Case+Study+Prewriting+T-Chart

​ A. 1.4. Prewriting: T-Chart for Benefits of Classroom-Library Collaboration to Students and Classroom Teachers

 Jandi's Contributions  Angela's Contributions Students feel the library is another classroom (Peggy) || more planning and lots more ideas. Teachers feed off of each other. (Peggy) ||
 * Students || Classroom Teachers  ||
 * individualized attention (Peggy)
 * authentic learning. Students find the answers on their own (Judy) || teachers can take the curriculum deeper (Judy) ||
 * Research helped students incorporate knowledge. (Tracy) || Expanded Instruction (Tracy) ||
 * Students learn to effectively evaluate sites (Paula) || Receive help with the curriculum in the classroom. (Paula) ||
 * Students learn and become more successful. (Pat) || Teachers learn along with students when the librarian is teaching. (Pat) ||
 * Their learning travels across the curriculum. (Karen) || Teachers have more materials and assistance. (Karen) ||
 * Self evaluation on the rubric helps students. (Diane) || Teachers can fully integrate research and writing into the course. (Diane) ||
 * || Teacher has someone to share the grading responsibilities. (Kelly) ||
 * < Students receive more individual instruction and the library can serve as the classroom. (Peg) ||< Teachers who collaborate can learn from each other with the opportunity for more ideas to be shared. (Peg) ||
 * < Academic achievement of every child is impacted. (Paula) ||< There is more lesson planning involved when collaborating. (Peg) ||
 * < Students have the opportunity to learn from a global perspective. (Paula) ||< Benefit from the knowledge and resourcefulness of the teacher librarian (Mary Ann) ||
 * < Students have access to other materials through ILL (Karen) ||< Teachers may "recruit materials" through ILL (Karen) ||
 * < Students can benefit from the teacher librarian's knowledge of curriculum and expertise in technology. (Sherri) ||< Teachers benefit because their requirements are still met during instruction received from the teacher librarian. (Kelly) ||
 * "Students can have access to an ever-wider range of materials on more diverse topics at all reading levels than they could ever have in a classroom library." (Moreillon, 2007) || Teachers can benefit from the teacher librarian's knowledge of curriculum and expertise in technology. (Sherri) ||
 * "Collaborative teaching between classroom teachers and teacher librarians. . .benefits students because it puts the focus on learning outcomes." (Moreillon, 2007) || "By collaborating, teachers and teacher librarians provide learning experience that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement." (McGregor, 2003) ||
 * "The resulting coteaching fosters job-embedded professional development for both classroom teachers and teacher-librarians that will impact the literacy learning in their schools." (Moreillon, 2007) || "After coplanning and coimplemeting lessons and units of instruction, it is logical that evaluating student learning is part of a shared responsibility for instruction." (Moreillon, 2007) ||
 * "More students have opportunities for individualized attention, and groups of students can be better supported as they learn essential skills and content in different ways." (Moreillon, 2007) || "At the teacher level, instructional strategies classroom management, and classroom curriculum design improved student achievement." (Moreillon, 20007) ||
 * || "Educators who teach collaboratively not only improve student learning but also create learning opportunities for themselves and for each other." (Moreillon, 2007) ||
 * || "Team teaching with another professional gives educators job-embedded professional development, which is currently considered a best practice in education." (Moreillon, 2007) ||
 * || "Two or more educators can monitor, adjust, and assess the students' work as well as evaluate the lessons themselves." (Moreillon, 2007) ||
 * "creating meaningful connections between the learning activity and the "real world" of the student and of professionals in the discipline" (Zmuda and Harada 2008). || ||
 * "making the learning goals of the task/ activity explicit to the students" (Zmuda and Harada 2008). ||  ||