map. Yes, it shows you how to get from Kansas City to Los Angeles, but it does not show you where to stop for gas and to sleep for the night.

Curriculum maps can look different bases on the particular subject and the needs of the school site. A curriculum map for a school that has block scheduling could look very different than one that has traditional scheduling.

Certainly there are numerous benefits for stakeholders in the process including:

• Benefits for teachers. It gives the teacher a visual representation that shows when and where thing should be taught. Sharing the maps between grade levels gives other teachers a solid connection to what is being taught around them and eliminates duplication of content.
• Benefits for new teacher. The maps give new teachers a scope and sequence to follow for that all-important first year. It also gives the new teacher enough information to be able to ask the right questions.
• Benefits for librarians. It gives us the necessary information to understand what should be taught at each grade level. It also shows us what is being taught at the school and can be used as a tool to advocate for increased funding to support instruction.
• Benefits for students & parents. It illustrates that there is a real plan for the year and gives parents the opportunity to support instruction (by knowing what is coming next).

Once you have your curriculum maps, you need to begin to write the units that go within the map. This is a six part process which includes:

1. Standards. This is where all instruction begins. You have to know the expected outcome before you know what to teach.
2. Brainstorming. Begin to consider different sorts of activities.
3. Essential questions. What should students be able to answer?
4. Assessment. How will students show that they have reached the expected outcome from the standard.
5. Activities. In this step you will choose from your brainstorming in (2) based on what you have determined in your other steps.
6. Post-unit reflection. This is the time where grade-level partners get together and determine what was effective and what was not and to make preliminary plans for the next time.

NOTE: Often when you begin to develop curriculum maps, there is much angst amongst the staff because you are asking them, often, to give up things that they have taught for many years, but which are not part of their curriculum. Do not think that teachers will give up without a fight.

Curriculum mapping can be a short-term process over several hours or it can take an entire year. Either can be an acceptable time-frame depending on the desired outcomes. The first step in creating curriculum maps has nothing to do with creating maps. First you need to establish an environment where teachers are honest about what they really teach and, more importantly, what they don't teach. The maps should be a true reflection of the classroom's curriculum.


Related Articles
Dickinson, G. (2007, Winter2007). Curriculum mapping; A stepbystep guide for creating curriculum year overviews. Education Libraries, 30(2), 40-41. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Loertscher, D., & Rosenfeld, E. (2007, April). CURRICULUM MAPPING FOR DIFFERENTIATED INSTRUCTION, K-8. Teacher Librarian, 34(4), 47-49. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.