Once again, I like how Buzzeo continues to stress the important role of cooperation and coordination as essential elements in the delivery of library services and instruction. She recognizes the importance, and does not undermine these lower levels of the taxonomy. And, as always she keeps student learning at the root of all we do.
I appreciated her discussion of and definition of collaboration and the role of comprehensive joint planning between teacher and LMS. I also thought her examples were good, and realistic. Often times in these books the examples are so far reaching they discourage rather than inspire. All of the examples described her, I felt, were attainable. I especially liked the freshmen orientation project on page 33-34. This has potential for us at the HS, as this book is part of the curriculum. Was anyone else able to see themselves using the examples?
The quote on page 32, "Whether the LMS or the teacher initiates it, collaboration is deeply valuable to the essential collegiality that contributes to effective schools." I thought this was a very insightful and wise comment, especially effective and meaningful in buildings were perhaps morale is low. Collaboration can be a very powerful tool on many levels.
And, as Ellen mention in regards to a previous chapter, the concept of a continuum is fitting.
I must confess, I found the section on "Collaboration at Higher Levels" on page 35 somewhat confusing. Can anyone shed light on the three models for LMS assessments? What do you think? However, I did like the comment at the end of this section, "The more fully engaged you are in collaboration with the majority of your teachers, the more likely you are to be serving the school's leaning goals and thereby improving student learning and achievement."
The section on "Support for Collaboration" was very good. Others responded to this in earlier chapters...and I need to hear it again and again. Our support staff should handle circulation of materials and routine student assistance. I often get so wrapped up in the minutia that time for collaboration and planning becomes scarce.
We have also talked about, at dept. meetings and through this blog, the importance of building administrators setting the expectation that all members of the teaching staff will work collaboratively with us. Glad Rob is reading the book too. Anxious to hear what everyone thought.
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The move from coordination to collaboration seems daunting to me so I was a ready to be overwhelmed as I started Chapter 3. I see my building service at a strong 6-7 on the taxonomy but 8 seems like a big step away. After reading the chapter, I recognized some of the obstacles, including myself, that have held us up from making that next step.
ReplyDeleteAs Buzzeo stated in an earlier chapter and repeated in Chapter 3, collaborative efforts are supported when well trained support staff maintain circulation and routine student requests. I think that many of us, myself included, thoroughly enjoy the time spent in assisting with routine requests and are comfortable and territorial in filling that role. Buzzeo doesn't reprimand readers for staying in those "routine roles" but includes risk taking as benefit of collaboration. I can make a list of reasons why I'm not at step 8 but have to admit that if I took advantage of opportunites to stretch present coordinating efforts to the next level, we could take that step and in the grand scheme would be better supporting student learning than do when remain in the "comfortable" role we often choose.
Assessment - even when I have formally planned with teacher in advance of project, the assessment piece not yet part of my involvement. I took Buzzeo's model to promote full involvement in all aspects of assessment, not just literacy skills.
Question - I have been just reading through tools at end and mentally answering. Are you all completing the tools and are we going to meet to discuss our assessments and action plans? If you are, I will start jotting things down as I read.
Ellen... just in answer to your question... I've been keeping some notes of things I want to do to follow up on the various chapters, but not formally using the tools. I've been thinking "I'll do that later."
ReplyDeleteKathy, in response to your question, I think you're the person doing the most assessment in collaboration with teachers. Grading the work cited pages of sophomore research would fit the first example, grading a certain part of each student's paper. Buzzeo indicates she understands there are time issues with global assessment (each student, whole project), but when I consider the size of your student body, I'm not sure it's feasible to consider... maybe for one teacher's projects?
I found myself floundering at the beginning of the chapter... 5 essential literacies... what are they? Then, gradually I realized I did know what they were... ah, relief.
I, too, appreciated the Freshman orientation idea. Using that time as a jumping off point for learning seemed that it could give a much deeper meaning to the time at the beginning of the year.
I was also impressed with the possibility of taking a carefully selected cart of books to ELA rooms to support genre studies. I liked the idea of working with the reading teachers or coach to make sure that the cart has a good variety of reading levels... working from my end to cooperate (collaborate) with them.
The idea of a "welcome" project with a 6th grade special ed teacher to strengthen students' literacy skills seems possible.
Since they've cleaned in the library over vacation, I'm planning to organize up my computer area differently. I'll make sure that my collaboration planning template sheets are easily reachable. When a teacher comes to schedule time in the library, a blank template will rapidly be pulled out. It will be a signal to them (and to me) that there is an expectation of working together at some level.
Ellen, I've been scribbling in the margins-nothing fancy. Probably should get down to business and get everything in writing (bit more formal then scribbles)
ReplyDeleteThis chapter forced me to get two emails out requesting time at grade level meetings. One to introduce playaways and second to hand out the Learn360 handy dandy sheet. Is this moving into level 8-don't think so but it's a start in the right direction.
Here's another though that fits in the Chapter 4 area and E books. If we get the grants for e books, I'm thinking we can start filling the gaps by using the e books to reinforce the skills needed for assessment. At least that would be somewhat measurable. Thoughts?
Must think about this some more and also reread the chapter.
Speaking of assessment, which this chapter mentions...I just read that TRAILS...the online assessment tool from Kent State is looking to expand to include a third grade assessment. They currently have a 6th and 9th grade assessment piece. I use it to spot-check sophomores (after their research project) and seniors at the end of the year. A great tool, lots of great feedback, very definitive and goes right along with information literacy standards. This grade level addition has a lot of potential for Suzanne and Cathy. Marcia, have you had a chance to use this yet? I know they just recently added the 6th grade. What do you think?
ReplyDeleteAnd, I too, have been just scribbling in margins and highlighting...nothing formal.
The first two chapters, I tried to 'fill in the blanks," but found it bogged me down too much. So, now I'm scribbling. I definitely think I should go back and read this book again in 2 or 3 months. Risk is huge. But it's not only my risk. Teachers , so many of them, feel they have to come up with everything themselves and then seek assistance to tailor or fulfill their objective. At this point, I'm finding that either I'm initiating things, and it's basically "my" project or a teacher initiates and it's mainly the teacher's project. I am with Ellen in that I feel comfortable filling routine requests. I get such great positive feedback and I can fool myself into thinking I'm doing a great job. ( That's not Ellen's point. That's just me.). I have a tiny bit of assessment going on, but it's not at the final stages. It's more of making sure students are staying on track.
ReplyDeleteA point Kathy made a while back is brought up on page 38; "In addition,the building administrator will set an expectation that all members of the teaching staff will work collaboratively with the LMS." (By the way, it irks me to be referred to as the LMS. It's like a brand name.) I don't want to have collaboration with the librarian be a box to check of on an assessment sheet , but, if properly done and embraced, i will create an environment conducive to collaboration.