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Notes from: "What does it really look like when students are learning int he library media center?" by Allison Zmuda

"The focus of this article is on the need to transform passive learning found in student efforts to just locate information to active engagement in constructing knowledge. This transformation begins with the library media specialist’s collaboration with colleagues." p. 25

"They may become impatient with library media specialists for not telling them where they can find what they are looking for, or how to document their research the right way, or when they have enough information and can move on to the next part. Such disengagement inhibits true learning; it prevents students from the responsibility as well as the opportunity to build their intelligence." p. 25-26

"The solution to the problem then is more than collabo- rating with classroom teachers to pro- duce authentic research tasks; it also re- quires constant analysis of how students are working to ensure that they can learn something from the experience." p. 26

"When I recently conducted a work- shop in Western New York, library media specialists and their partner classroom teachers lamented that when students are given robust research-based assignments, they still behaved as if these assignments were low-level search and retrieval tasks." p. 26

"My challenge to them was to describe what these learners look like so that the library media spe- cialist and classroom teacher can more effectively design and facilitate research- based instructional experiences that will cause learning. Not only do students misunderstand their job as learners, but they seldom get to experience a true sense of accom- plishment that comes from constructing their own understanding and becoming steeped in knowledge" p. 26

"media specialists and their partner classroom teachers lamented that when students are given robust research-based assignments, they still behaved as if these assignments were low-level search and retrieval tasks. My challenge to When students are really researching, however, the “hunt” is altogether different. In- stead of being driven to find what they believe to be a predetermined answer, they are in the pursuit of truth. They work to find out what “really happened,” how something “really works,” or what “really matters.” They work to persuade an audience, to communicate informa- tion and ideas, to describe an event, object, or life. And this hunt is inevita- bly frustrating. They find sources that disagree with each other, point them in different directions, and challenge the validity of their original research ques- tion or thesis." p. 26

" Indicators, devel- oped by both classroom teachers and the library media specialist, can be used to monitor student learning and appropri- ately scaffold instructional interventions so that students can successfully com- plete the task." p. 26

"1. Describe what it looks like when students are really doing the assign- ment and when they only appear to be doing it. 2. Develop instructional interventions that refocus passive efforts to active struggles. 3. Examine assignment directions, scoring tools, and revision op- portunities to ensure that they communicate the value of making connections, analyzing evidence, developing ideas using information, drawing conclusions and refining work. 4. Examine library practices and poli- cies to ensure that they facilitate the unavoidable risk-taking, messiness, impulsiveness, analysis, frustration, and joy that come from the pursuit of a curiosity." p. 27

Zmuda, A. "What Does it Really Look Like When Students are Learning in the Library Media Center?." //School Library Media Activites Monthly// 14.1 (2008): 25-27. // Academic Search Complete .// Web. 17 Aug. 2009.

Notes from Dr. M's book - ch. 1

"It is a dynamic, interactive process among equal partners who strive together to reach excellence" p. 4

"Collaboration can happen in the planning, implementation, and assessment stages of teaching. It begins with planning hte partnership itself" p. 4

"During lesson implementation, collaborators can assume different coteaching roles" p. 5

"Checklists, rating scales, and rubrics, developed with colleagues and in some cases with students in advance of instruction or early in the lesson, establish the criteria for postlesson assessment" p. 6

"When educators coplan, coimplement, and coassess lessons and units of instruction, they cannot help but talk about practice, share craft knowledge, observe one another teacher, and root for one another's success. 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". p. 6

"The opportunity to learn alongside a colleague as an equal improves teaching practices for novice as well as veteran educators" p. 9

"Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" p. 9

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

Notes from "Collaboration in the School Social Network", 1.3

"And, as information specialists, school librarians develop a multidimensional social network that enables them to build a presence within the school learning community, and connect others to information services and resources." p. 20

"The results of this pilot study indicate that while establishing and maintaining a social network within the school environment is fundamental to the position of a school library media specialist, the network varies in frequency and level of collaboration regardless of the length of service as an SLMS." p. 20

"Even though ideally you want to get the whole grade level on board, I've found that that's not always possible, and that I actually end up working more with one of the people in a grade level as opposed to all three of them". p. 20

"A lot of teachers think collaboration is going to be a lot of trouble so they resist investing the time to work together beyond requesting books that support what they are teaching". p. 21

"It's a matter of targeting the ones that you know are receptive first and then approaching the others further down, especially your math and science". p. 21

"Collaboration levels for all SLMSs seldom included designing course content and teaching alongside teachers, regardless of subject area. The most frequent levels of collaboration included providing books/resources when requested and exchanging information informally with teachers and administrators." p. 21

"Small states that "collaboration cannot be fully realized without creating a collaborative culture in which all partners see the importance and understand the benefits of collaboration to themselvs, each other and their students" (2002, 10). p. 22

"Yet, as Hylen points out, "planned collaboration improves teaching and learning, as well as models the cooperation a teacher wants students to use" (2004, 219) p. 22-23

""The ultimate value of these social relationships is the benefit of being able to access these connections to meet educational objectives." p. 24

"In this study, the school library media specialists all identified the value of developing and maintaining professional relationships across grade levels and subject areas.... there was unanimous acknowledgment of the value in persisting to build social realtions within the learning environment" p. 24

"The school library media specialists have a small group of favorites that they contact or interact with most often" p. 24

"...it is likely the result of intentionally seeking those teachers who are receptive to collaborating at a high level" p. 24

"...teachers are willing to collaborate if they can see the benefit from these efforts. As a way to build a culture of collaboration, cultivating a network of willing participants may be a better strategy than focusing on a subject area as a strategic group" p. 24

"The high degree of interaction within these networks offers the prospect of professional dialogue that may translate into an inclusive collaborative culture of school library media specialists, administrators, and teachers" p. 24

"It moves the social networks within the school from a series of information seeking pathways to a snapshot of who is connected to whom, based on collaboration opportunities and who has the right expertise for various situations" p. 25

"Working from a social network perspective, the school librarian can draw people together to form collaboration networks that interact on specific projects and position oneself to connect to others of influence to advance information literacy" p. 25

Schultz-Jones, B. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 (2009): 20-25. //Academic Search Complete.// Web. 17 Aug. 2009.