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.

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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.

 

How This School Library Increased Student Use By 1000 Percent

Christina Young
CO

Gonzalez, Jennifer. (2016). How this school library increased student use by 1000 percent.  Cult of Pedagogy, transcript retrieved from: https://www.cultofpedagogy.com/episode-38/  

Summary
In this podcast a principal and an administrator from Ohio are interviewed about their transformation of an underused library to a widely used “learning center”. Highlights include personalized learning prescriptions and flexible spaces.

Reaction
The reason I tagged this under collaboration / co-teaching is because on of the red flags for me about this article was how their model of co-teaching had very little to do with common teaching and planning and seemed to me like the media specialist was less a collaborating teacher and more of an instructional babysitter. I am really interested in how people balance this in their own libraries.

One of the major things our library is used for is for teachers to bring whole classes for a week or more at a time so that the classroom teacher and the librarian can co-teach units often with different stations. This is what teachers in my school want to do and it is also what I was hired to do, but reading about other schools, like this one in Ohio, where students from all different classes come with a “prescription” for what they are working on seems exciting and useful too. That would allow more teachers (and hence students) to use the library in the context of what they are already doing (rather than as a special unit), but it would also limit the teachers who love the co-teaching model. I worry that in a model like the learning center in Ohio, the teacher librarian is instructional babysitting but not really co-teaching in a meaningful way.