Once again I appreciate that fact that the author reminds us that coordination/cooperation can and frequently does imply an instructional role. And, she makes the idea of moving to an instructional role very simple and straightforward, but recognizes that it may (often?) take longer...and hence the tickler file. I love this idea. I appreciate the step by step process she is taking us through to reach these higher levels of taxonomy.
The role of coordination is discussed and defined, and the examples given on page 19 are great...and I would venture to say we all work at this level. Though these examples made me realize I could/should be doing more.
By far, the best part of this chapter for me, was the section titled, "Moving Forward: Cooperation becomes Coordination." This was very easy to follow and extremely helpful...with excellent examples from the trenches. I also liked the lines on page 23, "While coordination is an essential step, it is, once again, important to remember that it is not collaboration. It is the second step on the instructional continuum that will occupy a share of the LMS's time but not so much that moving forward is not impossible." I think continuum is an excellent term and it really captures the concept of moving forward, but not dismissing the early steps...they all build on each other, and are important in their own right...and they do take time!!!
And, the section about support for coordination is excellent...what we've been saying all along! "In addition, with support from the building administration in the forms of expectations that information....will be a standard part of content area learning projects" (24). Hear hear!!
Again, the tools were good, got me thinking.
Looking forward to reading your thoughts/comments.
Friday, January 1, 2010
Introduction, Chapter 1
So far so good! I have enjoyed Buzzeo's book so far, and have come away from it feeling better, and with ideas to move towards a more collaborative library program...one step at a time.
I started with the introduction and found a couple of lines that inspired me, and reassured me that we are on the right track. I started off thinking "YES!" when I read the following quote: "Collaboration, then is an avenue for effective schools and in effective schools, students achieve"(x). Of course they do!!! And I also liked when she discusses that all school library programs, at all levels, use the same techniques to work towards effective collaboration (xi). And, I loved the notes to administrators and professors. Glad we got a copy for Rob...thanks to Cathy.
Chapter 1:
I have to start off by saying, Thanks Toni! Usually when I read the taxonomy/levels of instructional partnership I feel inadequate. But I was reassured when she writes, "None of these levels is inherently less important than any other level. Collaboration itself is both organic and dynamic as work with different teachers and groups of students evolves and changes, moving fluidly between the levels"(4).
I also read through Loertscher's taxonomy and highlighted the statement under #9- "The LMC program reaches the needs of every student and teacher who will accept its offerings in each of the four programmatic elements"(5). Just reaffirms with me that not everyone will take what is offered! And, I also need to remind myself that operating at levels 2-7 is okay. I was appreciative of the reminder on page 7..."Librarianship, after all, is a service profession and has always been so." Doesn't mean we are less worthy at these earlier steps...although, we are always striving to reach the highest levels of the taxonomy. (Although, to be honest, it would be exhausting to work at those levels all the time!!!)
I appreciated the discussion of cooperation and the benefits thereof. Makes me feel better after listening to Alison last year. Anyone else who heard here agree? And I agree about the statement regarding the "...bedrock of trust that is formed when the LMSs serve the needs of their teaching and administrative colleagues"(8). I wholeheartedly agree, that these cooperative relationships are more likely to move forward toward collaborative relations if we have demonstrated the willingness to be helpful.
I liked how the benefits to everyone are laid out and articulated. And I agree that cooperation is not collaboration...but rather the first step on the road to this partnership. I was also happy to read her practical tips for forging into these relationships. She does not assume too much and is very specific and practical.
I loved the idea of the "Ticker file" (10) and plan to start one!
I liked the worksheets at the end of the chapter. Definitely made me think. I also think the author brought out some good points about better utilizing support staff...to free us up to work on the higher level tasks. I felt my biggest roadblock to moving onto the next levels more consistently was time. I am going to try to work on ways to delegate more to try to more work at levels 8 and 9.
Anxious to see what you thought.
I started with the introduction and found a couple of lines that inspired me, and reassured me that we are on the right track. I started off thinking "YES!" when I read the following quote: "Collaboration, then is an avenue for effective schools and in effective schools, students achieve"(x). Of course they do!!! And I also liked when she discusses that all school library programs, at all levels, use the same techniques to work towards effective collaboration (xi). And, I loved the notes to administrators and professors. Glad we got a copy for Rob...thanks to Cathy.
Chapter 1:
I have to start off by saying, Thanks Toni! Usually when I read the taxonomy/levels of instructional partnership I feel inadequate. But I was reassured when she writes, "None of these levels is inherently less important than any other level. Collaboration itself is both organic and dynamic as work with different teachers and groups of students evolves and changes, moving fluidly between the levels"(4).
I also read through Loertscher's taxonomy and highlighted the statement under #9- "The LMC program reaches the needs of every student and teacher who will accept its offerings in each of the four programmatic elements"(5). Just reaffirms with me that not everyone will take what is offered! And, I also need to remind myself that operating at levels 2-7 is okay. I was appreciative of the reminder on page 7..."Librarianship, after all, is a service profession and has always been so." Doesn't mean we are less worthy at these earlier steps...although, we are always striving to reach the highest levels of the taxonomy. (Although, to be honest, it would be exhausting to work at those levels all the time!!!)
I appreciated the discussion of cooperation and the benefits thereof. Makes me feel better after listening to Alison last year. Anyone else who heard here agree? And I agree about the statement regarding the "...bedrock of trust that is formed when the LMSs serve the needs of their teaching and administrative colleagues"(8). I wholeheartedly agree, that these cooperative relationships are more likely to move forward toward collaborative relations if we have demonstrated the willingness to be helpful.
I liked how the benefits to everyone are laid out and articulated. And I agree that cooperation is not collaboration...but rather the first step on the road to this partnership. I was also happy to read her practical tips for forging into these relationships. She does not assume too much and is very specific and practical.
I loved the idea of the "Ticker file" (10) and plan to start one!
I liked the worksheets at the end of the chapter. Definitely made me think. I also think the author brought out some good points about better utilizing support staff...to free us up to work on the higher level tasks. I felt my biggest roadblock to moving onto the next levels more consistently was time. I am going to try to work on ways to delegate more to try to more work at levels 8 and 9.
Anxious to see what you thought.
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