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LS5443 Librarians as Instructional Partners Debbie Owen Stacy Lambert September 22, 2010 Mini-Case Study: The Benefits of Teacher-Librarian Collaboration; the Global Perspective Throughout last half of the previous century, education in general has developed and thrived with the aid of teachers, administrators, parents, and of course students. Progress has been accomplished because of the vision and goals of all involved, as well as the introduction of technology within the last thirty years. However, as much credit is given to all involved, there is one group of staff member who appear to have been overlooked in their significance into the support contributed to ensure the success of students and staff members, and it is the role of the librarian. The role of librarian has been miss-identified as strictly a “support staff” member, one who simply “pulls the books” or “reads to the children.” And while these stereotypes are still prevalent, more and more studies are conducted (Moreillon, p.2), more and more surveys are taken (Schultz-Jones, p.23.), more and more the role of the librarians is changing with the times, we are now becoming known as “teacher-librarian,” and we are gaining the respect deserved as fellow educators through collaborative efforts. But this evolution comes slowly, partly due to the old generation beliefs and the gradual infiltration of the new librarians into the field of Library Science. Personally, I was a bit uneasy coming into the role of librarian, considering the previous librarian had been in this position for the past ten years. So when I began asking questions on how I could help enhance the learning taking place in the classroom, I was met with some confusion, some dismissal, and some support. The support primarily coming from the younger teachers in leadership roles who also welcomed change and support with teaching methods. McGregor mentions that “ collaboration has mixed responses, as not all understand what it means and perhaps is a worn-out, overused word” (McGregor, p.199). So is collaboration between the librarian and teachers, administrators, and student problematic, or are there in fact benefits to these partnerships? This paper will focus on the ideas of teacher-librarian collaboration from various professionals who work together for the good of the school. Typically the word collaboration has been perceived in a negative and unenthusiastic approach because in essence, it means time away from needed duties performed in order to have another “meeting” with some individual who wants to do more work ((McGregor, p.204). There are also preconceived ideas of the roles that support staff should have and do and they should not try and change, after all, it is questionable just how much training and education some librarians have compared to the requirements of classroom teachers (Moreillon, p.1). I find this outlook common and so many times, I look for the lesson plans on the district drive, and then consider activities to enhance the lesson, and then find a teacher who will listen to the idea and contribute thoughts of their own. Before we know it, a collaborative lesson has taken place and students will now hear an academic concept from two different educators. Strategy number one has resulted in more requests to contribute a lesson pertaining to curriculum taught in the classroom, teachers are more aware that I am open to ideas and teaching enhancements. Schultz-Jones expresses that the value placed on developing positive social relationships in the work place allow librarians to “access connections to meet educational objectives” (Schultz-Jones, p.24). Once teachers experience a positive relationship with collaborating with the librarian, they are more likely to repeat the occurrence, as several teachers have discovered, “it allows more planning and more ideas as the teacher and the librarian feed off each other” (Peggy). And one advantage the librarian has over a classroom teacher is the ability “to impact academic achievement of every student in the building, and provide a global perspective to the needs of the building staff and students” (Paula). Adding to the collaborative arena are the technology strategies and support a professionally trained librarian can bring to the table as well as an understanding in the curriculum (McGregor, p. 208). Many times librarians serve as educator even to the classroom educator. “Teachers can learn right along with the kids” (Pat), whether this is learning new technology tools, or “assist with ideas for a creative writing assignment with Wed 2.0 technology” (Sherri). This can work as a hook with reluctant teachers, as I have found. Example, I am demonstrating to the students how to access the district data base resources, and along with this, I call the classroom teacher over to show her a really interesting tool they can use in the classroom. Many times I hear, “I didn’t even know that was available” or “I can use that as a station, how I get to this site?” In the interest, how does the relationship of collaborator between classroom teacher and teacher-librarian affect the students? With only a few phrases, “authentic learning” (Judy), “independent search and answer” (Tracy), “evaluate work and resources” (Paula), and “present ideas to more than one evaluator for increased opportunities for success” (Kelly). Last year was my first year to experience this phenomenon, but after teaching a research unit on Science Fair, I was inundated with student questions and wanting more information and demonstrations. And let’s not forget the ever pressing need to increase success through state achievement. In 2001, Texas increased the number of students who met the minimum reading standards by ten percent in schools with teacher-librarian assistance, results from the School Library Impact Studies (Moreillon, fig. 1-1. p. 3). Administrators understand this quality and need for the librarian to act as a teacher, “Teacher-librarian has global perspective for building academics, can contribute to the curriculum, and can assist with student small groups for more individualized assistance” (Paula).