Intentional inquiry vision, persistence, and relationships

Chapman, Sherry


Maniotes, L. (2016). Intentional inquiry vision, persistence, and relationships. Teacher Librarian, 43(5), 8-11.


This article looks at successful inquiry projects as a collaboration between a teacher team or department and the teacher librarian. It is very forward thinking and productive as well as reflective. They all work together, trust each other and create innovative units for students.

Maniotes says, “When we see the value of each other’s expertise, such as the librarian as the information professional, we can intentionally set up collaborations that present exciting ways to learn from one another and develop our own professional practice.”


This approach of training in the PBL model and creating collaboration before implementation is a fundamental component of implementing change in a district. I think this approach is both successful and impactful, and the vision and persistence to build relationships is key.

School Libraries, Librarians and PBL

Chapman, Sherry


Foote, C. (2017). School libraries, librarians, and project-based learning. Internet@Schools, 24(1), 12-13.


This article exemplifies the teacher librarian’s role in project based learning authentic activities. It discusses how this school utilizes the library and librarian’s knowledge to successfully accomplish large research projects that have meaning and relevance to students.


This article discusses a very supportive and interactive example of how PBL should be done. I am inspired by the collaboration and extent of the projects these students embark upon. I can only hope that I can achieve this level of collaboration in the two schools for which I am the teacher librarian.



Edmodo in the classroom

Navarro-Britt, Nelly


Rao, Aditi. (2013). Seven Reasons to Use Edmodo in Your Classroom. Teachbytes, Classroom Management: eLearning.


Information on use in the classroom.

Review is like FaceBook for the classroom. Students and teachers can post and reply to posts. Teacher can set up different settings such as: only teacher posts; teacher must review students’ posts before they show up; or students post without restrictions. You can have a paperless classroom as edmodo lets you submit assignments and give quizzes.


Tags: Inquiry & Design, Digital Citizenship

Collaborative Learning: Group Work

Amdahl, Scott


“Collaborative Learning: Group Work.” (2018) Cornell University. Center for Teaching Innovation. Retrieved from:


This article from Cornell University is essentially a FAQ for teachers on Collaborative Learning.  It describes how to create groups, manage, and evaluate them.


For a quick and easy exploration of group work this is an excellent first stop.  If you are a teacher wanting to utilize group work, but aren’t really sure how, this page works very well.  It discusses, with links, what collaborative learning is, and its impact, along with giving some examples of activities.  It even covers some general strategies.

As a starting point to let someone get a toehold into the topic, this one is excellent.


Tags: Collaboration, Collaboration tools, Collaboration strategies

Makerspaces and the School Library Part 1: Where creativity blooms

Chapman, Sherry


Lamb, A. (2015). Makerspaces and the School Library Part 1: Where creativity blooms. Teacher Librarian, 43(2), 56.

Lamb, A. (2016). Makerspaces and the school library, Part 2: Collaborations and connections. Teacher Librarian, 43(3), 56.


Summary: This two part article focuses on makerspaces in the school library. It includes a broad variety of resources for starting up a makerspace as well as enhancing and supporting programs already on campus. These online resources open up exploration opportunities that transform learning. Resources include educator websites, museum resources, collaboration ideas, advice, and many more.

Evaluation: These companion articles offer descriptions and links to websites that will engage students and may even bring in the reluctant users and readers. These resources offer opportunities for personal learning and will appeal to students and teachers.

A Bit of a Tall Order

Amdahl, Scott


Fister, Barbara (2015). “A Bit of a Tall Order.” Library Babel Fish.  Retrieved from:

This article discusses the curriculum Framework and specifically the threshold concepts.  It points out the difficulty in experiencing this student transformation for teacher librarians due to their brief interactions with students.


This is a lighthearted short commentary on the subject, but is well written and interesting.  It’s only real point is the difficulty of using the Framework threshold concept when librarians only have very short interactions with students.

Academic Standards, Standards based learning, Standards-based Education

Assessment for Learning

Lewis, Amy

CA- Assessment

Harada, V., & Yoshina, J. (2010). Assessment for learning. In Assessing for learning: Librarians and teachers as partners (pp. 9-18). Santa Barbara, CA: Libraries Unlimited


This book chapter discusses what assessment is, and the importance of assessment in learning.  Key factors outlined by Harada and Yoshina are that students must understand what is expected of them, and have the appropriate background knowledge need to tackle any assignment.  Also stressed is the importance of students participating in assessment, in order to gain ownership over their learning.  Assessment must be embedded within curriculum and instruction, and be ongoing.  For Harada and Yoshina, assessment is a tool that can motivate students.  Included in the chapter is the important role that library media specialists have with regards to teaching and learning, and the benefits of co-teaching among librarians and classroom teachers.

This chapter gives a clear idea about the importance of assessment, and ways in which assessment can enhance students’ learning.  Especially interesting is the tie-in to the library media specialist and co-teaching, and how the collaboration between two teachers can improve students’ learning.  Harada and Yoshina end the chapter with questions for the library media specialist, which are addressed in the following chapters.