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.

Collaborative Learning Tips & Strategies

Kumar, Amy

Collaboration

TeachThought.20 Collaborative Learning Tips And Strategies For Teachers.June 28, 2018. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies.

Summary: This article from the team at the TeachThought online journal features a numbered list of twenty learning strategies for collaboration among teachers as well as the research supporting those efforts.

Analysis: While the website itself is rife with ads, set aside those distractions and you will find a great article on collaborative teaching and the science behind why it works. According to the authors, research “suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone.” While teacher librarians are often convincing teachers to co-teach alongside them, it is this kind of data that may help our case.

Monthly menu: Collaboration tool

Gomes, Kathline

Collaboration (CO)

Hincks, K. (2018, May 1). Order up: A monthly menu for collaboration. Retrieved from https://knowledgequest.aasl.org/order-up-a-monthly-menu-for-collaboration/

This is a blog post about how to use a “monthly menu” of activities to proactively suggest ideas for collaboration/coteaching with classroom teachers. It includes sample documents.

I like the idea of coming to classroom teachers with ideas already formed – I think they would be more open to collaborating or coteaching if the librarian has already generated some ideas. The author really takes into consideration teachers’ perspectives, curriculum needs, and time constraints, which I am sure goes a long way towards building those collaborative connections. This seems like a good way to advocate for all of the possibilities a librarian can provide for supporting and improving instruction!

Librarians and learning: the impact of collaboration.

Gomes, Kathline

Collaboration (CO)

McNee, D. & Radmer, E. (2017). Librarians and learning: The impact of collaboration. English Leadership Quarterly, 40(1), 6-9. Retrieved from: http://cccc.ncte.org/library/NCTEFiles/Resources/Journals/ELQ/0401-aug2017/ELQ0401Librarians.pdf

This article, written by a school librarian, addresses the online search abilities of students. The author compares assessment results of students who received cotaught lessons with students who received lessons only by the librarian. The authors found that better assessment results and deeper learning were achieved with coteaching.

I thought it was very interesting that while many of the students had Internet access, many lacked efficient online search skills. This lack contrasted with what teachers might assume, and with students’ own self-perceptions. The author notes that more than half of the students thought they were skilled at internet searching, with no formal instruction. However, this perception did not match with students’ actual abilities. This article is a good reminder of not only the power of coteaching, but also the importance of explicitly teaching these research skills.

Learning Commons as a Catalyst for Instructional Partnerships

Kinsella, Jason

(ET) Educational Theory and Practice

Burress, R., Atkins, C., & Burns, C. (2018). Learning commons as a catalyst for instructional partnerships. Teacher Librarian, 45(4), 28-31. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=2236d0f1-afb3-4b05-858d-ef03fb614de7%40sessionmgr4006

(Log on to your SJSU King Library account for the link above to work.)

Libraries and school librarians must evolve as technology, society, schools and education evolve. This article outlines the Future Ready Librarians’ framework, which details eight principles in which school librarians should be proficient. This articles boasts the innovative and participatory nature of learning commons. It also encourages school librarians to build “instructional partnerships.” The natural connections between learning commons and coteaching is explored, and the benefits of coteaching are detailed.

This text explains to readers how libraries are currently evolving, and it provides guidelines for young and older librarians alike in how to ensure that library services are meeting the needs of 21st-century students and schools. This is an insightful well-researched article. For those of us not yet working in a school library, this article shows us what we need to be prepared to do. And for those already working in a school library, this article can be used as a tool in assessing the current and future state of one’s library.

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.

https://ebookcentral-proquest-com.libaccess.sjlibrary.org/lib/sjsu/detail.action?docID=3001627# 

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.