“Quiet Advocacy”

Name: Michelle Ferrante

Topic: Collaboration / Advocacy

Citation:

Hermon, Amy (Host). (2023, December 15). The episode title (No. 253) [Audio podcast episode]. In School Librarians United. https://schoollibrariansunited.libsyn.com/size/5/?search=quiet+advocacy

Summary:

In a recent episode of the School Librarians United podcast, host Amy Hermon delved into the often overlooked yet crucial aspect of “quiet advocacy” in the realm of school librarianship. The episode, titled “Quiet Advocacy,” shed light on the subtle yet impactful ways in which librarians advocate for their programs, resources, and the profession as a whole.

Throughout the episode, Hermon engaged in a thoughtful exploration of the various forms of quiet advocacy that school librarians employ in their daily practice.  From fostering positive relationships with stakeholders, showcasing the value of library services through student success stories, providing professional development through quarterly newsletters that contain info graphics, circulation data and analytical bitly links to convey what the library is doing for each school. National Board Certification is also a great accolade for professional development and for librarians to show expertise and value. 

One of the key takeaways from the episode was the importance of building strong partnerships within the school community. By collaborating with teachers, administrators, and other stakeholders, librarians can effectively demonstrate the value they bring to the educational ecosystem. Whether it’s co-teaching a lesson, curating resources for a specific unit, or providing professional development on information literacy skills, librarians play a vital role in supporting student learning and academic achievement.

Moreover, the episode emphasized the significance of advocating for adequate funding and resources to ensure the sustainability of school library programs. By articulating the impact of library services on student outcomes and academic success, librarians can garner support from decision-makers and stakeholders to prioritize investments in school libraries.

Evaluation:

Throughout the episode, Hermon and her guest speakers highlighted real-life examples of quiet advocacy in action, showcasing how school librarians across the country are making a difference in their communities. From hosting book fairs to organizing literacy events, librarians are proactively engaging with students, parents, and educators to promote a culture of reading and lifelong learning.

“Quiet Advocacy” serves as a reminder of the indispensable role that school librarians play in fostering a culture of literacy, inquiry, and lifelong learning in schools. By employing subtle yet effective advocacy strategies, librarians can amplify their impact and ensure that school libraries remain vibrant hubs of learning and innovation for generations to come. It is an uphill battle and educators will learn they need to begin advocating for their position and the library’s purpose as soon as possible.

Categories & Tags:

Advocacy, CA, CO-Collaboration,CO-Teaching

Collaboration Theory CT

Gutierrez, Tatiana

CO

Colbry, S., Hurwitz, M., & Adair, R. (2014). Collaboration theory. Journal of Leadership Education, Special, 63. https://doi.org/10.12806/V13/I4/C8 

Summary:

The article describes a 60% increase in collaboration in the workplace in the span of 30 years from 1980-2010. It goes on to say how the authors are trying to research collaboration in the interpersonal level specifically because they are the first to coin Collaboration Theory or CT. For this theory the relationship between those who are collaborating is not important, rather the act of collaborating is the focus; this makes this theory different from the research of leadership, team, and followership theories. Grounded theory is being used to develop the Collaboration Theory because it strays from the traditional and it is not based on prefigured questions and notions rather it adapts to use qualitative research methods. 

Evaluation:

I found this article fascinating because I did not realize that the workplace has not always been this collaborative. In the span of a couple decades it has jumped 60% and has allowed us to become experts in micro-specializations. At this moment in history we can become experts in very niche subjects, species, movements, etc. Becoming these experts allows us to collaborate with a multitude of different individuals who want access to the knowledge that experts possess. Here is where traditional power dynamics take a backseat rather the need to access knowledge stays at the forefront. Collaboration in this theory focuses on individuals striving towards the same goal. I thought that the idea discussed in this article were interesting to ponder as we currently work in a society of different generations; some that were taught since a very young age how to best work with others to achieve the same goal and other generations that were not and are expected to. 

Study of Co-Teaching Model in Practice

Benjamin Jurkovich

Soslau, E., Gallo-Fox, J., & Scantlebury, K. (2018). The promises and realities of implementing a coteaching model of student teaching. Journal of Teacher Education, 70(3), 265–279. https://doi.org/10.1177/0022487117750126 

Topic: Collaboration (CO)

Summary: Researchers studied the experiences of education students with co-teaching in three different teacher education programs within one university. The study was conducted specifically relating to the practice of student teaching, wherein one of the co-teachers being an experienced teacher and the other being a teacher candidate. Presented through a sociocultural lens, co-teaching helps the candidate learn skills in educating while simultaneously participating in the environment where learning takes place. It allows for the dismantling of traditional power hierarchies evident in classical teaching, separating responsibility and expertise to multiple educators, benefitting both students and teachers. In order to determine whether or not the co-teaching model functions as it is theorized, the researchers studied three videos and audio recordings of co-instruction, co-planning, and co-evaluation meetings from twelve different clinical educators and teaching candidates. They found occurrences of opportunities for the development of adaptive skills, growth competence, and collaborative expertise amongst the teaching candidates, but also found several missed connections for candidates to seize on some of these opportunities as well. Candidates often did not take opportunities to present themselves as equal partners responsible for student learning and defaulted to the clinical educators frequently in situations where they could have asserted themselves as instructors. Ultimately, it was found that, in general, the co-teaching method as practiced in the study was on the right track to performing as theorized, but focus must be given to strengthening areas of missed connections and opportunities amongst clinical educators and teaching candidates, including changing the dynamic of power in the classroom, focusing on student learning, and truly embodying the dual role of both classroom teacher and teacher of learning to the candidates. 

Evaluation: I found this article to be a thorough, in depth study of the practice of co-teaching. I think the future of co-teaching is made all the better through its insights, and the suggestions for areas to be strengthened will help shape the model into its theorized, ideal form. Anyone hoping to or actively practicing co-teaching would benefit from reading it and identifying the areas of weakness in their own instruction. The level of teamwork and communication necessary to make the model truly work is complex and challenging, so I think it’s very important to have this article as a basis for the development of the model as a whole.

Tags: co-teaching, co-instruction, co-planning, co-evaluation, theories of learning, clinical educator, teaching candidate, student teaching

Leading Beyond the Library

Rose, Kendra

ID – CO, Instructional Leadership

Davenport, Allan, and Kristen Mattson. “Collaborative Leadership as a Catalyst for Change.” Knowledge Quest, vol. 46, no. 3, Jan. 2018, pp. 14–21. https://files.eric.ed.gov/fulltext/EJ1165036.pdf

Summary:

The title of this source really speaks volumes, and encapsulates the main ideas. The authors are a teacher librarian and a Director of Instructional Leadership and Innovation who worked together to transform the role of teacher librarian in their district. This article focuses on instructional leadership – what it looks like, how you can develop librarians as instructional leaders, and the positive results of changing focus and mindsets about “leading beyond the library.” 

Evaluation:

This is one of the most interesting, applicable, and inspiring sources I found on the topic of collaboration. It gave me some concrete ideas and a vision of what real collaboration and leadership can look like in a modern day library. It provides examples not only of how powerful librarian collaboration with teachers can be, but also what happens when librarians are given the space and resources to work with one another – to share resources, spaces, and ideas.

ChatGPT and Beyond: How to Handle AI in Schools

Said, Nadine

ET

Elgersma, C. (2023, February 14). ChatGPT and beyond: How to handle AI in schools. Common Sense Education. Retrieved April 23, 2023, from https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools

The Common Sense Education article “ChatGPT and Beyond: How to Handle AI in Schools” discusses the implications of using artificial intelligence (AI) in educational settings. The article highlights the benefits of AI, such as personalized learning and increased accessibility for students with disabilities, but also discusses the potential risks and challenges that come with its use.

To effectively handle AI in schools, the article recommends several key strategies, including:

1. Prioritizing student privacy and data security: Schools should ensure that student data is protected and that AI systems are designed with privacy in mind.
2. Providing clear and transparent communication: Teachers and school leaders should communicate with students, parents, and the broader community about how AI is being used in the classroom and what its benefits and limitations are.
3. Incorporating AI into the curriculum: Schools should consider how AI can be used to enhance teaching and learning across various subjects and grade levels.
4. Promoting critical thinking and ethical considerations: Students should be taught to think critically about the potential biases and limitations of AI systems, as well as the ethical implications of their use.

Overall, I think the article emphasizes the importance of taking a thoughtful and intentional approach to using AI in schools, and encourages educators and policymakers to work together to ensure that its use aligns with educational values and goals.

Interactive Co-teaching Strategies: Developing Effective Partnerships

Name: Abreu, Sarah

Topic: Collaboration and Coteaching (CO)

Citation: Casale, C., & Thomas, S. (2018). Interactive co-teaching strategies: Developing effective partnerships. On the Horizon, 26(3), 260-269. https://doi.org/10.1108/OTH-08-2017-0078

Summary and Evaluation: This article discusses developing effective partnerships between university faculty and local high school teachers, but the suggested practices can be applied to partnerships among colleagues working at the same site as well. The authors describe their study, its findings, and conclusions. They conclude that, “An effective partnership requires consistent reflection on practice within a nonhierarchical environment” (2018, p. 260), and also advise co-teachers to determine clearly outlined roles and responsibilities. Successful co-teachers also make specific agreements on designing and implementing lessons and had ample time to design, reflect on, and revise their plans. The practices described in this article help set a foundation that allows co-teachers to discover how they best complement one another and maximize learning experiences for students.

Power Dynamics, Common Pitfalls, and Successful Strategies Associated with Co-teaching

Name: Abreu, Sarah

Topic: Collaboration and Coteaching (CO)

Citation: Monteblanco, A. D. (2020). Power dynamics, common pitfalls, and successful strategies associated with co-teaching, College Teaching, 69(2), 63-68. https://doi.org/10.1080/87567555.2020.1810610

Summary and Evaluation: This article is written with academic educators in mind, but has many practical applications for k-12 teachers because power dynamics and hierarchies exist in all levels of educational institutions. The piece covers the benefits of co-teaching for students and teachers, identifies potential challenges, and offers successful strategies to engage in before, during & after co-teaching process, and is quite insightful.

How to Choose a Co-teaching Model

Name: Abreu, Sarah

Topic: Collaboration and Coteaching (CO)

Citation: Cassel, S. (2019, October 8). How to choose a co-teaching model. Edutopia. https://www.edutopia.org/article/how-choose-co-teaching-model

Summary and Evaluation: This article is quite brief and describes six co-teaching models* succinctly. It also provides pros and cons for each model. Although it is not exhaustive, it serves as a quick reference tool for beginners deciding which model they should try for a particular lesson or part of a lesson.

*One Teaching, One Observing; One Teaching, One Assisting; Parallel Teaching; Station Teaching; Alternative Teaching; Team Teaching

Learning Labs for Virtual Spaces

Name: Jacqueline Schwier

Topic: TE, Collaboration

APA Citation: Valdivia, C. and Subramaniam, M. (2014). Connected learning in the public library: an evaluative framework for developing virtual learning spaces for youth. Public Library Quarterly, 33, 163 – 185. doi: 10.1080/01616846.2014.910727

Summary: This article goes over virtual spaces in learning labs in the public library setting. It goes over how to create and make virtual spaces accessible to all youth to educate them on information literacy while gaining skills to use social media and online resources responsibly.

Evaluation: Libraries in schools can gain knowledge of how to incorporate virtual spaces for their students as our school system had to move to virtual learning earlier this year due to the pandemic. Virtual spaces can create new opportunities for students to learn, discover, and showcase their knowledge while utilizing new technologies such as Google Site, Prezi, and other online platforms. Classroom teachers and teacher librarians can also gain opportunities to collaborate with one another as they create new systems for students to learn and gain new skills.

Collaboration and the Value of Assessments

Name: Nicdao, Jocelyn

Topic: CO

Citation: Moreillon, J. (2019). Co-planning and co-implementing assessment and evaluation strategies for inquiry learning. Knowledge Quest, 47(3), 40-47. Retrieved from https://files.eric.ed.gov/fulltext/EJ1201075.pdf

Summary: Moreillon discusses the importance of school librarians to work in “comprehensive collaboration” with classroom teachers and/or learning specialists in order to be valuable in the academic partnership. In such collaborative efforts, both school librarians and classroom teachers and/or learning specialists actively work together in the planning, implementation, assessment, and evaluation of a unit. More specifically, Moreillon emphasizes the value and use of assessments especially from both the school librarian and classroom teacher and/or learning specialist. Assessments coming from the collaboration of two or more adults allow for reliability and for different perspectives in practice and in the learning process. Assessments guide in the co-planning of learning throughout the unit, focused on the “what?” and the “how?” students learn in the process and the quality of that learning. Further, assessments allow for the co-implementation of further academic supports such as small groups or one-on-one for students who may struggle or the co-implementation of lessons to reteach with examples or to  re-frame for the whole class. Moreover, assessments inform the evaluation of the unit itself, with both the school librarian and classroom teacher and/or learning specialists seeing its successes and needs for improvement and thereby, planning for the next unit.

Evaluation: I find that Moreillon is basically encouraging school librarians to be a valuable part of the collaboration process, using assessments as tools to collaborate successfully with the classroom teacher and/or learning specialist in the planning, implementation, assessment, and evaluation of a co-taught unit. With that, she includes in this article examples of forms that can be used in the collaboration process. As she points out the many benefits and examples of co-assessments from both librarian and classroom teacher and/or learning specialist, I realize how much rich input school librarians can provide in co-teaching a unit and thus, become a prolific part of the academic partnership.