Collaborative planning is a concept that involves the entire school in a cooperative, integrated process. This is achieved by effectively integrating library activities and resources with classroom learning experiences.
Research and best practices today indicate that integration of information literacy skills, collaboration with classroom teachers, and flexible scheduling in the library program are critical components in the effective delivery of the information literacy curriculum. Collaboration and the integration of information problem solving skills is most productive when flexible scheduling is in place and when time is provided for teachers and the teacher librarian to mutually plan. The teacher brings to the planning process a knowledge of subject content and student needs. The teacher librarian contributes a broad knowledge of resources and technology, and is responsible for developing a collection of resources and services appropriate to meet the needs of the students. Together they share an understanding of teaching methods and a wide range of strategies. When this process of collaborative planning is employed, information literacy skills--accessing, evaluating and communicating information -- can be effectively integrated into the classroom curriculum, and the classroom content can serve as a vehicle for the instruction of the information problem solving process.
A collaborative program can only exist with the support of building and district administrators, who hold a belief in the importance of integration to insuring information literacy. Administrators create an environment supportive of integration by:
holding the expectation that collaboration will occur;
providing time for collaboration to occur through scheduling decisions;
providing budgetary support for resources and equipment;
understanding curricular goals throughout the building;
providing ongoing support to the collaborative process.
The school administrator, the classroom teacher and teacher librarian all contribute to collaboration and integration. The following illustrates the role each plays in this process:
School Administrator promotes collaboration by
Classroom Teacher promotes collaboration by
Teacher Librarian promotes collaboration by
participating in the planning and implementation of the school curriculum;
creating the necessary environment in the school to encourage collaboration by:
holding the expectation that collaboration will occur;
providing time for collaboration to occur through scheduling decisions;
providing budgetary support for resources and equipment;
possessing knowledge of the curriculum and suggesting possible areas for collaboration;
acting as a resource person;
understanding program goals throughout the building;
ongoing monitoring of the collaborative process;
supporting special projects.
participating in the planning and implementation of the school curriculum;
cooperating with the teacher librarian in planning, teaching and evaluating units;
contributing an understanding of students' learning needs and level of knowledge;
providing content area expertise;
offering specific knowledge of the curriculum and suggesting resources for library collection development;
teaching content as mutually agreed upon by teacher and librarian;
proactively articulating program needs.
participating in the planning and implementation of the school curriculum;
providing instruction in accessing, evaluating and communicating information;
selecting a collection of resources and services appropriate to meet the needs of the students and encouraging teacher input;
cooperating with teachers in planning, teaching and evaluating;
teaching information literacy curriculum as mutually agreed upon by teacher and librarian;
extending students interests and skills beyond the traditional subject areas of the curriculum.
Definition:
Information Literacy is defined as the ability to locate, evaluate, manage, and use information from a variety of sources, both print and electronic, for problem solving, decision making, and research.
The Media Specialist will:
Always be professional in interacting with students, teachers and staff;
Work with teachers on incorporating instruction in the important use of information resources in their classes;
Increase teacher's familiarity with and use of electronic information sources;
Encourage teachers to develop assignments using appropriate print and electronic sources which emphasize critical thinking skills;
Encourage teachers to emphasize appropriate use and citation of resources to avoid plagiarism;
Assist students in learning how to define an information need and to select resources, both print and electronic;
Help students learn to critically analyze and evaluate information;
Make students aware that searching for information requires time and practice, and that information literacy skills are part of lifelong learning;
Address Literacy Standards for the 21st Century Learner
While library staff cannot guarantee that all recommendations will be met, faculty are encouraged to make recommendations to the library for materials. Any faculty member may make a recommendation for materials. Download the following form, complete, and return the the Media Specialist.
The LMP will be evaluated every other year to determine its effectiveness in meeting student, faculty, and curricular needs. A committee comprised of the Media Specialist, principal, parent representative, student representative, and teacher representative will serve on the evaluation committee. The committee will make recommendations for program improvement and notify the superintendent, for approval, of any necessary budgetary, programming, or scheduling changes necessary for improvements.
Goal-based evaluations are evaluating the extent to which programs are meeting predetermined goals or objectives. Following is a checklist for the Library Program Evaluation Committee to consider:
1. How were the program goals (and objectives, is applicable) established? Was the process effective?
2. What is the status of the program's progress toward achieving the goals?
3. Will the goals be achieved according to the timelines specified in the program implementation or operations plan? If not, then why?
4. Do personnel have adequate resources (money, equipment, facilities, training, etc.) to achieve the goals?
5. How should priorities be changed to put more focus on achieving the goals? (Depending on the context, this question might be viewed as a program management decision, more than an evaluation question.)
6. How should timelines be changed (be careful about making these changes - know why efforts are behind schedule before timelines are changed)?
7. How should goals be changed (be careful about making these changes - know why efforts are not achieving the goals before changing the goals)? Should any goals be added or removed? Why?
If you are a school librarian (especially in the state of North Dakota) and you want to discuss what's happening in: *library education *certification *content standards *accreditation
The original discussion group open to school library media specialists worldwide, and to people involved with the school library media field. LM_NET provides an excellent way to network with other school library professionals, connect to new ideas in school library practice, seek advice, and ask library related questions.
The AASL is a professional organization that is a division of the ALA whose mission is to advocate excellence, facilitate change, and develop leaders in the school library field.
The ALA is a professional organization that was created to provide leadership for the development, promotion, and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.
The ND State Library contains a wealth of resources for media specialists, teachers, students, and anyone seeking access to information in the state of ND.
Library Program and PlanningCollaboration
Collaborative planning is a concept that involves the entire school in a cooperative, integrated process. This is achieved by effectively integrating library activities and resources with classroom learning experiences.
Research and best practices today indicate that integration of information literacy skills, collaboration with classroom teachers, and flexible scheduling in the library program are critical components in the effective delivery of the information literacy curriculum. Collaboration and the integration of information problem solving skills is most productive when flexible scheduling is in place and when time is provided for teachers and the teacher librarian to mutually plan.
The teacher brings to the planning process a knowledge of subject content and student needs. The teacher librarian contributes a broad knowledge of resources and technology, and is responsible for developing a collection of resources and services appropriate to meet the needs of the students. Together they share an understanding of teaching methods and a wide range of strategies. When this process of collaborative planning is employed, information literacy skills--accessing, evaluating and communicating information -- can be effectively integrated into the classroom curriculum, and the classroom content can serve as a vehicle for the instruction of the information problem solving process.
A collaborative program can only exist with the support of building and district administrators, who hold a belief in the importance of integration to insuring information literacy. Administrators create an environment supportive of integration by:
The school administrator, the classroom teacher and teacher librarian all contribute to collaboration and integration. The following illustrates the role each plays in this process:
promotes collaboration by
promotes collaboration by
promotes collaboration by
Collaborative Planning Forms
Definition:
Information Literacy is defined as the ability to locate, evaluate, manage, and use information from a variety of sources, both print and electronic, for problem solving, decision making, and research.
The Media Specialist will:
AASL Standards for the 21st Century Learner
North Dakota Library/Technology Standards
Faculty Recommendation for Materials:
While library staff cannot guarantee that all recommendations will be met, faculty are encouraged to make recommendations to the library for materials. Any faculty member may make a recommendation for materials. Download the following form, complete, and return the the Media Specialist.
Library Program Evaluation Policy:
The LMP will be evaluated every other year to determine its effectiveness in meeting student, faculty, and curricular needs. A committee comprised of the Media Specialist, principal, parent representative, student representative, and teacher representative will serve on the evaluation committee. The committee will make recommendations for program improvement and notify the superintendent, for approval, of any necessary budgetary, programming, or scheduling changes necessary for improvements.
Goal-based evaluations are evaluating the extent to which programs are meeting predetermined goals or objectives. Following is a checklist for the Library Program Evaluation Committee to consider:
1. How were the program goals (and objectives, is applicable) established? Was the process effective?
2. What is the status of the program's progress toward achieving the goals?
3. Will the goals be achieved according to the timelines specified in the program implementation or operations plan? If not, then why?
4. Do personnel have adequate resources (money, equipment, facilities, training, etc.) to achieve the goals?
5. How should priorities be changed to put more focus on achieving the goals? (Depending on the context, this question might be viewed as a program management decision, more than an evaluation question.)
6. How should timelines be changed (be careful about making these changes - know why efforts are behind schedule before timelines are changed)?
7. How should goals be changed (be careful about making these changes - know why efforts are not achieving the goals before changing the goals)? Should any goals be added or removed? Why?
8. How should goals be established in the future?
Professional Organizations and Listservs:
SCHLIBTALK
- If you are a school librarian (especially in the state of North Dakota) and you want to discuss what's happening in: *library education *certification *content standards *accreditation
LM_NETAmerican Association of School Librarians
American Library Association
North Dakota Library Association
North Dakota State Library Resources
Collection Development
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