Reading+Notes,+Module+1.3

From: //**Collaboration and Leadership**//


 * Teacher-librarians as leaders and agents of change for more collaboration in school.

From: //**The School Librarian as Teacher: What kind of teacher are you?**//


 * Describes the different roles of the librarian as a teacher

"We believe that a library that is a site of participatory culture is conducive to helping students create personal learning networks and environments that allow them to cultivate resources for accessing, evaluating, and sharing information logically and with the world at large" (Hamilton, p. 35).

"Students deepen their understanding of information by participating in inquiry circles, small groups or mini-learning communities for exploring a shared research question on a common theme or issue" (Hamilton, p. 37)

"We also create conversations for learning by requiring students to be active participants in formative and summative assessments of their work. Each student maintains a learning blog throoughout the year, and blog posts are a medium for reflection and thinking. Our students used their blogs to share how they are mastering AASL standards that we have explicitly shared with them as learning benchmarks" (Hamilton, p. 38)

From: //**Collaboration In The School Social Network**//

"The results of this pilot studey indicate that while establishing and maintaining a social network within the school environment is fundamental to the position of a school librarymedia specialist, the netwrok varies in frequency and level of collaboration regardless of the length of service as an SLMS" (Schultz-Jones, p. 20).

"So, while some classroom teachers may welcome collaborative efforts, others may be resistant to establishing a collaborative relationship with the library media specialist. Yet, as Hylen points out, "planned collaboration improves teaching and learning, as well as modesl the cooperation a teacher wants students to use" (2004, 219). As library media specialists work toward the realization of this goal, developing a network of collaborative partners within and outside the school environment is important" ( Schultz-Jones, p. 23).

"The ultimate value of these social relationships is the benefit of being able to access these connections to meet educational objectives. In this study, the school library media specialists all identified the value of developing and maintaining professional relationships across grade levels and subject areas" (Schultz-Jones, p. 24).

"The high degree of interaction within these networks offers the prospect of profesional dialogue that may translate into an inclusive collaborative culture of school library media specialists, administrators, and teachers" (Schultz-Jones, p. 24).

"Working from a social network perspective, the school librarian can draw people together to form collaboration networks that interact on specific projects and position oneself to connect to others of influence to advance information literacy" (Schultz-Jones, p. 25).

Works Cited

Hamilton, Buffy J. "The School Librarian as Teacher: What Kind Of Teacher Are You?" //Knowledge Quest// 39.5 (2011): 33-40. //Academic Search Complete.// Web. 4 Feb. 2016

McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print.

Schultz-Jones, Barbara. "Collaboration In The School Social Network." //Knowledge Quest// 37.4 (2009): 20-25. //Academic Search Complete.// Web. 2 Feb. 2016.