A.1.4+Checklists


 * A.1.4 Research-based Article Checklist* **


 * Students’ Names: ** Tracy Graham **and ** Lacy Hoffman


 * Complete MLA Citation: **
 * Kimmel, Sue C. "Collaboration As School Reform: Are There Patterns In The Chaos Of Planning With Teachers?" School Library Research (2012): 1-16. Library & Information Science Source. Web. 3 Feb. 2016. **
 * **Checklist Question ** || **YES ** || **NO* ** || **Follow-up Actions/Questions ** || **Notes ** ||
 * Did the author or authors conduct research? || ** X ** ||  || What type of research **has been conducted? OR How can you tell research has been conducted?** || The author states research was conducted. There are questions and findings discussed. ||
 * Does the article include an abstract that summarizes research findings? || ** X ** ||  || What are the findings summarized in the abstract? || The findings describe patterns found in planning meetings that took place among a team of second grade teachers and a school librarian. Five activities were discovered from the planning meetings: orienting, coordinating, drifting, making sense, and making connections. ||
 * Does the article describe the participants? || ** X ** ||  || Who were the participants in this study? How were they selected? || Sue = principal researcher/school librarian; Sue was an observer and participant

Dianna = returning 2nd grade teacher, 16 years experience

Areyanna = looped to second grade with her first grade class, 16 years experience

Brittany = first year teacher

The participants were part of a "ethnographic study". ||
 * Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || ** X ** ||  || <span style="font-family: 'Times New Roman',serif;">How many pages is the article itself? || The article is 12 pages long, 11 without the abstract. ||
 * <span style="font-family: 'Times New Roman',serif;">Does the article include a list of references? || ** X ** ||  || <span style="font-family: 'Times New Roman',serif;">Review the list of references to see if additional research-based articles or books are referenced. List examples in the notes. || Carlone, H. and S. Webb. 2006. "On (Not) Overcoming Our History of Hierarchy: Complexities of University/School Collaboration." Science Education 90 (3): 544-68.

Cochran-Smith, M., and S. Lytle. 1999. "Relationship of Knowledge and Practice: Teacher Learning in Communities." Review of Research in Education 24 (1): 249-305

Gee, J. and J. Green. 1998. "Discourse Analysis, Learning, and Social Practice: A Methodological Study. Review of Research in Education 23: 119-69.

Lewis, C., R. Perry and A. Murata. 2006. "How Should Research Contribute to Instructional Improvement? The Case of Lesson Study." Educational Researcher 35 (3): 3-14.

Morris, B. and A. Packard. 2007. "The Principal's Support of Classroom Teacher-Media Specialist Collaboration. "School Libraries Worldwide 13 (1): 36-55.

Sarroub, L.K. 2004. "Reframing for Decisions: Transforming Talk about Literacy and Assessment among Teachers and Researchers." In An Introduction to Critical Discourse Analysis, edited by R. Rogers, 97-116. Mahwah, NJ: Erlbaum. ||
 * <span style="font-family: 'Times New Roman',serif;">Is there information or are there interpretations that support the claim you are making in your case study paper? ||  ||   || <span style="font-family: 'Times New Roman',serif;">What paraphrases or quotes will you use in your paper? || "Grover (1996) distinguished collaboration from cooperation and coordination; cooperation and coordination involve some planning but little interdependence" (Kimmel, p. 2).

* Of the five activites documented in each meeting, "making connections" was the strongest for the librarian.

"This study raises questions about the inclusion of the school librarian as an interesting variable to consider in comparison with teacher planning where the school librarian is not present" (Kimmel, p. 12).

"Moreillon (2008) has suggested the inclusion of the school librarian in lesson study, and bilyeu (2009) has reported on the inclusion of a school librarian in the process" (Kimmel, p. 12). ||

**Kimmel, Sue C. "Seeing the Clouds: Teacher Librarian as Broker in Collaborative Planning with Teachers". School Libraries Worldwide (2012): 87-95. Web. 10 Feb. 2016**.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Checklist Question || <span style="font-family: Arial,Helvetica,sans-serif;">Yes || <span style="font-family: Arial,Helvetica,sans-serif;">No || <span style="font-family: Arial,Helvetica,sans-serif;">Followup Actions/Questions || <span style="font-family: Arial,Helvetica,sans-serif;">Notes ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the author or authors conduct research? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">What type of research has been conducted? OR How can you tell research has been conducted? || ** Author states research was conducted. Participants and findings of research are discussed. ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article include an abstract that summarizes research findings? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">What are the findings summarized in the abstract? || ** Teacher find librarian collaboration valuable and felt it made a contribution to instructional planning. ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article describe the participants? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Who were the participants in this study? How were they selected? || ** Participants made up a second grade team and each in own self-contained classroom. Shared students for their literacy block. **


 * Dianna: 16 year of teaching 2nd grade **


 * Areyanna: 16 years teaching but first year teaching 2nd grade **


 * Brittany: 1st year to teach and brand new to 2nd grade ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">How many pages is the article itself? || ** 8 ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article include a list of references? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Review the list of references to see if additional research-based articles or books are referenced. List examples in the notes. || ** Church, A/P. (2008). The instructional role of the library media specialist as perceived by elementary school principals. School Library Media Research, 11. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11/church **


 * Eisenhart, M.A., Shrum, J.L., Harding, J.R., & Cuthbert, A.M. (1988). Teachers' beliefs: Definitions, findings, and directions. //Educational Policy, .//2, 51-70. **


 * Haycock, K. (2007). Collaboration: Critical success factors for student learning. //School Libraries Worldwide//, 13(1) 25-35. **


 * Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration. // School Libraries Worldwide //, 11(2), 24-48. **


 * Montiel-Overall, P. (2008). Teacher and librarian collaboration: A qualitative study. // Library and Information Science Research //, 30, 145-55. **

**Williamson, K., Archibald, A., & McGreagor, J. (2010). Shard vision: A key to successful collaboration? //School Libraries Worldwide,// 16(2) 16-30.** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Is there information or are there interpretations that support the claim you are making in your case study paper? ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif;">What paraphrases or quotes will you use in your paper? || ** “Collaboration is the single professional behavior of teacher-librarians that most affects students achievement” (Kimmel 88). **


 * “The librarian helps to make learning connections for students through her work with teachers” (Kimmel 88). **


 * “Teachers take away resources and ideas from planning with the teacher librarian and use them in their classrooms with students where they affect student learning and achievement” (Kimmel 89). **

Rawson, Casey H., Janice Anderson, and Sandra Hughes-Hassell. "Preparing Pre-Service School Librarians for Science-Focused Collaboration With Pre-Service Elementary Teachers: The Design and Impact of a Cross-Class Assignment." School Library Research 18 (2015): 1-25. Web. 10 Feb. 2016. Research Question 1: How does the collaborative lesson plan design project change pre-service school librarians' understanding of teacher-librarian collaboration, especially science-focused teacher-librarian collaboration, and what specific features of the project contribute to these changes? Research Question 2: What issues emerge during the collaborative process, and how do participants address those issues? || 26 with the works cited pages ||
 * “A key finding of this study is that teachers want a librarian to plan with. Teachers recognize the value of the lessons provided in the library but they also see the teacher librarian in planning lessons for their own classrooms” (Kimmel 93). ** ||
 * <span style="font-family: 'Times New Roman',serif;">Complete MLA Citation: **
 * **<span style="font-family: 'Times New Roman',serif;">Checklist Question ** || **<span style="font-family: 'Times New Roman',serif;">YES ** || **<span style="font-family: 'Times New Roman',serif;">NO* ** || **<span style="font-family: 'Times New Roman',serif;">Follow-up Actions/Questions ** || **<span style="font-family: 'Times New Roman',serif;">Notes ** ||
 * <span style="font-family: 'Times New Roman',serif;">Did the author or authors conduct research? || X ||  || <span style="font-family: 'Times New Roman',serif;">What type of research **has been conducted? OR How can you tell research has been conducted?** || Questions were asked, data collected and analyzed, and findings are shared. The impacts of collaboration between pre-service teachers and pre-service librarians (specifically science-focused) are researched.
 * <span style="font-family: 'Times New Roman',serif;">Does the article include an abstract that summarizes research findings? || X ||  || <span style="font-family: 'Times New Roman',serif;">What are the findings summarized in the abstract? || The findings from the research are not described/summarized in the abstract. ||
 * <span style="font-family: 'Times New Roman',serif;">Does the article describe the participants? || X ||  || <span style="font-family: 'Times New Roman',serif;">Who were the participants in this study? How were they selected? || The participants were seven graduate students enrolled in Curriculum Issues and the School Librarian. These seven students were paired with students from the elementary science-methods course (required for education majors during the semester immediately before their student-teaching experiences. ||
 * <span style="font-family: 'Times New Roman',serif;">Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || <span style="font-family: 'Times New Roman',serif;">How many pages is the article itself? || 19 pages
 * <span style="font-family: 'Times New Roman',serif;">Does the article include a list of references? || X ||  || <span style="font-family: 'Times New Roman',serif;">Review the list of references to see if additional research-based articles or books are referenced. List examples in the notes. || Asselin, Marlene. 1999. "Planting the Seeds of Instructional Partnerships: An Exploratory Study of Pre-Service Teachers Learning to Teach with Teacher-Librarians." In The Information Literate School Community, : edited by J. Henri and K. Bonanno, 157-72. Wagga Wagga, Australia: Centre for Information Studies.

Barab, Sasha, and Kurt Squire. 2009. "Design-Based Reserarch: Putting a Stake in the Ground." Journal of the Learning Sciences 13 (1): 1-14.

Brown, Ann L. 1992. "Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings." Journal of the Learning Sciences 2 (2): 141-78.

Darling-Hammond, Linda. 2006. "Constructing 21st-Century Teacher Education." Journal of Teacher Education 57 (3): 300-314.

Montiel-Overall, Patricia. 2005a. "Toward a Theory of Collaboration for Teachers and Librarians." School Library Research 8.

Moreillon, Judi. 2008. "Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration." School Library Media Research 11.

Schultz-Jones, Barbara A, and Cynthia E. Ledbetter. 2009. "Building Relationships in the School Social Network: Science Teachers and School Library Media Specialists Report Key Dimensions." School Libraries Worldwide 15 (2): 23-48. ||
 * <span style="font-family: 'Times New Roman',serif;">Is there information or are there interpretations that support the claim you are making in your case study paper? ||  ||   || <span style="font-family: 'Times New Roman',serif;">What paraphrases or quotes will you use in your paper? || “teacher-librarian collaboration has received far less attention than teacher-teacher collaboration” - page 2 ||

||
 * Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration". // School Library Media Researc // h 11.(2008): 8. //L// // ibrary, Information Science & Technology Abstracts with Full Text. // Web. 12 Feb. 2016. ****
 * <span style="font-family: Arial,Helvetica,sans-serif;">Checklist Question || <span style="font-family: Arial,Helvetica,sans-serif;">Yes || <span style="font-family: Arial,Helvetica,sans-serif;">No || <span style="font-family: Arial,Helvetica,sans-serif;">Followup Actions/Questions || <span style="font-family: Arial,Helvetica,sans-serif;">Notes ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the author or authors conduct research? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">What type of research has been conducted? OR How can you tell research has been conducted? || <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">** The author states that research has been conducted and specifies results and questions. ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article include an abstract that summarizes research findings? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">What are the findings summarized in the abstract? || <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">** Early interventions before a teacher begins their teaching career were important and influential. Educators in K-8 library positions and the support for classroom-library collaboration during student teaching and the first year of classroom teaching played a part in if the teacher worked with SLMSs for instruction. ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article describe the participants? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Who were the participants in this study? How were they selected? || <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">** There were 14 participants - they were juniors in 2004-05 and seniors 2005-06. The participants were enrolled in a teacher preparation program. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">How many pages is the article itself? || ** 26 pages with citations. 24 pages without citations ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the article include a list of references? || X ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Review the list of references to see if additional research-based articles or books are referenced. List examples in the notes. || ** Cochran-Smith, M. and S. L. Lytle. 1999. Relationships of knowledge and practice: Teachers learning in communities. Review of research in education 24: 249-306. Washington, D.C.: American Educational Research Association. **


 * Shannon, D. 2002. The education and competencies of SLMSs: A review of the literature. School Library Media Research 5. [|www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume52002/shannon.htm.]Accessed Aug. 1, 2008. ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Is there information or are there interpretations that support the claim you are making in your case study paper? ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif;">What paraphrases or quotes will you use in your paper? || ** "The meaning of the word collaboration was critical to analyzing the data in this study. The following definition appeared on each of the four survey instruments: Collaboration occurs when educators co-design, co-plan, co-teach, and/or co-assess curriculum-based lessons or units of study" (Moreillon, 2). **


 * * Even though educators are expected to cooperate and/or collaborate with school staff and faculty, there is little information (research) on preservice teachers' understanding of what collaboration with the librarian should look like. **


 * "Future teacher can and should be challenged to think in terms of teaching and learning within a community of adult learners who will support and improve each other's professional work" (Moreillon, 3). **


 * * The students observations from their response journals are worth mentioning where applicable - page 7 **


 * "The most significant change in these preservice classroom teachers' perception of the role of classroom teachers was in the areas of co-designing, co-planning,and co-teaching lessons and units of instruction" (Moreillon 12). **


 * "Helping preservice teachers to collaborate effectively in their preservice teacher education programs should prepare them for collegial work in schools and for career-long development as professionals" (Moreillon 22). ** ||
 * <span style="font-family: 'Times New Roman',serif;">Complete MLA Citation: **


 * Montiel-Overall, Patricia. "Teacher and Librarian Collaboration: A Qualitative Study." Library & Information Science Research. 2008. Web. 13 Feb. 2016. **

11 w/citations ||
 * **<span style="font-family: 'Times New Roman',serif;">Checklist Question ** || **<span style="font-family: 'Times New Roman',serif;">YES ** || **<span style="font-family: 'Times New Roman',serif;">NO* ** || **<span style="font-family: 'Times New Roman',serif;">Follow-up Actions/Questions ** || **<span style="font-family: 'Times New Roman',serif;">Notes ** ||
 * <span style="font-family: 'Times New Roman',serif;">Did the author or authors conduct research? || X ||  || <span style="font-family: 'Times New Roman',serif;">What type of research **has been conducted? OR How can you tell research has been conducted?** || The practices of highly collaborative teachers and librarians were researched to see how they are so successful. ||
 * <span style="font-family: 'Times New Roman',serif;">Does the article include an abstract that summarizes research findings? || X ||  || <span style="font-family: 'Times New Roman',serif;">What are the findings summarized in the abstract? || Although lack of time is one of the biggest obstacles, the research found that "time issues are overcome when collaboration is highly valued" (Montiel-Overall 145). ||
 * <span style="font-family: 'Times New Roman',serif;">Does the article describe the participants? || X ||  || <span style="font-family: 'Times New Roman',serif;">Who were the participants in this study? How were they selected? || Six school librarians who were considered to be "experts" and were nominated by a former district library coordinator and a school librarian. The participating librarians then recommended 15 teachers. There were a total of 18 teachers and librarians in the study. ||
 * <span style="font-family: 'Times New Roman',serif;">Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || <span style="font-family: 'Times New Roman',serif;">How many pages is the article itself? || 10 w/out citations
 * <span style="font-family: 'Times New Roman',serif;">Does the article include a list of references? || X ||  || <span style="font-family: 'Times New Roman',serif;">Review the list of references to see if additional research-based articles or books are referenced. List examples in the notes. || Creamer, E. G. (2003). Exploring the link between inquiry paradigm and the process of collaboration. The Review of Higher Education, 26(4), 447-465.

Hara, N., Solomon, P., Seung-Lye, K. & Sonnewald, D. (2003). An emerging view of scientific collaboration: Scientists' perspectives on collaboration. of the Journal of the American Society for Information Science and Technology, 54, 952-965.

Youngs, P. (2007). How elementary principals' beliefs and actions influence new teacher's experiences. Educational Administration Quarterly, 43(1), 101-137. ||
 * <span style="font-family: 'Times New Roman',serif;">Is there information or are there interpretations that support the claim you are making in your case study paper? ||  ||   || <span style="font-family: 'Times New Roman',serif;">What paraphrases or quotes will you use in your paper? || * In the 21st century, there is a shift in the level of teacher and librarian collaboration and active involvement to increase student learning.

"Justification for this study is twofold. First, there is a need to understand what collaboration is before studying its impact on student learning" (Montiel-Overall 145).

Of the participants..."They generally agreed that collaboration was thinking together and sharing resources and expertise to benefit themselves and their students. They also agreed that it was a process of give and take, which could reslt in something greater than could have been produced alone. Participants stated that by working together toward a common goal, more interesting lessons were created.These types of lessons were designed to produce a higher level of understanding by students" (Montiel-Overall 149). ** ||