Instructional Role of the School Librarian

moreillon_coteaching_imageIn August, 2016, the American Association of School Librarians (AASL) posted the “Instructional Role of the School Librarian” position statement online.

According to the statement, “As educators and instructional partners school librarians are critical to teaching and learning in the school community” (“Position Statements”).

It is through my thirteen-year experience as a school librarian and twenty-one years as a school librarian educator that I know this is true. I have served at and observed the practice of school librarians at all three instructional levels. When school librarians serve “as leaders in literacy and technology, school librarians are perfectly positioned to instruct every student in the school community through both traditional and blended learning” (“Position Statements”), they can be essential contributors to students’ well-rounded education.

My experience tells me, and research supports it (Moreillon), that the most effective way for school librarians to serve as leaders in their schools is through collaborative instructional partnerships with classroom teachers and specialists. Working with the classroom teacher and through classroom curriculum ensures that the school librarian’s instruction has the potential to positively impact the learning needs of all students while it meets classroom teachers’ and school administrators’ objectives.

This is an open invitation to school librarians, classroom teachers and specialists, school administrators, parents, and anyone interested in education to participate in my upcoming Webinar “Classroom-Library Coteaching 4 Student Success.” It will be held on Thursday, October 13th at 5:00 p.m. EDT.

You can read about it on the School Library Connection Blog or register at edWeb.net.

Works Cited

Moreillon, Judi. “Coteaching: A Strategic Evidence-based Practice for Collaborating School Librarians.” School Library Connection, vol.1, no. 6, 2016, pp. 48-50. http://tinyurl.com/slcblog100716

“Position Statements: Instructional Role of the School Librarian,” American Association of School Librarians. 6 Aug. 2016, http://www.ala.org/aasl/advocacy/resources/statements

Image Caption: Teacher Kathi Stalzer and school librarian Debra LaPlante, Saints Simon and Jude Cathedral School, Phoenix, Arizona, coteaching a strategy lesson with 4th-grade students

Effective School Library Programs

aasl_def_effect_slpIn the September/October 2016 issue of Knowledge Quest, the American Association of School Librarians (AASL) published the definition for an effective school library program (4-5). AASL President Audrey Church and AASL Executive Director Sylvia Knight Norton introduced this statement by putting the definition in the context of the recently enacted Every Student Succeeds Act (ESSA).

ESSA includes AASL’s definition. The KQ article/position statement notes: “The definition of an effective school library program provides guidance to administrators, school boards, and school librarian in implementing ESSA” (5).

The goal of effective school library programs is to prepare students for college, career, and community. The statement emphasizes the need for a state-certified school librarian serving in an adequately staffed library as essential to meeting the objectives of an effective program. Some of these objectives are equitable access to resources, including technology, a dynamic environment that links to real-world events and enables academic knowledge and deeper personalized learning.

As a long-time advocate for classroom-library collaboration, I was heartened to see the definition includes collaboration as the third fundamental component. The effective school library program “provides regular professional development and collaboration between classroom teachers and school librarians” (4). AASL defines collaboration is this way: “Working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan” (5).

The instructional role of the school librarian includes working with classroom teachers to develop “information literacy and digital literacy instruction for all students” (5). Building relationships in the school learning community is the foundation on which school librarians lead an effective school library program. Collegiality and trust are necessary for classroom-library coplanning and coteaching, including coassessing student learning outcomes.

To support you in developing your effective school library program, I am inviting all school librarians to participate in my upcoming Webinar “Classroom-Library Coteaching 4 Student Success.” It will be held on Thursday, October 13th at 5:00 p.m. EDT and is sponsored by ABC-CLIO and Libraries Unlimited.

It is critical that school librarian leaders embrace and practice this definition in order to demonstrate to education decision-makers, school administrators, classroom teachers and specialists, students, families, and community the essential role of the school librarian and library program in educating future ready students.

BACC blog readers can access all of the AASL position statements, including the “Definition for Effective School Library Program” and “Instructional Role of the School Librarian” at: http://www.ala.org/aasl/advocacy/resources/statements

Work Cited

American Association of School Librarians. “Definition for Effective School Library Program.” Knowledge Quest, vol. 45, no. 1, 2016, pp. 4-5. Online at: http://tinyurl.com/aasldefslp

Word cloud created at Wordle.net

Banned Websites Awareness Day 9/28/16

bwad-2016_webbadgeLibrarians across the U.S. will be recognizing “Banned Websites Awareness Day” (BWAD) on 9/28/16. Working toward unrestricted access to information and resources should be one of librarians’ top priorities. Choice in checkout helps students (yes, even kinders) practice a lifelong learning strategy. Internet filtering and blocked Web sites and social media are an on-going challenge in many schools and libraries.

Children’s Internet Protection Act (CIPA) was passed in April, 2001, in order to address concerns about children’s access to obscene or harmful content over the Internet. Just as school library policies can minimize the frequency of book challenges, policies can also mitigate complaints regarding Web-based information.

According to CIPA:
“Schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing:
◾Access by minors to inappropriate matter on the Internet;
◾The safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications;
◾Unauthorized access, including so-called “hacking,” and other unlawful activities by minors online;
◾Unauthorized disclosure, use, and dissemination of personal information regarding minors; and
◾Measures restricting minors’ access to materials harmful to them” (FCC).

While protecting children and youth from obscene and harmful information is essential, overly restrictive filtering software may prevent young people from accessing information that is important to their health, wellness, and intellectual growth. School librarians, in particular, may frequently be in the position of advocating for a particular educational website to be unblocked. The wise school librarian makes friends with the IT department and helps to educate administrators about the importance of students having opportunities to practice digital citizenship.

If students are to become responsible, informed digital citizens, they must be given guidance as they develop skills to evaluate information. They must learn to use social media venues in an environment in which they are accountable for their communications. School librarians in collaboration with classroom teachers can provide youth with learning experiences so they can explore, evaluate, and responsibly use Web-based information and tools.

As AASL notes, “Relying solely on filters does not teach young citizens how to be savvy searchers or how to evaluate the accuracy of information” (BWAD Background).

What are you doing in your school to recognize BWAD?

 

Works Cited

American Association of School Librarians (AASL). “Banned Websites Awareness Day.” ALA.org. http://www.ala.org/aasl/advocacy/bwad. Accessed 21 Sept. 2016.

American Association of School Librarians. “Banned Websites Awareness Day Background.” ALA.org. http://www.ala.org/aasl/advocacy/bwad/background. Accessed 21 Sept. 2016.

Federal Communications Commission. “Children’s Internet Protection Act.” FCC.org. https://www.fcc.gov/consumers/guides/childrens-internet-protection-act. Accessed 21 Sept. 2016.

Image courtesy of AASL

Collegiality: A Foundation for Partnerships

thundercakeI have just moved back to my full-time home in Tucson, Arizona. Although the unpacked moving boxes are annoying, rearranging my life has had its benefits. One of them is reassessing the books on my shelves and pondering the limited space I now have for hard copy books.

In my bookshelf explorations, I came across a photo album that included some of my fondest moments as a practicing school librarian. One of them was taken at Gale Elementary School in Tucson (circa 1998) when I offered a “thundercake” beginning of the year social event for classroom teachers and specialists.

In Arizona, the new school year begins toward the end of the summer monsoon rain season. The connection to Patricia Polacco’s book gave me the opportunity to share the story and my hopes for the “ingredients” that would make our school program a success that year. During the social time, I encouraged my colleagues to share their hopes and dreams for the upcoming year.

Of course, I displayed new books and resources, but most importantly I reached out to build relationships with my colleagues. Thanks to Patricia Polacco’s book and “thundercake” recipe, I offered a tasty invitation to increasing collegiality as a foundation for future classroom-library coplanning and coteaching in the new school year.

The first few weeks of a new academic year are an ideal time to focus on building relationships. If you haven’t yet invited your colleagues into your school library for a social time, consider baking a “thundercake” and talking with them about how you can work together to create exciting and effective learning experiences for and with preK-12 students this year.

Image Credit

Polacco, Patricia. Thundercake. New York: Philomel, 1990. Print.

Note: Welcome back to the Building a Culture of Collaboration® (BACC) Blog. Over the summer months, changes in the co-bloggers life commitments have resulted in the blog becoming, at least for the time being, a solo activity for me, Judi Moreillon. I will miss reading the ideas, thoughts, and questions posed by my BACC colleagues.

Educating Preservice Principals and Classroom Teachers

This month the BACC co-bloggers are sharing their thoughts about the “Pre-service Toolkit for Principals and Teachers” recently released by the American Association of School Librarians (AASL).

what-every-preservice-teacher-should-know-about-working-with-the-school-librarian-1-638The Educators of School Librarians Section (ESLS) of AASL developed this toolkit to help practicing and preservice school librarians and school librarian educators talk with our constituent groups about how school librarians help library stakeholders reach their goals. The opening line frames the toolkit in terms of the interdependence of all members of the school learning community: “There is no question that the success of school library programs depends upon the support of the principal and the school librarian’s ability to collaborate with teachers” (2).

AASL charges school librarians with serving their schools in five roles: leader, instructional partner, information specialist, teacher, and program administrator. There are many challenges inherent in educating preservice principals and classroom teachers regarding the capacity of state-certified school librarians to serve in these roles and improve teaching and learning in their schools. These challenges include the sad fact that too many schools lack a professional school librarian on the faculty and preservice principals and classroom teachers may not have had first-hand experience of working with a dynamic school librarian.

In my role as a school librarian educator, I have had two exceptional opportunities to speak with preservice principals and classroom teachers. Thanks to Teresa Starrett, my Texas Woman’s University colleague in Educational Leadership, I have had the opportunity to speak with future principals enrolled in a course called Professional Development and Supervision in Education. I have posted resources online for a 60- or 90-minute agenda: “What Every Principal Should Know about Evaluating a School Library Program and a School Librarian.” The resources include a one-page assessment based on the school librarian’s five AASL roles.

In 2013-2014, along with TWU colleague Jennifer Richey and Denton-area educators, I had the opportunity to provide two three-and-half hour workshops for a total of 163 preK-12 preservice teachers. At the time of “What Every Preservice Teacher Candidate Should Know about Working with the School Librarian,” they were conducting their student teaching. This links to a Slideshare of the opening session in which Becky McKee and I demonstrated collaborative planning. I published an article in Teacher Librarian magazine about the research study based on these workshops.

These presentations had two things in common. In both, our goal was to change the preservice principals’ and classroom teachers’ paradigm of teaching as a solo activity. We also included a role play of a classroom teacher and school librarian coplanning a unit of instruction in both. This helped the participants see the benefits of coplanning to students, classroom teachers, school librarians, and to principals, too.

Educators of preservice school librarians and preservice classroom teachers and principals “should make concerted efforts to demonstrate the value of classroom-library collaboration for instruction during preservice teachers’ (and principals’) preparation programs. Still, it is up to practicing school librarians to reach out to student teachers and make sure that mentor teachers are given extra attention while they are guiding the student teaching experience” (16). It is also up to those in the field who are providing exemplary practice to show their principals the school librarian’s capacity to contribute to the school’s academic program.

The “Pre-service Toolkit for Principals and Classroom Teachers” provides multiple resources for thinking, discussing, and presenting the roles of school librarians in student learning: articles, blogs, books, brochures and infographics, posters, reports, research, and videos.

Thank you to the ESLS committee members who curated all of these materials and put them together in one easily accessible place.

Works Cited

Educators of School Librarians Section. “Preservice Toolkit for Principals and Teachers.” ALA.org. Mar. 2016. Web. 5 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/PreserviceEducators_Toolkit_FINAL_2016-03-17.pdf>.

Moreillon, Judi. “Making the Classroom-Library Connection.” Teacher Librarian 43.3 (2016): 8-18.

Moreillon, Judi and Becky McKee. “What Every Preservice Teacher Should Know about Working with the School Librarian.” Slideshare.com. 24 Mar. 2014. Web. 5 May 2016. <http://www.slideshare.net/jmoreillon/what-every-preserviceteacher0314>.

STEM: Opportunities and Challenges

robotsA foot in the door, a seat at the table-either way you describe it, school librarians have to be proactive in cultivating instructional collaboration within STEM classrooms in their schools. This month, BACC bloggers and guest (Sue Kowalski) have highlighted successful ways to meld the mission of the school library program with a new emphasis on science through inquiry based, experiential learning and innovative thinking.  “Think-Create-Share-Growth” morphs into “Think, explore, design, build, create.”  As Karla Collins said, current buzzwords sometimes seem like new packaging for what we have always known to be good teaching that is best for students.   The STEM, STEAM, STREAM movement in education is the perfect entry point for partnering with our professional science teachers, and sharing their enthusiasm and curiosity about the wonder and mystery of the physical and natural world we live in.  Our learners are and will be the problem solvers of today and tomorrow. As educators in the science classroom and in the library, we can work together to provide opportunities, challenges, and resources to set them on that path to the future.

In The Collection Development Program in Schools, Marcia Mardis examines the commonalities between the mutually reinforcing roles of STEM teachers and school librarians, based on National Science Teaching Standards (2006) and Empowering Learners (2009).  The potential for cooperation and collaboration is not always appreciated or understood for several reasons, and we have to recognize the barriers that prevent successful science teacher-school librarian collaborations.  Mardis elaborates on previous research that identifies those barriers, and some issues may seem familiar as we address our own school learning spaces and our own comfort zone with science topics.   Barriers include the perception by science teachers that the library resources for science topics are old and limited, and that librarians do not seem fluent in science and mathematics topics.  School librarians point to a lack of access to STEM professional development opportunities with science educators, or to be welcomed as members of curriculum committees, or to be unable to collaborate beyond the library due to staffing restraints and schedules.  Another barrier is that resources for STEM education in professional reading for school librarians are limited. (227)

Overcoming STEM Collaboration Barriers:

Begin with a self assessment-

Comfort with science topics:

  • Am I curious about the physical and natural world, and engineering and mathematics,  or do I feel unprepared as a STEM expert?
  • Have I explored the science standards that drive the science curriculum in my school?  NGSS or other state standards?
  • How do I collaborate with science or math teachers in my school or district? What has been successful? What are the challenges or obstacles to collaboration?
  • Can I have knowledgeable conversations with science teachers about implementing the standards in their classrooms?
  • Have I taken any professional development science related courses, workshops, or attended conferences for or with science teachers?
  • How can I make improvement to my practice to include STEM learning?

Collection Development and Curation of Resources-Physical and Virtual:

  • Is the school library collection current and representative of the science curriculum?
  • Are the resources varied in reading levels and available in a multiple formats to meet the needs of diverse learners?
  • Are there databases or electronic resources that provide 24/7 access to information anywhere, anytime?
  • Is there a procedure for accessing information from other libraries or experts in the field?
  • Do learners have opportunities to ask for assistance with inquiry projects?

Library Learning Space:

  • Is the library learning space arranged to accommodate varied group and individual inquiry or innovative projects for STEM?
  • Is there an area designated for innovation and experimentation?
  • Are there materials, technology tools, and applications that allow for experimentation, innovative thinking, and creation?
  • How does the library media professional or staff provide guidance for learners within STEM curricular units or interests?

More Successful Examples of STEM Collaboration-from New England and beyond:

A foot in the door, a seat at the STEM table:

  • Science professional learning teams in Vermont include school librarians at the leadership level. In 2013 the Vermont State Board of Education adopted the Next Generation Science Standards to guide science instruction in the state.  Science Assessment Coordinators for K-5 and 6-12 at the Vermont Agency of Education developed a multiyear plan to gradually incorporate the standards into curriculum and instruction.  Professional learning teams were recruited to plan for and facilitate professional development for science teaching and learning in the state. Members of the two teams represent classroom teachers, principals, science coaches, technology integrationists, university professors, curriculum directors, and school librarians.  During the past two years the teams have been meeting and unpacking the new standards, and learning about instructional strategies that enable inquiry based, active learning, that taps into scientific phenomena and innovative problem solving.  Members have brought new knowledge and ideas back to the local districts to encourage and support teachers in the field.  Denise Wentz, school librarian at Allen Brook School in Williston, Vermont, a member of the K-5 team, shared the progress of the group with members of the Vermont School Library Association in November, 2015.  Here is an  overview that she provided as an update so that school librarians can be participants in their own schools.         Librarians Role in the NGSS: https://docs.google.com/presentation/d/1qnLp7NL-Y2OnfiN8sgReTlBzy7fneBz_L_kddb4oi0Q/edit?usp=sharing

STEM Resources:

  • Meanwhile, Vermont school librarians, Linda McSweeney and Meg Allison curated a list of resources that supported the NGSS, and presented those resources at the Vermont Science Teachers Annual Conference, and also at the Dynamic Landscapes Conference in 2013.  Here is the website that they developed, and it remains very comprehensive. https://sites.google.com/site/vslascienceresources/

Other STEM Excitement:

 

Works Cited:

Mardis, Marcia. The Collection Program in Schools: Concepts and Practices, 6th edition. Santa Barbara, CA: Libraries Unlimited, 2016.

Image: Judith Kaplan Collection

TASL Talks

TASL_color_borderA number of state-level school librarian associations host blogs to share information with their membership and to promote the work of their members. The Texas Association of School Librarians (TASL) publishes such a blog and pushes it out to members and prospective members via a statewide distribution list as well as through social media channels.

TASL Talks: Legislative and Advocacy for YOU is managed by the TxASL Legislative and Advocacy Committee with “the goal of forwarding to TASL membership and school librarians across Texas useful information about school library advocacy.”

Three members of the committee, Dorcas Hand (@handdtx), Becky Calzada (@becalzada), and Susi Grissom (@SusiGrissom), facilitate the blog. In addition to their own posts, they invite and support other TASL members in posting to the blog.

Last week’s post was by Amy Marquez (@Amy_DZ1), school librarian at Marcia R. Garza Elementary in Pharr-San Juan-Alamo Independent School District in San Juan, Texas. Amy shared how a “living history museum” project responded to a request from her principal and met the needs of students. When Amy’s principal mentioned the idea of 3rd through 5th-grade students dressing up as historical figures for Halloween, Amy expanded on this idea to include students conducting research using an online database. Amy accomplished the “living history museum” project in a 30-minute per week fixed-schedule environment.

Crowdsourcing a blog is one way to ensure that fresh ideas are shared and new voices are heard. Bravo to the TASL Talks: Legislative and Advocacy for YOU leadership for making this resource effective and a constant source of professional development for TASL members and others.

TASL logo used with permission

School-Public Library Partnership

Moreillon_Bookmarks_Fun_Fun_Fun_0915Cooperation and Company was a Dewitt Wallace-Reader’s Digest Library Power grant-funded project. Two public library children’s librarians, Mary Margaret Mercado and Char Maynard and two school librarians, Terri Moschetti and yours truly, collaborated to co-author, co-promote, co-produce, and co-celebrate three puppet plays.

We worked in public librarian-school librarian teams to develop the puppet plays based on three public domain stories from traditional literature: Borreguita and the Coyote, Whale in the Sky, and Whose’s In Rabbit’s House? We purchased the puppets, created the scenery, and used the then Tucson-Pima Public (now Pima County Public) Library’s professional puppet stage.

We had a blast! We performed the plays at two branches of the public library and at both elementary schools. We involved students in bookmark contests to promote the plays and the hours and contact information for the libraries. (See above selection of bookmarks, circa 1995.) Students also learned the puppet play refrains so they could assist in the performances. Mary Margaret and I continued to perform Borreguita and the Coyote for the public library’s summer reading program for many years after the grant project.

School library and public library collaboration can be a rewarding and high-impact activity for all involved. While the school librarian’s support for the public library programs during summer reading is essential (especially if our school libraries are shuttered during the summer months), we can make the extra effort to involve students and families in taking advantage of what the public library has to offer year round.

School librarians collaborating with our colleagues at the public library is a win-win for the readers in our shared communities.

Co-Assessing Collaborative Work

DSCN0159

Successful instructional partnerships are bread and butter roles for the teacher librarian in educational communities. Classroom teachers and other specialists who partner with TL’s find that everyone works better, and works smarter. This month BACC bloggers have been providing ideas that support collaborative practices for co-teaching and learning.  True collaborative relationships are developed with time and experience, and involve teaching partners who co-plan instruction, co-teach, and co-assess students together in an active learning model. Judi, Lucy, and Karla have highlighted key pieces for each component in collaborative partnerships that contribute to a win/win for both educators and students.

In order to work closely with another educator, teacher librarians have to build confidence and trust with a partner. As Judi said, co-planning involves knowledge and skills in pedagogy and content standards by both partners. Combining expertise and taking responsibility for sharing tasks for delivering instruction and assessment means that you have to be able to talk the talk and walk the walk.  If the process is to be a partnership, not a dual track distribution of who does what,  partners need to build opportunities for self reflection and communication into the collaborative model of teaching.  Critical thinking and creativity abound when teaching partners share ideas and insights from different perspectives.

Reflection and Communication While the Co-teaching Plan is in Progress:

Time is at a premium for co-planning and co-assessing, and often these tasks are done on the fly outside the class time through shared documents and folders, IM, Skype, email, or a learning management system interface such as Edmodo or Moodle. Face to face synchronous sessions should be a priority, too, and built into the schedule for both partners.  During the implementation phase of the co-teaching plan, partners set up a framework to check in and assess the daily/weekly progress or challenges of the students, and the learning plan.  The framework can include a process for students to keep track of their work in blogs, in online discussions, Google documents, forms, and so on. Open accessibility to student work allows communication between teacher and students in a continuous feedback loop, or to ask/answer student questions.  Responsibility for responding and tracking students can be divided between the partners, but there also needs to be a process for continuous conversations about  adjustments to lesson plans and learning activities based on the variability of students on the road to achieving learning outcomes. Sometimes the road that has been laid out needs to take some unexpected turns. That is what makes the co-teaching so organic and interesting. No need to wait until the planned activities are completed before co-teachers review the plan.

If our expectation is for students to be metacognitive and reflective in their learning, educators should be mindful of that in their collaborative teaching, also.

During the year, I have been following Buffy Hamilton’s excellent blog posts (Unquiet Librarian, 2015) that demonstrate reflection about co-teaching that highlight the dynamics of her work with colleagues in a high school.  I have mentioned her blog before, but it continues to be a source of inspiration.  Take a minute to read this post that shows that partnerships can include teachers and students, too. It is clear that the communication between the partners is continuous and thoughtful, and leads to changing ideas. You will want to retrace many of her other posts, too.

Post Instruction Review and Reflection:

Once the co-teaching plan has been completed, it is equally important for partners to take time to reflect together on the process and the success/and or challenges that were encountered along the way.  Once again, time is always an issue, so partners need to make sure to have some face to face conversations and analysis about the evidence that has been collected to show that students were able (or not) to transfer their understanding and demonstrate knowledge and skills.  This is an important piece of evidence based practice for both teaching partners.  The collaborative work should be documented and shared with administrators and other stakeholders, and will lay the groundwork for repeating the curriculum unit another time, or to begin to build another collaborative experience.

Key ideas to assess with a critical stance:

  • Process/Learning Plan-what was successful? What didn’t work? What misconceptions became evident? What adjustments should be included?
  • Product-Was the performance task authentic and did it demonstrate student learning? Are there changes that need to be made?
  • Student reflection and feedback-How did the students respond to the process and the learning?  What are their suggestions for improving the learning plan?
  • Communication-How effective was the communication between partners?
  • Individual reflection-Impact on my own teaching and learning

Once you find your teaching partners, they will want to join the party, too.  Tell us about your adventures in co-teaching-it’s all the rage!

Works Cited:

Hamilton, Buffy. “Bridge to Presearch and Growing Student Understandings: Connect, Extend, Challenge.” Unquiet Librarian. Weblog. March 4, 2015. Accessed June 24, 2015. https://theunquietlibrarian.wordpress.com/2015/03/04/bridge-to-presearch-and-growing-student-understandings-connect-extend-challenge/

Photo:

Judy Kaplan Collection

 

 

Coplanning for Student Success

wordle_lesson_planningWhen classroom teachers and school librarians coplan standards-based lessons and units of instruction, they can experience the two-heads are better than one phenomenon. Each educator brings a unique perspective as well as knowledge, skills, talents, and teaching style to the collaboration table.

Both classroom teachers and school librarians must know the standards. Whether the Common Core or other state standards. Classroom teachers have more familiarity with the background knowledge and skill development of the students in their classrooms. School librarians bring their knowledge of the resources of the library and beyond as well as strategies for integrating technology tools into lessons. Together, these equal educators have the potential to develop more creative, more engaging, and most of all, more effective instruction for students.

Many school librarians and classroom teachers find it helpful to use collaborative planning forms to record their ideas as they brainstorm and plan. Often the school librarian takes responsibility for making notes and/or completing the planning form and using it to rough out a lesson or unit plan, which both partners fine-tune. These are some sample elementary level (Chapter 1) and secondary level planning forms that can be downloaded from the Web.

In the 2014-2015 school year, Kelly Hoppe school librarian at Palo Duro High School in Amarillo, Texas, coplanned with 9th-grade pre-AP English language arts teacher Jessica Wilcox for a year-long collaboration. Jessica felt that even though her students were on the pre-AP track, they weren’t skilled library users. She wanted to do something that would immerse students in library skills and critical reading skills using YA and classic literature. Together, Jessica and her school librarian Kelly collaborated to create a year-long program to meet these students’ needs.

Jessica and Kelly began by helping student learn how to use the library more effectively. Along the way, they discovered that students needed more support with how to make sense of difficult texts that were above their proficient reading level. These coteachers will have an article in the August issue of Voices of Youth Advocates (VOYA) that describes their collaborative process and the results of their coteaching.

Works Cited

Wilcox, Jessica. “Teacher Librarian Collaboration.” YouTube.com. 2015. Web. 29 May 2015. <https://youtu.be/d9WHb8i8v5I>.

Word cloud created at Wordle.net