After completing the readings for Monday, I particularly like the part of chapter two in Curriculum Connections that said that if teachers and librarians are examining the curriculum to be sure it focuses on the thinking process, "library media specialists must look deeply into the content of our own information literacy instruction" to be sure that our methods of teaching effectively develop thinking (Stripling & Hughes-Hassell, 2003, p. 48). The first reason I like this, is I highly value self-assessment in my teaching and for students to incorporate it into their learning process as well. Secondly, Stripling and Hughes-Hassell explain a common mistake of focusing to much on tasks that do not help students develop high level thinking skills, like using an online catalog and creating a bibliography. In my experience with other teachers and being a former teacher myself, teachers tend to see librarians as helping in only these more technical level tasks. The LMS is mistakenly not seen as being able to collaborate with teachers to the extent of actually helping with the creation of the project including such tasks as helping students improve their own inqiry skills, teaching how to properly evaluate websites for bias, identifying the difference between fact and opinion in reading, creating graphic organizers, and having alternate ideas for final products outside of the traditional paper or speech. The effective librarian can also aid the classroom teacher in developing some reflection and self-assessment methods.
Too often library media specialists are seen as only offering the materials of some instruction on citations, which are still very important, but they are capable of so much more. At the same time, I appreciated, as a classroom teacher, the idea also mentioned in chapter two that in order to create the collaborative enviornment essential for the librarian to aid in creating and conducting higher level thinking activities, the librarian must "understand and work with teachers' different planning styles, and allow teachers to take the lead in the planning process" (Stripling & Hughes-Hassell 2003, p. 56). It is the teacher's class ultimately, and the LMS is there to enhance the lesson and add their expertise, not to take over the lesson entirely. Part of being a good librarian means being able to work with all different types of teachers and understanding how to best meet each teacher's individual needs and adapting to each of their styles. It is through excellent communication skills with fellow teachers that library media specialists will be seen as helping develop higher level thought process skills rather than merely providing informational materials and bibliography instruction.
Source:
Stripling, B. K. & Hughes-Hassell, S. (2003). Curriculum connections through the library. Westport, CT: Libraries Unlimited.
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Amber,
ReplyDeleteI agree with you when you say that as the LMS we are there to offer support and not take over the lesson. It is very tough to take the back seat, especially if you have classroom experience. My first couple of years as the LMS were difficult because I was still thinking as a classroom teacher and wanted to teach the entire lesson. Some of the teachers that I collaborated with enjoyed this because it got very overwhelming. With experience, I have learned to support teachers. However, because it is a collaboration project some teachers think it is more work and then just want me to provide resources. One of my goals is to do more collaboration. Yet, I am having trouble finding teachers that will be willing to do this. Mostly because of time constraints and test pressure. I hope to get some great ideas this summer.
Ibett Ortiz
I'm not sure I like the idea of letting classroom teachers take the lead during the library portion of instruction. We would not walk into their classroom and take over teaching math or chemistry. They on the other hand should not come into our "classroom" and try to teach our curriculum.
ReplyDeleteI'm not being territorial here. We are experts in our field just like the classroom teachers are experts in their fields. During collaboration with teacher we somehow need to impress upon them the value we add to their students' learning. When we teach this higher level of thinking their students perform on a higher level in all their future assignments.
It is about what is best for the student.
Amber, you raise a really interesting point about having an awareness of colleagues teaching and planning styles.
ReplyDeleteCollaboration is a delicate balance and can allow for richer instruction because you now have two teachers who have different skill sets helping to lead learning experiences. In the development of the collaboration, I think there will be times when both teachers will have a chance to take the lead so that they can enrich student experiences and utilize their own expertise. Teresa, you raise a good counter point in this regard.
To Erin and Teresa,
ReplyDeleteI was not intending to let teacher's take the lead in the area of our own curriculum. We would teach all and take the lead in teaching the library curriculum. I was a high school English teacher, so I am looking at it from that perspective. I know in elementary school, the librarian does completely take over most of the time during the scheduled library time.
I was referring to allowing teachers to teach their content in conjunction with the library content. I know that I am a person that is used to running a classroom by myself, and posted that first comment also as a reminder to myself for times that I work with teachers in the future (especially English teachers) in order to remind myself that I am not the English or Science or History teacher and cannot totally take over that portion of instruction. I am there to offer guidance, and if I am going to offer insight into how they create their curriculum, I need to know the teacher's style in order to offer input in such a way that will not be offending or off-putting to the extent that they will not want to work with me again.
I just know that if I have an English teacher come into the Library and I see multiple ways to improve her part of the lesson I will have to be tactful about offering advice and NOT take over. That is what I was referring to. Those who have worked with me in group projects know that I never take a backseat during planning and instruction, and I would never do this as a librarian. I have been witness to a librarian that tried to tell teachers how to teach or told them where there instruction did not work, and as a result, the teachers stopped collaborating and just wanted the cart of resources and database instruction, nothing more. That is a disservice to students, so I would hope that I show respect for the teacher's input so that they enjoy collaboration. As I become more comfortable and knowledgeable about each teacher's style, it will be easier to offer my opinion without anyone feeling I am trying to "take-over" or be making any negative comment about their teaching style. Collaboration is one of my favorite aspects of teaching, and I would want to get to the point where I share the workload evenly with teachers.