Collaborating to Meet Standards: Teacher Librarian Partnerships for 7-12 (Information Skills Across the Curriculum)

207 Pages·2002·1.1 MB·English

by  Toni Buzzeo

Collaborating
to Meet
Standards
TEACHER/LIBRARIAN
PARTNERSHIPS FOR 7-12
T B
O N I U Z Z E O
Collaborating to
Meet Standards:
Teacher/Librarian
Partnerships
for 7–12
Toni Buzzeo
MA, MLIS
Published by Linworth Publishing, Inc.
480 East Wilson Bridge Road, Suite L
Worthington, Ohio 43085
Copyright © 2002 by Linworth Publishing, Inc.
All rights reserved. Purchasing this book entitles a librarian to reproduce activity sheets for use in the library within a
school or entitles a teacher to reproduce activity sheets for single classroom use within a school. Other portions of the
book (up to 15 pages) may be copied for staff development purposes within a single school. Standard citation informa-
tion should appear on each page. The reproduction of any part of this book for an entire school or school system or for
commercial use is strictly prohibited. No part of this book may be electronically reproduced, transmitted or recorded
without written permission from the publisher.
ISBN 1-58683-024-4
5 4 3 2 1
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Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7–12
Table of Contents
Table of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Chapter One Collaboration: Where We’ve Been—Where We’re Going . . . . . . . . . . . . . . . . . . . . . . . .1
Setting the Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
New Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
The Taxonomies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
The Library Media Specialist’s Taxonomy by David V. Loertscher . . . . . . . . . . . . . .3
National Library Power Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Collaboration and Information Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Collaboration and Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
The New Frontier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Chapter Two Collaboration: How It Looks and Who It Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Examining the Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Assessing the Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Benefits to Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Benefits to Library Media Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Benefits to Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Benefits to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Keith Curry Lance and Student Achievement Studies . . . . . . . . . . . . . . . . . . . . . . . . . .12
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Chapter Three Collaboration: The Ideal and Its Many Variations . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Factors for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Overcoming Roadblocks to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
The Role of the Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Time and Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Working with Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Chapter Four Using the Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Elements of the Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Header . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Time Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Content Area Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Information Power Information Literacy Standards and Indicators . . . . . . . . . . . . .29
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Table of Contents
Cooperative Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Product or Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Adaptations and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Attachments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Information Power: The Nine Information Literacy Standards
for Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Blank Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Collaborative Units
Artistic Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
by Ann Marie Pipkin, Library Media Specialist
Asteroid Impact! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
by Lynn Rutan and Sharon Iverson, Librarians
A Biome Vacation: Travel Brochures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
by Rebecca Blick, Library Media Specialist
Capstone Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
by Mary Alice Anderson, Lead Media Specialist
Civil War Silhouettes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
by Carol W. Heinsdorf, Librarian
Creating A Utopian Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
by Linda C. Thomas, Media Specialist
Ecological Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
by Maureen S. Irwin, Middle School Librarian
An Era in Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
by Nancy Larimer, Library Media Specialist
“Extreme Themes” of World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
by Gail Barraco, Library Media Specialist
Literature Genre Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
by Nicki Hansen, Library Media Specialist
The Long and the Short of It: The American Short Story . . . . . . . . . . . . . . . . . . . . . . .135
by Diana G. Murphy, Head Library Media Specialist
Nobel Prize Winning Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
by Glenda Willnerd, Library Media Specialist
Out of this World Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155
by Dr. Lesley S. J. Farmer
Political Parties—Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163
by Penny Arnold, Librarian
Politics and PowerPoint: Bringing Julius Caesar into the 21st Century . . . . . . . . . . .177
by Jo Ann Wahrman, Librarian
Recreating the American Civil War Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
by Leslie Preddy, Library Media Specialist
Top 10 Lists for the Millennium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
by Nan Sprester, Librarian
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213
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Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7–12
Table of Figures
Figure 4.X: Blank Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Artistic Connections
Figure 4.1: Three by Three Art Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Figure 4.2: Timeline for Mural Project and Lesson Plans . . . . . . . . . . . . . . . . . . . . . . .38
Figure 4.3: Flyer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Figure 4.4: Rubric for Class Project: Mural Contest . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Asteroid Impact!
Figure 4.5: Student Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Figure 4.6: Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Figure 4.7: Energy Research Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Figure 4.8: Assignments: “What Do We Have to Do?” . . . . . . . . . . . . . . . . . . . . . . . . .50
Figure 4.9: Evaluating Internet Resources: “Have I Found a Good Web Page?” . . . . . .51
Figure 4.10: Rubric Page: “How Will We Be Graded?” . . . . . . . . . . . . . . . . . . . . . . . . .52
A Biome Vacation: Travel Brochures
Figure 4.11: Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Figure 4.12: Travel Brochure Grading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Capstone Project
Figure 4.13:Task 1: Feedback Checklist for Famous Minnesotans Project . . . . . . . . . . .67
Figure 4.14: Task 2: Feedback Checklist for Word Processed Document . . . . . . . . . . .67
Figure 4.15: Task 3: Feedback Checklist for Digitized Self-Image . . . . . . . . . . . . . . . .68
Figure 4.16: Task 4: Feedback Checklist for Final Capstone Portfolio . . . . . . . . . . . . .69
Figure 4.17: Task 5: Feedback Checklist for Meters and Machines . . . . . . . . . . . . . . . .70
Figure 4.18: Task 6: Feedback Checklist for Database . . . . . . . . . . . . . . . . . . . . . . . . . .70
Figure 4.19: Task 7: Feedback Checklist for Keyboarding . . . . . . . . . . . . . . . . . . . . . . .71
Figure 4.20: Portfolio Assessment Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Civil War Silhouettes
Figure 4.21: Project Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Figure 4.22: Script Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Figure 4.23: Production Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Figure 4.24: Video Assessment Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Creating a Utopian Society
Figure 4.25: Project Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Figure 4.26: Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Figure 4.27: Rubric for Written Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Ecological Problem Solving
Figure 4.28: Student Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
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Table of Figures
Figure 4.29: Time Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Figure 4.30: Individual Research Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Figure 4.31: Student Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Figure 4.32: Presentation Score Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Figure 4.33: Team Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
An Era in Time
Figure 4.34: The Research Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Figure 4.35: Need an Idea? Eras to Consider… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Figure 4.36: KWL Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Figure 4.37: Organizational QUAD Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Figure 4.38: Brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Figure 4.39: Newspaper Grading Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
“Extreme Themes” of World War II
Figure 4.40: Essay Guidelines and Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Figure 4.41: DBQ Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Figure 4.42: DBQ Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Figure 4.43: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
Literature Genre Study
Figure 4.44: Historical Fiction 10 Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Figure 4.45: That Was Then, This Is Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Figure 4.46: Science Fiction Author Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Figure 4.47: Persuasive Essay on Scientific Theory . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Figure 4.48: Techno Wizard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Figure 4.49: Fantasy Fiesta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Figure 4.50: Fantasy Fiesta Tips For Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
The Long and the Short of It: The American Short Story
Figure 4.51: American Short Story Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Figure 4.52: Sample Card—Short Story Summary . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Figure 4.53: Short Story Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
Figure 4.54: Student Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
Nobel Prize Winning Reports
Figure 4.55: Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Figure 4.56: Process Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Figure 4.57: Paper Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Figure 4.58: PowerPoint Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
Out of this World Sports
Figure 4.59: Research Product Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . .159
Figure 4.60: Research Process Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . .160
Political Parties—Then and Now
Figure 4.61: Projects Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169
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Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7–12
Figure 4.62: Keyword Search Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
Figure 4.63: Compare and Contrast Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171
Figure 4.64: ABCD’S Checklist for Web Page Evaluation . . . . . . . . . . . . . . . . . . . . .172
Figure 4.65: Historical Project Grading Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
Figure 4.66: Present Day Project Grading Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
Figure 4.67: Group and Self Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
Politics and PowerPoint: Bringing Julius Caesar into the 21st Century
Figure 4.68: Notetaking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
Figure 4.69: Sources Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
Figure 4.70: Possible Assassination Victims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
Figure 4.71: Preparation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Figure 4.72: Presentation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185
Recreating the American Civil War Era
Figure 4.73: Assignment Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193
Figure 4.74: Civil War Medical Term Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . .194
Figure 4.75: Unit Plan Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195
Figure 4.76: Sample Math Lesson Plan Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
Figure 4.77: Community Resources Packet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198
Figure 4.78: Judge’s Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
Figure 4.79: Judging Form for Civil War Day Celebration . . . . . . . . . . . . . . . . . . . . .200
Figure 4.80: Responsibility Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
Figure 4.81: Research Rubric/Grade Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202
Top 10 Lists for the Millennium
Figure 4.82: Assignment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209
Figure 4.83: Note-Taking Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210
Figure 4.84: Rubric for Poster, Timeline, Children’s Book . . . . . . . . . . . . . . . . . . . . .211
Figure 4.85: Rubric for Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212
vii
Table of Figures
About the Author
About the Author
Toni Buzzeo is a practicing library media specialist at
Longfellow Elementary School in Portland, Maine, as well as
an author. She holds an M.A. from the University of
Michigan in English Language and Literature and an
M.L.I.S. from the University of Rhode Island. In 1999, she
was named Maine Library Media Specialist of the Year by
the Maine Association of School Libraries. As an educator,
she has worked as a library media specialist for thirteen years
and previously taught both high school and college English.
As a writer, she is the author of professional books for librarians and teachers as well as two
children’s books. She is a frequent presenter at library, reading, and writing conferences. Her
Web site, <www.tonibuzzeo.com>, offers additional insight into her many professional interests
as well as her books. She can be reached at [email protected].
Speaking Engagements
Librarians and educators who wish to contact Toni Buzzeo about conference and staff develop-
ment speaking engagements related to Teacher-Librarian collaborations may visit her Web site at
<www.tonibuzzeo.com>.
Acknowledgments
I want to thank my editor, Donna Miller, for her help and guidance. I also wish to thank my
wonderful library media specialist contributors and their collaborative teaching partners for their
generosity in sharing these collaborations, for countless hours of work in preparing their units
for publication, and for having the good grace always to look for one more content standard,
performance indicator, resource, or rubric to round out their contributions.
Dedication
To my library media specialist colleagues in the Portland Public Schools, Jo Coyne, Judy
Wentzell, Louise Sullivan, Chris Bulsa-O’Meara, Carol Dunbar, Teri Caouette, Kelley
McDaniel, Susie Knightly, Suzan Nelson, and Ellen McCarty, for your effort, your dedication,
your willingness to share, and your collaborative efforts with teachers and within our small
group of valiant souls.
viii
Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7–12
Introduction
S
ince the publication of Information Power: Building Partnerships for Learning in 1998,
we library media specialists have a “collaboration” mandate: “Collaboration for authen-
tic, information-based learning—through shared planning, teaching, collection development,
and management strategies—provides the model for all the program’s connections to the larger
learning community (AASL 123).” But, some wonder, is collaboration just the latest buzzword
“consultation” once was? Is there likely to be a new word, a new mandate, just around the
information literacy bend?
Buzz words. We all know them, speak them, write them, sometimes even resent them. A
few years ago, in the Longfellow School Library Media Center in Portland, Maine, where I am
Library Media Specialist, a colleague brand new to the staff interrupted a schoolwide curricu-
lum development meeting to complain. “What does all that mean?” she demanded.
“All what?” we asked, stupefied.
“All that jargon.”
Ahhh, I thought, the buzz words. Words such as learner expectations, content standards,
key learnings, benchmarks, summative and formative assessment, and yes, collaboration were
flying around the room. I wondered, is collaboration just another educational buzzword, or is it
the clarion call in the wilderness of information literacy instruction?
Organizational “private-speak” can be a tool to improve communication on the inside
but also to exclude those on the outside. Collaboration is a different sort of term. While it is a
buzzword in educational circles, especially in library media specialist circles, it is also a word
that carries the same meaning in the larger world: the world of politics, both national and inter-
national, the world of business, the world of community affairs, the world of family. At every
level of human interaction, we collaborate for the benefit of all members of the group.
As a library media specialist with a career-long commitment to collaboration, it has
always meant the opportunity to envision, plan, and teach in partnership with my colleagues,
whether classroom teachers or other specialists, administrators, or public librarians, to meet the
learning goals and standards identified for student achievement. Collaboration is a perfect
means to address local, state, and national standards in education in order to achieve in student
learning. In fact, collaboration has not only aided in achieving standards, but also in raising
scores on standardized tests, another source of concern and occasional stress in the teaching
profession. Standardized tests assess both declarative and procedural knowledge. In the library
media center, we team with our colleagues to teach both content and process. Students, then,
carry away not only content knowledge but also procedural knowledge and are able to apply
their understanding to questions they encounter on local, state, and national assessments.
In recent years, as I attended countless collaboration workshops at countless library con-
ferences (workshops stuffed to the hallways and spilling into them), it occurred to me that as a
group, library media specialists were hungry for knowledge and assistance in collaborating. We
wanted information. We wanted suggestions for overcoming roadblocks. We wanted practical,
easily adoptable and adaptable units that worked!
And so the idea for this book was born. Collaborating to Meet Standards:
Teacher/Librarian Partnerships for 7–12 is written for practicing middle and high school library
media specialists and their teaching partners. It is intended to be a guide in our endeavor to sat-
isfy the 1998 Information Power mandate. First, the book includes a round-up of opinions,
ix
Introduction