Case+Study+T+Chart

​​ = Collaboration T Chart =

Lynda Muller's Contributions

Wendy Nelson's Contributions

“…provide a positive student-centered environment that accommodates a variety of teaching and learning styles and reflects the unique aspects of the learning community it serves“ (Zmuda, 28). ||  “Work on a short term basis with targeted students, and provide strategies/processes for classroom teachers to follow” (Zmuda, 25). || “develop a school-based continuum of information skills and strategies“ (Zmuda, 28). ||  “Discuss and share ideas with teachers about help for struggling students, materials, and ideas that enhance performance” (Zmuda, 25). || “Student assistance Teacher-librarians will assist students in the development of skills and strategies, including the ability to (a) retrieve appropriate resources; (b) extract and interpret information from a variety of resources; (c) share information and knowledge in a variety of ways; (d) appreciate cultural forms such as literature, art, music, and drama, and (e) function responsibly and effectively in individual and group settings“ (Zmuda, 28). ||  “Demonstrate strategies (especially those that are new) for teachers, observe, and provide feedback” (Zmuda, 25). || “The goal is //not //to increase collaboration but to improve student performance“ (Zmuda, 31). || “Provide a "friendly ear" for teachers who want to talk about issues, problems, or ideas that they have about instruction and assessment for their students“ (Zmuda, 25). || “Developing students as critical and ethical consumers and users of information and ideas“ (Zmuda, 31). ||  “Serve as a mentor to new teachers by modeling, providing feedback, and coaching“ (Zmuda, 25). || “Promoting lifelong learning that can be applied to personal lives and the workplace, for example, making intelligent judgments, developing a passion for learning, becoming community contributors, and using feedback and reflection to improve one's quality of life“ (Zmuda, 36). ||  “Work with special educators and serve on instructional support or pupil personnel teams“ (Zmuda, 25). || “Using computer and technology skills and tools as part of the learning process“ (Zmuda, 37). ||  “Discuss and share ideas with teachers about help for struggling students, materials, and ideas that enhance performance” (Zmuda, 25). || “Building learning communities that connect schools with people and resources around the world“ (Zmuda, 37). ||  “Demonstrate strategies (especially those that are new) for teachers, observe, and provide feedback” (Zmuda, 25). || “Collaborating with teachers and other specialists to design learning environments that enable students to deal with and learn from information“ (Zmuda, 37). ||  “Provide a "friendly ear" for teachers who want to talk about issues, problems, or ideas that they have about instruction and assessment for their students“ (Zmuda, 25). || “As learning specialists, library media specialists help to forge partnerships that include all stakeholders in the educational process, including principals, teachers, and students. They are "strategically positioned to foster alliances at all levels '" Developing links in the chain of communication has a great impact on the media center program because all constituencies are working together toward a common goal-the improvement of learning" (Morris 2004, 37) “ (Zmuda, 39). ||  “Provide professional development for teachers as part of the school staff development program“ (Zmuda, 25). || “Success is defined by engaging students in the construction of deep knowledge through the exploration of ideas and information, conducting of investigations, and communication and evaluation of findings“ (Zmuda, 40). ||  “…also teach classes that teachers can take for credit. Work with teachers in planning and conducting professional development in the schools“ (Zmuda, 25). || “Success is defined by student learning that resulted from the completion of work centered on subject area and information-literacy goals“ (Zmuda, 40). || “Serve as a resource to allied professionals, parents, other community members, volunteers, and tutors“ (Zmuda, 25). || “Support in using various technologies for accessing information, organizing data, teaching concepts, and creating products“ (Zmuda, 38). || “Work closely with the principal in setting a schedule and making decisions about professional development“ (Zmuda, 25). || “Work with other school specialists“ (Zmuda, 25). || “Serve as a resource for parents (communicate with parents, providing and accessing information); conduct workshops on how they can work with their children; provide workshops for parents of preschool students“ (Zmuda, 25) || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“develop a school-based continuum of information skills and strategies“ (Zmuda, 28). ||
 * < =Student Benefits= ||< =Teacher Benefits= ||
 * < Students get "more individualized attention" (Kindergarten Teacher: Peg) || Lots more ideas because they feed off each other (Kindergarten Teacher: Peg) ||
 * < Students "feel like the library is their classroom" (Kindergarten Teacher: Peg) || ​ Collaboration has "expanded" the instruction (Elementary Art: Tracy) ||
 * < ​ 4th graders doing research on Navajo blankets helped them when they went to the art classroom to do their weavings (Elementary Art: Tracy) || Teachers are able to get help with the curriculum in the classroom from the librarian (Principal: Paula) ||
 * < Students are able to "effectively evaluate sites when they're doing research instead of just copying all the information" (Principal: Paula) || She has been taught new things like the library wiki (7th Lang. Arts: Mary Ann) ||
 * < Library is a welcoming place where kids do a lot of learning (7th Lang. Arts: Mary Ann) || Collaboration has been "a lot of fun" - the librarian comes up with great ideas (7th Lang. Arts: Mary Ann) ||
 * < Students were doing reading, research, and presentation which resulted in a wonderful project (7th Lang. Arts: Mary Ann) || This teacher was "eager" to learn along with her students about making PowerPoint presentations (7th Soc. Studies: Pat) ||
 * < Students are taught in great detail about how to use and make wiki's and about putting their own thoughts so they're not plagiarizing (8th Lang. Arts: Karen) || Team teach the lesson and teacher is able to take the same wording used in thh library back to the classroom (8th Lang. Arts: Karen) ||
 * < "better use rubrics to guide students written work as well as their art work and the self-evaluation aspect of teh rubric has really been helpful to the students" (High School Art: Diane) || Librarian helped her integrate the research and writing process into her art course and using rubrics helped to evaluate student's work (High School Art: Diane) ||
 * < Students were helped by both teacher and librarian (HS Student Teacher: Kelly) || Collaborated together in creating a project from start to finish and they created the rubric together (HS Student Teacher: Kelly) ||
 * < Students are able to get the experience of learning how to use new technology (HS: Sherri) || Came to librarian with vague ideas and librarian helped to work on lesson plans that involved research and technology (HS: Sherri) ||
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 * ​ "Through collaborative teaching, educators develop a common language, a common set of practices, and channels for communication that can increase student learning and help the entire school community better serve the academic and social needs of students and families" (Moreillon, 6). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Doug Reeves (2006) advocates for the development of "complementary teams" of leaders so that the coordinated effort across a range of educators with "different skill sets, intelligences, and behavioral characteristics" embody exemplary leadership” performance…. This distributed view of leadership is necessary to create the internal accountability for system performance“ (Zmuda, 26). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“When school teams collaborate to clarify the relationship between the design and the effect on achievement, we witness positive and constructive change at staff meetings, in classrooms, and in individual staff-development sessions“ (Zmuda, 30). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Collaborating with teachers and other specialists to design learning environments that enable students to deal with and learn from information“ (Zmuda, 37). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“As teachers and instructional partners, library media specialists can integrate "information literacy skills into all subject areas of school curriculum. They serve as the bridge to help teachers make the connections between inquiry-based learning and information-literacy skills throughout the curriculum at all levels" (Morris 2004, 35) “ (Zmuda, 37). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Effective partnerships help teachers to meet their existing priorities, which include the implementation of a standards-based curriculum” (Zmuda, 38). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">“Access to a range of resources beyond what the classroom teachers can provide for both themselves and their students“ (Zmuda, 38). ||
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 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Opportunities for creative synergy and cooperative problem solving“ (Zmuda, 38). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Orient student teachers assigned to your school“ (Zmuda, 39). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Work with new teachers“ (Zmuda, 39). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“As learning specialists, library media specialists help to forge partnerships that include all stakeholders in the educational process, including principals, teachers, and students. They are "strategically positioned to foster alliances at all levels '" Developing links in the chain of communication has a great impact on the media center program because all constituencies are working together toward a common goal-the improvement of learning" (Morris 2004, 37) “ (Zmuda, 39). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Success is defined by engaging students in the construction of deep knowledge through the exploration of ideas and information, conducting of investigations, and communication and evaluation of findings“ (Zmuda, 40). ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“As learning specialists, they can increase the expertise of the teaching staff through the collaborative tasks they complete together, from the staff-development workshops they design, and from the modeling they do in the library-classroom“ (Zmuda, 43).. ||
 * || "When educators collaborate for instruction, they not only teach these skills, they model them as well, and in the process both students and educators learn" (Moreillon, 9). ||
 * **Administrator Benefits** || **Librarian Benefits** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“…thinking of the library media specialist as a learning specialist is to create an additional layer of leadership within the school with a new set of natural partners” (Zmuda, 24). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Serve as a resource to allied professionals, parents, other community members, volunteers, and tutors“ (Zmuda, 25). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Provide professional development for teachers as part of the school staff development program“ (Zmuda, 25). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Serve as a resource for parents (communicate with parents, providing and accessing information); conduct workshops on how they can work with their children; provide workshops for parents of preschool students“ (Zmuda, 25). ||
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 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Work with volunteers (provide training sessions, coordinate schedules, and recruit“ (Zmuda, 25). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“develop and implement a collection development policy“ (Zmuda, 28). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Look for and assist in the selection of new materials (including the development of criteria for determining quality of those materials); assist in the piloting of new materials“ (Zmuda, 25). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“evaluate the effectiveness of the school library“ (Zmuda, 28). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Coordinate program schedules“ (Zmuda, 25). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“When school teams collaborate to clarify the relationship between the design and the effect on achievement, we witness positive and constructive change at staff meetings, in classrooms, and in individual staff-development sessions“ (Zmuda, 30). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Doug Reeves (2006) advocates for the development of "complementary teams" of leaders so that the coordinated effort across a range of educators with "different skill sets, intelligences, and behavioral chara cteristics" embody exemplary leadership” performance…. This distributed view of leadership is necessary to create the internal accountability for system performance“ (Zmuda, 26). || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“As learning specialists, library media specialists help to forge partnerships that include all stakeholders in the educational process, including principals, teachers, and students. They are "strategically positioned to foster alliances at all levels '" Developing links in the chain of communication has a great impact on the media center program because all constituencies are working together toward a common goal-the improvement of learning" (Morris 2004, 37) “ (Zmuda, 39). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“develop school library goals“ (Zmuda, 28). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“integrate the effective use of resources through cooperative planning and teaching“ (Zmuda, 28). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“evaluate the effectiveness of the school library“ (Zmuda, 28). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“When school teams collaborate to clarify the relationship between the design and the effect on achievement, we witness positive and constructive change at staff meetings, in classrooms, and in individual staff-development sessions“ (Zmuda, 30). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Keep the busy administrator informed“ (Zmuda, 39). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“Orient student teachers assigned to your school“ (Zmuda, 39). ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">“As learning specialists, library media specialists help to forge partnerships that include all stakeholders in the educational process, including principals, teachers, and students. They are "strategically positioned to foster alliances at all levels '" Developing links in the chain of communication has a great impact on the media center program because all constituencies are working together toward a common goal-the improvement of learning" (Morris 2004, 37) “ (Zmuda, 39). ||  ||

"7th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]>

"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]>

"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]> "Elementary Art Instructor." Interview by Judi Moreillon. Web. 9 Feb. 2010. <[]>

"High School Art Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]>

"High School Student Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]>

"High School Teacher." Interview by Judi Moreillon. Web. 11 Feb. 2010. <[]>

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 9 Feb. 2010. <[]>

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact//. New York: American Library Association, 2007. Print.

"Principal." Interview by Judi Moreillon. Web. 9 Feb. 2010. <[]>

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century.// 2008. 23-43.