Module+1

These are my notes and thoughts on the readings for Module 1. These are just me thinking aloud.

-"Working together, teacher-librarians, classroom teachers, administrators, and families can create dynamic learning communities in which what is best for student learning is at the heart of every decision" (Moreillon ix). I think it is important to include families in this sense. Families will also see the benefits of this collaboration when they see the success their children or grandchildren are having in school. For many students this hands on authentic learning is the only time they truly feel successful. -"The bottom line is this: each teacher-librarian is the representative of the profession for the administrators, classroom teachers, student teachers, students, and families in the school community" (Moreillon xi). The way we conduct ourselves in our libraries and the images we present and represent can help or hinder us in the profession. If a teacher has a bad experience with the teacher librarian at "School A" they are probably going to be less likely to seek out a collaborative relationship with the teacher librarian at their new campus "School B". -"//Information Power: Guidelines for School Library Media Programs// (AASL and AECT 1988) and its 1998 successor that school librarians clearly understood the four roles of the teacher-librarian: teacher, information specialist, instructional partner, and program administrator. Viewed in this way, 75 percent of the teacher librarian's job is directly concerned with teaching students." - I was unaware of the high percentage rate. It was a great piece of information to share with administrators and teachers who are skeptical about the teacher and teacher librarian collaboration. -"...parents and students did not tend to see school librarians as educated professionals active in instruction." (Moreillon 2) - I see this daily when looking at my campus librarian and the grief she gets from parents and students. She is not viewed by this group of people as anything but a person who keeps inventory of the books, runs the bookfair, and checks out books to students (and sends them fine notices). They don't see the things that she does that impacts student learning because she does not advertise herself and the resources available through her and the library other than books. -"It is essential that school library programs be responsive to spontaneous teachable moments as well as to planned classroom-library collaboration" (Moreillon 4). - Librarians need to be aware of the teachable moments that happen when classes come down to check out books. Many teachable moments can arise on a regular classroom check-out visit to the library. Being able to recognize these types of lessons can benefit students as well as teachers. -The "Coteaching Approaches" in Figure 1-2 really gave a good visual of what should happen within these types of collaborative lessons. This coupled with the PowerPoints Coteaching Images and the Coteaching Strategies PowerPoint allow for a more clear view of what these strategies are and what they should look like once they are implemented.
 * Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// Chicago: ALA Editions, 2007.**

These images represented, to me, different strategies that teachers and teacher librarians can use to effectively teach their students. I see that they share the students and therefore, they will be able to share ownership of the students achievement, or lack therof. If there is no achievement then they can go back to the drawing board for intervention and reteaching strategies. I see many different materials being utilized in the photos letting me know that there should be no excuse for not collaborating.
 * Coteaching Images PowerPoint**

-"Collaboration requires communication, shared goals and objectives, assignment of responsibilities, negotiation, flexibility, and more..."​ (Moreillon). -The list of involvements was very helpful at pointing out possible and probable activities I will be involved in as a teacher librarian. The next slide is also good advice on what not to expect. -I think at different times of the year and with different activities we will be at each level at one time or another. I think a lot of things must happen, as I term it, "Trial by Fire". When we find something that works for our particular school or teacher, we go with it. I do, however, think that Level 11 "Curriculum Development" should be what we all strive to be most of the time. (Moreillon and Loertscher) -The differences between cooperation and collaboration were very interesting. I always thought of them as being sort of synonyms. I guess it is good that I realize the difference now as opposed to when I get in the thick of things.
 * Cooperation-Collaboration:Similarities and Differences PowerP​oint:**


 * Coteaching Strategies PowerPoint:**