Discussion Groups
For discussion groups, we will break up into three groups. Each group will be assigned a collaboration tool and discuss how they would use their collaboration tool with each model.
After this discussion, the groups will break into three new groups and teach each other about how we would use our collaboration tool with each model.
The last step is to post what you have discussed in your groups under the discussion tab on the website.
Models of collaboration:
Model A- an example of model a occurs in a large urban elementary school where one teacher-librarian serves a population of 500 students. The teacher-librarian is on a fixed schedule, and students come into the school library weekly to check out books. There are no computers in the library. The primary role of the teacher-librarian is to help students find literature that is of interest to them and materials for classroom projects. The teacher-librarian is also scheduled for booktalks with primary students once a week. Classroom teachers and teacher-librarian rarely have time to discuss specific curriculum needs.
Model B-When asked if they collaborate, classroom teachers and teacher-librarian at a middle school in the Southwest answer yes. They explain that they are involved in many units, lessons, activities, and events. They share a recent example involving sixth-grade science teachers and the teacher-librarian who worked on a science fair for the district. The teacher-librarian helped students research science topics, format brochures, and create PowerPoint presentations to accompany their projects. Teacher and teacher-librarian met to discuss the types of skills that students would need to complete their projects. They agreed that the teacher-librarian was the most qualified to teach these skills to students.
Model C-Classroom teachers and teacher-librarian schedule four units a year to work on together. After several years of trying different types of meeting arrangements, they have concluded that the best system is to block out the time together at the beginning of the year before school begins. During their desinnolib.orgther, each teacher meets with the teacher-librarian to talk about the unit and brainstorm ideas about how the teacher-librarian will be able to assist students. One year, the teacher-librarian helped a classroom teacher with a writing project involving the Civil War. She helped teach six traits in the classroom and then worked with small groups of students as they selected their topic on the Civil War, did their research, and completed their report. Outstanding projects were presented in the library at a grade-level poster presentation.
Model D-At a district-level meeting with the curriculum specialist, representatives from several schools discuss completed projects that integrated content and library curriculum. Final evaluation sheets from students indicate a high level of enthusiasm for projects that involve units of instruction created by the classroom teacher and teacher-librarian.
