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.
Overview:
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.
Citation:
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
Overview:
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).
Citation:
Medaille, A., & Shannon, A. W. (2012). Co-Teaching Relationships among Librarians and Other Information Professionals. Collaborative Librarianship, 4(4), 132–148.
INFO 250 - Module 1 
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