Prewriting_Matrix


 * Tracy Graham's contributions **
 * Lacy Hoffman's contributions **

"8th-grade Lanuage Arts Teacher." Interview by Judi Moreillon. YouTube. N.p., 2009. Web. 08 Feb. 2016. < [] >

Cooper, O. P., and Marty Bray. "School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities." TechTrends 55.4 (2011): 48-55. Web.

"Elementary Art Teacher." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016. < [] >

"Elementary Principal." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016. < [] >

Montiel-Overall, Patricia. "A Theoretical Understanding of Teacher and Library Collaboration (TLC)." School Libraries Worldwide 11.2 (2005): 24-48. Web.

Kimmel, Sue C.. "Seeing the Clouds: Teacher Librarian as Broker in Collaborative Planning with Teachers. "School Libraries Worldwide 18.1 (2012): 87-95. Web.

"Kindergarten Teacher." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016. <[]>

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

Montiel-Overall, Patricia. "Teacher and Librarian Collaboration: A Qualitative Study." Library & Information Science Research. 2008. Web. 13 Feb. 2016. Montiel-Overall, Patricia. "Toward a Theory of Collaboration for Teachers and Librarians." School Library Media Research 8 (2005) Web.

Montiel-Overall, Patricia, and Patricia Jones. "Teacher and School Librarian Collaboration: A Preliminary Report of Teachers' Perceptions about Frequency and Importance to Student Learning / La Collaboration Entre  Enseignants Et Bibliothécaires Scolaires : Rapport Préliminaire Sur La Perception Par Les Enseignants De  Sa Fréquence Et De Son Importance Pour L'apprentissage Des étudiants." Canadian Journal of Information and Library Science 35.1 (2011): 49-76. Web.

Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration." School Library Media Research. N.p., 2008. Web. 10 Feb. 2016.

"Principals Know: School Librarians are the Heart of the School." Interview by Judi Moreillon. YouTube. N.p., 2014. Web. 08 Feb. 2016. < [] > . Rawson, Casey H., Anderson, Janice, 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." American Association of School Librarians 18 (2015) Web.

Small, Ruth V. "Developing a Collaborative Culture." School Library Media Research 4 (2001) Web.

"Teacher Librarian Collaboration." Interview by Judi Moreillon. YouTube. N.p., 2015. Web. 08 Feb. 2016. < [] >

"Third-grade Teacher Trimmed." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016. < [] >
 * **Students** || **Classroom Teachers** || **School Librarians** || **Administrators** ||
 * ** * authentic learning **
 * * supports inquiry-based learning **
 * (Third grade teacher: Judy P.) ** || ** * more time for planning **
 * * more ideas being shared **
 * * individualized attention with students...2 teachers per group of students **
 * (Kindergarten Teacher: Peg) ** || ** * more time for planning* more ideas being shared **
 * * individualized attention with students...2 teachers per group of students **
 * * library viewed as a classroom **
 * (Kindergarten Teacher: Peg) ** || ** * impacts the academic achievement of every student in the school **
 * (Principal: Paula) ** ||
 * ** * students learn how to effectively evaluate websites **
 * (Principal: Paula) ** || ** * impacts the achievement of every student in the school **
 * (Principal: Paula) ** || ** * small groups working in the library **
 * (Principal: Paula) **
 * * global perspective of the whole school **
 * * impacts the achievement of every student in the school **
 * (Principal: Paula) ** || ** * share a global perspective of the whole school **
 * (Principal: Paula) ** ||
 * ** * students learn HOW to find answers **
 * (Third grade teacher: Judy P.) ** || ** * take curriculum to a deeper level **
 * (Third grade teacher: Judy P.) ** || ** * expanded instruction **
 * (Elem. art teacher: Tracy) ** ||  ||
 * ** * welcoming **
 * ( 8th grade LA teacher: Karen) ** || ** * teachers become better at their craft **
 * (Principal: Paula Godfrey ** || ** * leadership roles **
 * * important decision making roles **
 * (Principal: Shenequa Coles) ** ||  ||
 * ** * builds better library users **
 * * builds literacy within students **
 * * students learn how to pull apart a difficult text **
 * (9th grade LA teacher: Jessica) ** || ** * increased ideas (Moreilllon 8) ** ||  ||   ||
 * ** * literate and informed learner that can thrive in a digital, knowledge based world **
 * (Assistant Administrator: Regina) ** || ** *more interesting lessons **
 * (Montiel-Overall 149) ** ||  ||   ||
 * ** * students truly understand the research they are doing **
 * (Principal: Paula Godfrey) ** ||  ||   ||   ||
 * ** * increased excitement about visiting/learning in the library **
 * (Principal: Felicia) ** ||  ||   ||   ||
 * *improved academic **achievement**


 * *improve how student learns **
 * (Montiel-Overall and Jones) ** ||  || ** *develop relationship and trust with teachers **
 * (Montiel-Overall and Jones) ** || ** *build learning communities **
 * *change the culture of individualism and isolation **

**(Montiel-Overall**-2) ||
 * (Montiel-Overall and Jones) ** ||
 * ** *vibrant and engaged **
 * (Small) ** ||  || ** *success can grow into further collaborations **
 * (Small) ** ||  ||
 * ** *creates learning connections **
 * *most affects student achievement **
 * (Kimmel) ** || ** *receives resources and ideas **
 * *coordinates perspectives on learning **
 * *valuable teaching lessons **
 * (Kimmel) ** ||  ||   ||
 * ** *enhance learning opportunities **
 * *positively affects student academic achievement **
 * *changes learning style **
 * (Montiel-Overall) ** || ** *accommodate more students **
 * *innovative instruction **
 * *changes teaching style **
 * (Montiel-Overall) ** || ** *improve flow of activities **
 * (Montiel-Overall) ** ||  ||
 * ** *acquire new knowledge and process knowledge **
 * (Cooper and Bray) ** || ** *gain trust and respect for librarians **
 * (Cooper and Bray) ** || ** *positive impact on instructional programs **
 * (Cooper and Bray) ** || ** *more perspective value of the librarian's role in school **
 * (Cooper and Bray) ** ||
 * ** *reduce complexity of learning **
 * *provide students with model of the collaborative process **
 * *increase student achievement **
 * *higher level learning **
 * (Rawson, Anderson and Hughes-Hassell) ** || ** *reduce complexity of teaching **
 * *expand teacher knowledge **
 * (Rawson, Anderson and Hughes-Hassell) ** || ** *create advocates for school library program **
 * (Rawson, Anderson and Hughes-Hassell) ** || ** *create sense of community in school **
 * (Rawson, Anderson and Hughes-Hassell) ** ||
 * ** *develop sense of importance **
 * *greater understanding of information and literacy and content **
 * *gain knowledge on a wide arrange of resources **
 * *broaden understanding of information taught in classroom **
 * *larger understanding of information literacy **
 * (Montiel-Overall-2) ** || ** *expands delivery of curriculum content **
 * *expand opportunities for learning **
 * (Montiel-Overall-2) ** ||  || ** *opportunity for school renewal **
 * ** *More individualized attention for students **
 * (Moreillon 8) ** ||  ||   ||   ||
 * ** *Higher level of understanding **
 * (Montiel-Overall 149) **
 * *Increased enthusiasm for going to and working in the library **
 * *Improved ability to do research **
 * (Montiel-Overall 153) ** ||  ||   ||   ||