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Learning Log #3
For the first part of Learning Log 3, discuss the following:
How could you promote yourself as an inquiry resource and collaborative partner?
“Teacher-librarians bring a unique skill set to the school community as collaborators. As experts in curating and selecting resources, inquiry, and research, teacher-librarians support student learning in a variety of targeted ways.” (Surrey School District)
As this quote shows, teacher-librarians have a unique role in the school, and are able to support collaborative opportunities in many ways. Helping my colleagues select resources is something that I do often. I view this as the first step in working collaboratively with classroom teachers. They come to me routinely to seek resources, which is usually a positive experience, as I am able to discuss a variety of options, and I always try to use this time as a way to share more about our resources, as well as strengthen relationships. The next step for me now is asking how I can help with teaching. With one or two teachers, I am frequently able to assist more and adapt my planning to compliment the learning topics being studied. With others, I still haven’t quite reached that stage yet.
The collaborative process is important in many aspects in the school. The Points of Inquiry, by the BCTLA, states that teacher-librarians support both educators and students to explore multiple sources of information for knowledge and learning (2011). Collaboration can bridge a relationship between the classroom and the library and demonstrate how learning can occur more authentically and organically. When there is a partnership between teachers there are more access points to information, which can then create learning environments that work towards goals such as this stated in the document The Leading Learning Document: “Everyone is a learner; everyone is a teacher working collaboratively.” Given the learning opportunities available, it seems vital that educators partner with their teacher-librarians in collaborative work projects. But, what are the best steps to create this partnership?
The following infographic, from the BCTLA, is an excellent starting point. It shows the many forms that collaboration can have when working with a teacher-librarian. In last week’s discussion forum, a classmate suggested hanging this poster in a high traffic area, which is a fantastic way to start the conversation with colleagues. Referring to the poster and asking, “where do you see us starting this process?” is a simple and encouraging way to open dialogue and offer support.
When positive relationships are formed and classroom teachers realize that the teacher librarian is there to do more than find and provide books and websites, then the next stage of the collaborative process can begin. Inquiry is a big concept that some educators are not quite ready for. This presents as an excellent opportunity for a teacher-librarian to step in and offer assistance. In last week’s learning log, I talked about ways to introduce inquiry-based learning in subtle ways that would not overwhelm or interfere with a classroom teacher’s learning intentions and styles. I would first suggest those small concept-based adaptations to units that we could co-plan and co-teach.
To promote inquiry through a collaborative process I would draw upon some of the tips listed in
module 4 (Module 4, tips to kick-start collaborations for inquiry learning) :
· Highlight key discussion points about what inquiry is and how it can be implemented in our school setting. I would be clear and have purposeful examples that meet the needs of the students and the teacher(s).
· Have templates and examples ready to share and discuss. When we are able to visualize, we are more willing to delve deeper into new topics.
· Be willing to devote time to colleagues. This may seem obvious but can sometimes be overlooked. For this to truly occur, I need to show that I am willing to go beyond the quick chat in the hallway. With this, I would ensure that I have a clear focus of intentions when presenting my ideas. Showing that I’ve taken time to think about collaborative possibilities with that colleague could be very helpful in making it a reality.
· Use technology to support classroom teachers and be willing to learn new technology. Technology is an important aspect of our current teaching realities, and I am able to supply and/or support technology options into collaborative teaching opportunities. (Maloney, 2010)
· Share my new learning with colleagues! Professional development is an excellent way to stay current, develop new skills and share what we have learned. Offering to share new understandings with staff is an excellent way to promote new ideas and collaborative ideas. (Franklin, P., & Stephens, C. G, 2009).
· For colleagues who may be more resistant, be ready to “nudge” a more traditional project so that it includes a small piece of inquiry to start. Discuss Donham’s concept-based versus topic-based models.
Marcoux (2007) identifies six elements of successful collaboration: environment, characteristics of mentoring, process or structure of collaboration, communication, a shared response, and resources. She further discusses the importance of a teacher-librarian working just as closely with a classroom teacher as a student, and a teacher-librarian facilitating digital literacies and tools to their full potential. Collaboration is the key to sharing a vast wealth of skills and knowledge necessary for moving ahead in today’s rich information age-for both students and educators alike. As a teacher-librarian, I have a number of options to implement and start collaborative, inquiry-based practice.
