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.
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. <https://youtu.be/bihGT7LoBP0> . 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.
* 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 and Jones)
*vibrant and engaged (Small)
*success can grow into further collaborations (Small)
*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 (Montiel-Overall-2)
*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)
Lacy Hoffman's contributions
"8th-grade Lanuage Arts Teacher." Interview by Judi Moreillon. YouTube. N.p., 2009. Web. 08 Feb. 2016.
<https://youtu.be/PXZnOm5iRqk>
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. <https://youtu.be/gbSH-WvyjvM>
"Elementary Principal." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016.
<https://youtu.be/q7Ob08TRP38>
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. <http://youtu.be/_YnGbQh832U>
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. <https://youtu.be/bihGT7LoBP0>
.
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.
<https://youtu.be/d9WHb8i8v5I>
"Third-grade Teacher Trimmed." Interview by Judi Moreillon. YouTube. N.p., 2001. Web. 08 Feb. 2016.
<https://youtu.be/d5G636ZvsNs>
* supports inquiry-based learning
(Third grade teacher: Judy P.)
* more ideas being shared
* individualized attention with students...2 teachers per group of students
(Kindergarten Teacher: Peg)
* individualized attention with students...2 teachers per group of students
* library viewed as a classroom
(Kindergarten Teacher: Peg)
(Principal: Paula)
(Principal: Paula)
(Principal: Paula)
(Principal: Paula)
* global perspective of the whole school
* impacts the achievement of every student in the school
(Principal: Paula)
(Principal: Paula)
(Third grade teacher: Judy P.)
(Third grade teacher: Judy P.)
(Elem. art teacher: Tracy)
( 8th grade LA teacher: Karen)
(Principal: Paula Godfrey
* important decision making roles
(Principal: Shenequa Coles)
* builds literacy within students
* students learn how to pull apart a difficult text
(9th grade LA teacher: Jessica)
(Assistant Administrator: Regina)
(Montiel-Overall 149)
(Principal: Paula Godfrey)
(Principal: Felicia)
*improve how student learns
(Montiel-Overall and Jones)
(Montiel-Overall and Jones)
*change the culture of individualism and isolation
(Montiel-Overall and Jones)
(Small)
(Small)
*most affects student achievement
(Kimmel)
*coordinates perspectives on learning
*valuable teaching lessons
(Kimmel)
*positively affects student academic achievement
*changes learning style
(Montiel-Overall)
*innovative instruction
*changes teaching style
(Montiel-Overall)
(Montiel-Overall)
(Cooper and Bray)
(Cooper and Bray)
(Cooper and Bray)
(Cooper and Bray)
*provide students with model of the collaborative process
*increase student achievement
*higher level learning
(Rawson, Anderson and Hughes-Hassell)
*expand teacher knowledge
(Rawson, Anderson and Hughes-Hassell)
(Rawson, Anderson and Hughes-Hassell)
(Rawson, Anderson and Hughes-Hassell)
*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)
*expand opportunities for learning
(Montiel-Overall-2)
(Montiel-Overall-2)
(Moreillon 8)
(Montiel-Overall 149)
*Increased enthusiasm for going to and working in the library
*Improved ability to do research
(Montiel-Overall 153)