NOTES

= = Notes from readings and from videos:

__Lynda__ Zmuda:

__page 24__

thinking of the library media specialist as a learning specialist is to create an additional layer ofleadership within the school with a new set of natural partners.

__page 25__ Work on a shortterm basis with targeted students, and provide strategies/processes for classroom teachers to follow. Discuss and share ideas with teachers about help for struggling students, materials, and ideas that enhance performance. Demonstrate strategies (especially those that are new) for teachers, observe, and provide feedback. 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. Provide professional development for teachers as part of the school staff development program; also teach classes that teachers can take for credit. Work with teachers in planning and conducting professional development in the schools. Work closely with the principal in setting a schedule and making decisions about professional development. - Serve as a mentor to new teachers by modeling, providing feedback, and coaching. - Work with special educators and serve on instructional support or pupil personnel teams. Serve as a resource to allied professionals, parents, other community members, volunteers, and tutors. - 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. - Work with other school specialists. - Work with volunteers (provide training sessions, coordinate schedules, and recruit). 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. - Coordinate program schedules. __page 26__ 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 (29). This distributed view of leadership is necessary to create the internal accountability for system performance. __(p 28)__ 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 Consultation Teacher-librarians will promote, through consultation and collaboration with teachers and administrators, the school's instructional program in order to (a) develop school library goals; (b) develop a school-based continuum of information skills and strategies; (c) integrate the effective use of resources through cooperative planning and teaching; (d) develop and implement a collection development policy; and (e) evaluate the effectiveness of the school library. 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.

__(page 30)__ 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.

__page 31__ The goal is //not //to increase collaboration but to improve student performance. Developing students as critical and ethical consumers and users of information and ideas.

__page 36__ -<7 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 oflife.

__page 37__ Using computer and technology skills and tools as part of the learning process. Building learning communities that connect schools with people and resources around the world. Collaborating with teachers and other specialists to design learning environments that enable students to deal with and learn from information.

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).

__page 38__ Effective partnerships help teachers to meet their existing priorities, which include the implementation of a standards-based curriculum. Such partnerships might have the following benefits (Harada and Yoshina 2004):  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).

__ page 40 __ 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. Success is defined by student learning that resulted from the completion of work centered on subject area and information-literacy goals.

__page 43__ 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.