Topic 5 – Collaborative Practice

Activity 1 – Forum

 1)    What are the challenges posed by Collaborative Planning and Teaching (CPT)?

The major issues identified by research appear to be:

  • Time
  • Finding a teacher who wishes to collaborate
  • Resources
  • Principal support

2)    Does the teacher librarian have a positive role to play in the curriculum or should CPT be abandoned?

The TL has a major role, even if it’s simply to find resources necessary for classroom teachers to do their job. However, it’s much better for student learning outcomes for TLs to participate in CPT.

3)    In your opinion where does the truth lie? I do remember reading that somewhere, but can’t find it again.

4)    How well do you believe that the CPT model picks up on the factors given by Senge, and Watkins and Marsick from the previous section?

I found the readings this time around hard-going and too theoretical – particularly Senge and Fullan. Watkins gave a more concise summary, which was easier to follow.

Activity 2 – Forum

The role of the teacher librarian is fulfilled in a school that believes in collaborative practice and where teachers are leaders. But many teachers see working with other teachers as a major challenge. In fact they might fight against this.

1)    In such circumstances what would be an appropriate response from the teacher librarian?

I would find that one person willing to give collaboration a go and lead by example. Once other teachers see the success of CPT, they may be more willing to jump on board.

2)    From your reading so far, can you build a convincing argument for collaboration between the teacher librarian, principal and teachers at a school that you know?

  • increased student learning outcomes
  • would quote from studies and research
  • concept of constructivism
  • GI skills are learning for life skills
  • Incorporating both curriculum (content) and information literacy skills – vital for future roles in the workplace

Activity 3 – Questions

Recent research can be found in the Australian research columns of journals, ACCESS and Scan.

1)    In light of Harada’s research, consider how such research might be used in school libraries. Is there any ‘action research’ happening in schools you know?

No.

2)    How important is it that teachers and teacher librarians act as researchers?

In theory, this is a great concept. The reality is that teaching staff are so overworked that there simply isn’t enough time to do “proper” research. The research that the TL and teacher will conduct will occur during the learning process and will be more anecdotal and observational in nature.

References

Brown, C. (2004). America’s most wanted: Teachers who collaborate. (1), 13-18.

Gibbs, R. (2003). Reframing the role of the teacher-librarian: The case for collaboration and flexibility. Scan, 22(3), 4-7.

Harada, V.H. (2004). Action research: How teacher-librarians can build evidence of student learning. Scan, 23(1), 27-33.

Harvey, C.A. (2004). The Rookie: A primer to help you survive your first year with flying colours, School Library Journal, 50(9), 50–52.

Kahn, E., & Valence, L. (2012). Collaboration is the key to successful research. Library Media Connection. (March/April), 40-42.

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration, School Libraries Worldwide, 11(2), 24-48.

Todd, R. J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28.

Williamson, K., Archibald, A., & McGregor, J. (2010). Shared Vision: A Key to Successful Collaboration?. School Libraries Worldwide, 16(2), 16-30.

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