Collaborative Strategies for Teaching Reading Comprehension : Maximizing Your Impact

Khera, Michelle

Collaboration (CO)

Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: American Library Association. 

This is a link to a book called Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon. It provides excellent information about the different ways teachers and librarians can collaborate in order to help increase students’ reading comprehension. What struck me was the vast amount of evidence showing that the higher rate of collaboration between teachers and librarians, the higher the students’ reading scores. I also liked the different approaches the book gives as far as how to co-teach, such as one teaching, one supporting, or station or center teaching, or parallel teaching. I look forward to spending more time with this book, as this is a topic about which I am very passionate.


Loertscher, D.V. (2014). Collaboration and Coteaching. Teacher Librarian, 42(2),

Summary-This article discusses the importance of a teacher librarian in the classroom and how they can be an integral part to the instruction of students.  The role of the librarian has been changed a great deal.  We have gone from just checking books in and out to being involved directly in instruction. This can be done by collaborating with teachers in classroom instruction, PLCs, and professional development. 

Review- I really liked this article because it is true.  I have been working as a teacher librarian for over 5 years now and I do all of these things.  I work collaboratively with the teachers and staff here at the library.  I also am directly involved in coteaching the classes with the classroom teachers.  This article is timely and relevant.

Co-teaching Relationships among Librarians and other Information Professionals

Alpers, Jessica


Medaill, A., & Shannon, A. W. (2012). Co-teaching relationships among librarians and other information professionals. Collaborative Librarianship,4(4), 2.

Summary: The article begins by discussing librarians as teachers and then delves into collaboration. A table is presented showing attributes of successful collaboration. This is followed by a discussion of co-teaching, with an explanation. Much information is given on the topic, including factors for success. The article goes on to describe methods for co-teaching, and explain what works and does not work. Following this discussion is a set of guidelines for successful co-teaching.

Evaluation: This is a good article describing co-teaching between librarians and teachers. For someone who may not have a lot of experience co-teaching this is a good resource to begin with. The tips and guidelines are very easy to understand. For those who have more experience, it is a good resource to help strengthen your understanding and performance as a co-teacher.

The Flexible "Curriculum" of the Library Learning Commons

Amanda Rude


Loertscher, D. V. (2016). The flexible “curriculum” of the library learning commons Retrieved from
The article is a proposal for a flexible curriculum that Teacher Librarians can offer for consideration in planning with content area teachers.  The hope is that the proposed LIIITE model will be utilized not only for creating dynamic lessons but also as a demonstration and justification  of the importance of a TL in a LLC setting.  Pretty important model in these days of budget cuts, library closures and layoffs.

Articles on Teaching (by M.Motley)

INFO 250 Articles on Teaching

This is my list of articles on teaching. Most of them are for novices, and most of these are about communication between teachers and librarians, but there’s also some about technology that’s useful in the classroom. Most of them are worth reading, though some I gave poor reviews for not being especially valuable or noteworthy, merely supporting the subject or offering background information.

Jacobson, L. (2016). When librarians teach teachers. School Library Journal. Retrieved from

This article mentions several early-learning programs which librarians teach to teachers, particularly those associated with teaching children to read so they are ready for school. It will be most useful for K-3 Youth and School librarians or librarians interested in teaching these skills to the early-education teachers.

 Krebs, P. (2014). Why you should talk to the librarians. Retrieved from

This article is more interesting to K-12 and academic librarians, as it reminds teachers to contact librarians before publishing their syllabus and get additional resources that the librarian knows about. Librarians can offer even more help if you give them a heads-up about what your assignments are going to be.

They can pull relevant texts from the stacks and hold them on reserve for your course. They can come to your classroom and talk about which sources are available and how to judge their quality. They can suggest assignments and let you know about resources you may not have seen yet. And they can be a great help if you have to miss a class–they can work with your students in the library that day or in your classroom to keep them on track with whatever assignment you’ve given while you’re away at that conference.

I thought this was a particularly useful quote.

 LaGarde, J. (2012). 5 more TED talks that all school librarians should watch. (blog). Retrieved from

This list of TED Talks videos includes several interesting topics, each of which is worthy of review as individual articles/videos appropriate to our topic on librarianship and teaching in schools.

LaGarde, J. (2011). 6 TED Talks all school librarians should watch (and why!). (blog). Retrieved from
The original posted list of TED talks about librarianship. These video lectures are meant to inspire viewers and provide ideas and motivation to do things.

 Leeder, K. (2011). Collaborating with faculty part 2: What our partnerships look like. Retrieved from

This article, second in a series, is about how to talk to teachers and collaborate with them using library resources. The first in the series is general. These are specific examples. Key points are faculty training and technology assistance (another kind of training or infrastructure help with websites or hardware).

Deringer, S. (2013). Inspire collaboration: A quick and easy guide for super busy school librarians. Retrieved from

Simple advice on collaborating, starting with offering to help and respecting teacher’s time and schedules. This also lists a number of resources on collaboration.

 Ivey, R. (2003). Information literacy: How do librarians and academics work in partnership to deliver effective learning programs? Australian Academic and Research Libraries. Retrieved from

Good ideas despite being somewhat out of date.

Strang, T. (2015). Improving collaboration among faculty and librarians. Cengage Learning (blog). Retrieved from

This is a list with additional links to websites with further refined advice.

 Editor. (2016). The best apps for teaching and learning 2016. Retrieved from 

This list assembled by librarians at American Library Association contains a lot of educational software published in the last year. There’s also utilities to help teachers stay organized, which works between their smartphone, laptop, tablet, and PC.

Editor. (2016). Best websites for teaching & learning 2016. Retrieved from

Like the list of Apps, this is a list of useful websites which both teachers and librarians would find useful in education. A big part of a librarian’s job is to find stuff, but also to remember stuff we find so that when someone says “I wish I could do X” you can actually say “Yes, you can at link Y, and it’s free. I’ll show you.”

Firestone, M. (2014). What is collaborative learning: Benefits theory definition. (Video). Retrieved from

This video provides an explanation into collaborative learning and what it really means.

Levine, M. (2016). Collaborative learning in libraries. Retrieved from

This article describes the co-learning classes in first web design and coding and later in Arduino (Maker) projects taught at the Chattanooga (TN) public library system. This is pretty short and may lack sufficient depth to recommend to others.

Kruse, C. (2016). Creating collaborative learning spaces in a college library. (blog). Retrieved from

This blog post provides pictures and descriptions of Maker spaces in a college library and how those were funded. The article is a bit short though the pictures are useful.

 House, K. (2014). Multnomah County Library turns to ‘collaborative learning’ to lure teens in, keep them engaged. (Video). Retrieved from
This has a video and an article following it with supporting pictures and a brief quote from the instructor in charge.

Clifford, M. (2016). 20 Collaborative learning tips and strategies for teachers. Retrieved from

A list of techniques recommended to help students learn in a small group environment created through “collaborative learning”. These look useful and can be tested in the real world.

Editor. (2016). Empowering parents with technology. Retrieved from

This article is a post at Oak Park Public Library explaining their program to help parents keep better track of what their kids are learning in school. This is an example of an ongoing program which allows collaboration between librarians, teachers, students, and parents rather than merely another theoretical test using spent grant money. It is pretty interesting.

Nelson, K. (2016). 10 game-changing ways to use an interactive classroom projector. from

This is an interesting one, because it uses modern digital projectors to create active learning for students. The example provided would be excellent for history, geography, and probably geology too.

Annoyed_Librarian. (2014). Closer to real censorship. [Blog] Library Journal. Retrieved from

Anthony, C. (2016). Libraries are bridging the digital divide in cities. Library
Retrieved from

Barefoot, R. (2016). Week 3: Managing the roles of organizational change. SJSU SLIS 282-10
lesson. Retrieved from

Benjamin, K. (2013). 11 book burning stories that will break your heart. Mental Floss. Retrieved

Hernon, P. and Altman, E. (2010). Assessing service quality: Satisfying the expectations of library customers, 2nd ed. [Document]. American Library Retrieved from  

Mies, G. (2016). How to make technology training fun for your library staff. Retrieved from

Rabina, D. (2013). The dark side of Dewey. from 

Tennant, R. (2002). MARC must die. Library Journal,127(17), 26.

What is co-teaching, really?

McPherson-Joseph, Dontana

Metzger, K.J. (2015) Collaborative teaching practices in undergraduate active learning classrooms: A report of faculty team teaching models and student reflections from two biology courses. Bioscene, 41(1), 3-9.

Metzger’s article shares the results of a study performed to evaluate the effectiveness of co-teaching in higher education. Much of the research surrounding co-teaching is heavily skewed toward primary and secondary education, that is K-12, with little research being done about co-teaching in higher education. The results at the K-12 level show that students in co-taught classrooms are more successful and satisfied in their learning experience. Would those results be the same in a college co-taught classroom? After explaining co-teaching and the common methods of same, Metzger explained which approaches were used in the classes she observed. She also surveyed students to determine their level of satisfaction with the course, learning environment, and having multiple instructors in the classroom. The results were overwhelmingly positive, with only ten respondents expressing negative feelings toward the co-taught classroom. These negative responses were important, though, to Metzger, as they showed some of the limitations of co-teaching. These include inconsistencies with classroom policies, content delivery, and learning objectives, as well as the potential for student distraction with multiple instructors in the room.

I found Metzger’s article useful for two reasons. The first is its contribution to the co-teaching in higher education literature. The second, and more important for me, was her discussion of what exactly co-teaching is. Metzger does not assume her readers have experience with co-teaching and established methods of co-teaching. In two separate sections, she takes time to explain co-teaching as a w hole and within the context of her study. I really appreciated this, because. before this class, I had no experience with co-teaching either as a student or as an educator.  The definition of co-teahing is obvious, two or more educators in a shared instructional space, but it is more than actual instruction. It also encompasses planning together and being evaluated together. Metzger’s article also illuminated for me what Dr. L. is alwas looking for in our lesson plans. He wants us to strive for team teaching, which is seen as the ultimate goal of co-teaching, rather than one lead-one assist teaching, which is a lower level of co-teaching.
Though Metzger’s article is focused on two teachers rather than a teacher and a teacher-librarian, her explanation of co-teaching is invaluable to someone with no background in the concept.