eBook: Epic eBook of Web Tools & Apps

Name: Chambers, Louise

Main Topic: TE

APA Citation: Epic EBook of Web Tools & Apps Writers and Kristina A. Holzweiss. (2020). Epic ebook of web tools & apps: A free, crowdsourced guide by educators for educators! [eBook]. Book Creator. https://read.bookcreator.com/mvPgY7WlzpZ0iB6KWCYbUdmFdOo2/4OSn9tu5Se-XuIltGvghcA

Summary: A crowdsourced living document created during Spring 2020 and the COVID-19 pandemic that is meant to support collaboration between librarians and teachers. More sections on web tools and apps are being added, making this a valuable resource to grow with in a teacher librarian’s practice.

Evaluation: This source of free professional development include many tips and tricks as well as case studies. I found the section on Nearpod far more informative that my district-provided hour-long class.

Microdocumentation of the Impact of Teacher Librarians on Teaching and Learning

Galang, Johnny


Loertscher, D. (2017, June). Microdocumentation of the impact of teacher librarians on teaching and learning. Teacher Librarian 44(5), 44-7.

This article describes the traditional and emerging roles of the teacher-librarian. The LIIITE model is described in detail. The author also asserts the importance of the teacher-librarian, but acknowledges that the value of teacher-librarians is not widely understood. As a result, Loertscher encourages documenting successful collaborations between TLs and classroom teachers.

This article helped me to better understand the LIIITE model. It will be interesting to see the outcomes of this ongoing research project.

Kelly Roys

Herring, J. E. (2011). Improving students’ web use and information literacy: A guide
for teachers and teacher librarians. London: Facet Publishing. doi: 10.3233/EFI-2010-0888

Summary: Review of James Herring’s new volume on information literacy skills includes the processing and evaluation on web usage. Herring is a professional who has been publishing works related to teacher librarians and theories for practicum in information literacy for over 30 years. The review of the book details the overarching themes to the nine chapters within the book. The beginning chapters of the book are detailed to introductory on web usage pre-Web 2.0. Herring’s volume promotes a few models of theory for learning when using technology and the author reviewing the book notes that there are parts of the volume that not all will agree with and the reader should be made aware of these sections.

Evaluation: I found this review of Herring’s book to be of value as it notes the background of the author, the preferences towards theories applicable to teacher librarians, teachers and students. The volume is practical and theory based, which allows the reader to both apply what they are learning in a contextual aspect. The review does not lean heavily to one perspective of the author and his work. The review describes the book for its application and relativity in relation to the topic and allows the reader of the review to make their own conclusion as to whether the volume will be of interest to them to read.

Collaboration and Coteaching

Posted by Karen Kotchka


Loertscher, D. (2014). Collaboration and Coteaching. Teacher Librarian, 42 (2), 8-19.
In this article the author reviews some of the reasons why the library and librarians have been pushed aside as not being central to a school’s needs and then relates the results of a research study designed to see how much added value to student success would be yielded by a true collaboration and coteaching between a classroom teacher and a teacher librarian.  Results of the study showed a much greater impact on student success for the cotaught lessons.  The author includes some tips and ideas for a teacher librarian to get started on the practice of coteaching with other classroom teachers
I thought the article was valuable to stimulate thinking and action towards making the library a more central part of the school academic culture and it also clarified some of the meanings and interpretations of what types of teachig are now going on in the library and how technology and virtual learning can extend the reach and impact of the library.

The Art of War for Librarians

Posted by Caitlin Wallingford

Ken Kempke makes an interesting argument for librarians to implement many of the strategies set forth by Sun Tzu.  Obviously ignoring some principles from The Art of War (don’t demoralize the enemy or set fire to their resources), Kempke highlights other teachings that most librarians would do well to heed.  For example: “Standing on the defensive indicates insufficient strength; attacking, a superabundance of strength.” Simply put, we all need to become more aggressive about our needs, gifts, etc. and less prone to complaining to our coworkers!

Kempcke, K. (2002). The Art of War for Librarians: Academic Culture, Curriculum Reform, and Wisdom from Sun Tzu. Portal: Libraries and the Academy, 2(4), 529–51.

A Couple of Articles about Co-teaching

A Couple of Articles about Co-teaching.
Caitlin Wallingford

Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction.

        McCallum and Collins examine the ways in which librarians working in different capacities within a library (in this case an academic library, though  their findings are transferable) can effectively aid in co-teaching.   Believing that playing off the strengths of individuals rather that attempting to fit each librarian into an instructional role, the authors looked at the unique collaboration opportunities with a reference librarian and a cataloger.  In looking at this partnership, they also posed the question, “what is the relationship between IL, collection management, and cataloging?”  McCallum and Collins review the historically spotty (though by no means non-existent) relationship between librarians and instruction (inadequate learning opportunities in library school, too little on-the-job training) in an effort to understand the current environment surrounding co-teaching. The results of their study found that teachers and students were overwhelmingly positively impacted by co-teaching experiences, citing greater engagement and an appreciation for in-depth, specific knowledge.  The overall take-away was that librarians must embrace the opportunity to reach out to faculty as well as other librarians, despite any initial discomfort/lack of confidence in teaching skills.  The authors also highlighted how partnerships among reference and cataloging librarians in an instructional format with faculty can greatly enhance collection development success.
McCallum, C. J., & Collins, B. L. (2011). Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction. Library Collections, Acquisitions, & Technical Services, 35(1), 10–18. http://doi.org/10.1016/j.lcats.2010.12.008
 Co-Teaching Relationships among Librarians and Other Information Professionals
        Shannon and Medaille, like the authors in the previous article, begin by offering a look at the history of librarians and instruction, citing the inadequacy of time given to this topic in library school, and the logistical difficulties of training a staff on the job.  The author differentiate between collaboration and co-teaching, calling teaching a “form of collaboration…[which] allows instructors with different skill sets, knowledge, and perspectives to optomize both learning experience for students and the teaching experience for themselves” (134).  The authors set up and observed a number of workshops where librarians and other IT professionals (most with little to no teaching experience) were asked to co-teach.  Teachers and informational professionals experimented with division of duties, using technology, etc.  Afterwards, students, teachers and the information professionals were asked to rate the experience.  The major benefits described were using different skill sets, teaching to different levels of students in the classroom, and adding energy to the classroom.  A few drawbacks were mentioned, the most significant being that it could get “messy” with more than one person attempting to teach.  Students were overwhelmingly positive about the experience (helping individual students, more information, nice pace), with only one student finding it “sort of distracting” (140).
Medaille, A., & Shannon, A. W. (2012). Co-Teaching Relationships among Librarians and Other Information Professionals. Collaborative Librarianship, 4(4), 132–148.

Good IDEA: Instructional design model for integrating Information Literacy

Blaylock, Solomon


Mullins, K. (2014). Good IDEA: Instructional design model for integrating Information Literacy. The Journal of Academic Librarianship, 40(3-4), 339-349. doi: 10.1016/j.acalib.2014.04.012

A presentation of IDEA (interview, design, embed, assess) – an instructional design model created specifically for librarians, with a theoretical foundation in cognitive and behavioral learning. The model is explained in detail from theoretical foundations to practical implementation. The article features several explanatory flowcharts and even templates and rubrics, providing a suite of tools enabling the reader to make use of IDEA out of the box.


Although the theoretical underpinnings of Mullins’ model are in some conflict with those being championed by this course, it seems to me that the author has something of great value to impart, and has gone to pains to ensure that this is done so with a thoroughness clearly aimed at results-oriented praxis. The behaviorist underpinning of the model, particularly in the area of assessment, might actually make it particularly valuable to academic librarians who so frequently these days find themselves the direct and immediate necessity of providing quantitative data to back up any claims to continued relevance against a rapidly shifting backdrop of upsets in scholarly publishing and information retrieval.

Integrating information literacy into blackboard

Blaylock, Solomon


Xiao, J. (2010). Integrating information literacy into blackboard. Library Management, 31(8), 654-668. doi:http://dx.doi.org/10.1108/01435121011093423

The article discusses the case of a librarian at the College of Staten Island who, finding traditional Information Literacy instruction sessions to be of little evident value to students, worked to develop an in-depth, online resource for nursing students. After seeing positive results, she reached out to faculty members to see about having professors integrate her instructional materials into the very classes they were teaching, through Blackboard. A thorough program of assessment was also devised, and the project has met with success.

The author (the librarian in question) demonstrates a practical and proactive approach to her work that serves as a model for 21st century academic librarians. Rather than being a passive information gatekeeper, she demonstrates her unique value as a librarian to students and faculty by engaging directly with both in curricular/instructional design and assessment, offering a unique contribution to her institution’s teaching and learning objectives. This is the blueprint that successful modern librarians will follow in terms of departmental embedding, capacity building, and role definition in the academy. A very useful, encouraging, and well documented article.

If You Give a School a Teacher Librarian

Fleming, Giovanna

CO- Collaboration

Eby, H. (2010). If You Give a School a Teacher-Librarian …. Literacies, Learning & Libraries, 3(1), 28-3

Heather Eby uses the circular story format ( also known as cause and effect) similar to Numeroff’s, If You Give a Mouse a Cookie, as an analogy to her article if you give a school a teacher librarian.  She points out to her reading audience a school librarian will ask to collaborate with the teachers on site.  According to Gross and Kientz (1999), “It’s the results of collaboration-improved learning and increased achievement-that make collaboration worthwhile.” Next, Eby suggests after a school librarian has teachers to collaborate with, he/she will want to create instructional units to promote information literacy to his/her students.  A teacher librarian will then differentiate the instruction to better suit the needs of his/her students. The teacher librarian will remember he/she needs to accumulate feedback and assess the learning experienced outcomes and share it with her students and the collaborating teachers.  While the groups of students are working on their collaborative projects, the teacher librarian will assist them with learning and utilizing creative Web 2.0 technology tools so, they will develop the skills needed to become lifelong learners in the 21st century and beyond.  All of this will remind the school librarian how excited he/she gets while promoting literacy and learning and he/she will inspire others to learn.  Last, but certainly, not the least, the teacher librarian now has the data to advocate for his/her career. Finally, every school will want a teacher librarian!
This author uses a “tongue in cheek” technique while delineating the significance of a school having a teacher librarian.  I would recommend this article to everyone who has the notion a school teacher librarian is a luxury because it will remind them a school teacher librarian is a necessity!

Working Together is Working Smarter

Jack, Gordon
National Center for Literacy Education (NCLE). (2012, October). Working together is working smarter. National Survey of Collaborative Professional Learning Opportunities.  Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/NCLE_AASLinfographic_FINAL-download.pdf
This infographic summarizes the data compiled from the National Center for Literacy Education study of 2,404 educators nationally.  The data confirms that collaboration is a key component for teacher-librarians.  While schools do not always make time for collaboration, librarians are actively seeking professional networks at their site and beyond.  In this particular study, librarians are participating in greater numbers than traditional classroom teachers, with 51% reporting that they share ideas “at least weekly in online networks and communities, compared with 23% of educators overall.”


This data confirms that librarians are not isolated professionals, but engaged collaborators both with teachers at their site and external learning communities.  While most working librarians won’t see any surprises here, this information shows others how connected librarians are and how vital they are to school improvement.  This data should be shown to any person interested in becoming a librarian as a snapshot of the type of work we do.