Collaboration Study

Veronica May

Collaboration

Harada, V. H. (2016). A Practice-Centered Approach to Professional Development: Teacher- Librarian Collaboration in Capstone Projects. School Library Research (19), 1-47. http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=119793547&site=ehost-live&scope=site

This article is packed with amazing information and I wanted to pass it on. The report discuss three years of research on a school in Hawaii in which Professional Development supported the work of teachers and teacher-librarians. The research highlights the difficulties of TL and CT collaboration but also ways it significantly makes a differences. The collaboration study last for more than one school year, which gave researchers an advantage in having a lot of data to work with. The CT and TL worked with students on an inquiry-based capstone project. They were continually mentored through the rigorous process of teaching the students how to complete the project. The researchers were able to study multiple areas of IL instruction as they observed the students, the CT and TL, and the PD mentors.

Educational theory, interventions, and professional development techniques are discussed throughout.

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The Four Cs of Learning

The Four Cs of Learning

This is an interesting blog post by Jeff Utecht, who is an educator, consultant and author. He writes about the Four Cs and says there is nothing new in the list that educators haven’t been doing for years. How we view them now is new. He expands and gives ideas on these:

  • Communication: Teaching to communicate the way the world communicates
  • Collaboration: Across space and time
  • Creativity: To a global audience
  • Critical Thinking: Creating Problem Finders
Then he adds one more, the ‘C’ word of education, CONTROL. He says, “When we talk about giving up control in the classroom we do not mean giving up structure. If you are going to give the control of the learning over to the students it means you need more structure in place not less. Routines need to be in place, timing needs to be clearly delineated, and a system needs to exist so that students can have control of the learning. Giving over control of the learning to students does not mean less prep-time, less work for the teacher…..at the beginning it actually means more work as teachers learn a new way of structuring their classroom around student interest, student questions and take on a new role as a facilitator and coach of learning.”