Collaboration

After reading fairly extensively, I have come to the conclusion that one of the KEY elements in creating an ILS is COLLABORATION. This does not only mean between c'rm tchrs but includes, the principal, students and specialists tchrs as well.
A collaboratively organised Unit is one where:

• there is an equal partnership between c'rm tchr and the TL.
• each partner has an opportunity to share their expertise so that learning experiences are enriched.
• activities move away frm behaviourist to the use of cognitive strategies (Herring 2004) so that they are student centred.
• resources, info skills, and objectives are shared and support a common vision.
• the work load is shared throughout the learning process - planning, implementation, assessment and evaluation.

I am very lucky that I work with an amazing team of Stage 2 tchrs at HS. We find time to ask the students to brainstorm ideas of what they want to learn about in particular Units, we determine what resoures may need to be collated to support the tasks, how long we plan the learning experiences to last and finally, the assessment and evaluative strategies we will use throughout the unit. Because there are a number of us on the Stage we divide the Curric up and we wk in partnership with someone to organise a specific KLA for the entire team.
It's interesting to note that when our Programs have been critiqued by Execs at the end of each term the feedback is always extremely positive about the extensive evidence of differentiation and collaboration.

But who is missing during this process???

You guessed it! We haven't sought the expertise of our TL during the planning stages of our Units. I'm ashamed to say that we have completely ignored our TLs' expertise as both teacher and info media specialist and relegated her to a provider of resources.
Oberg (2006) discusses the "occupational invisibility" of some TLs in schools. A TLs' role is to direct, guide and empower learners and this can be at his/her expense. The physicality of the library in relation to the c'rms can also be a factor contributing to a TLs' feeling of isolation. Lunchtime library which is a common enough occurence in primary schools can actually inhibit a TLs ability to forge professional r'shps with colleagues as he/she spends the bulk of their break in the library supervising chn.
The TL at HS is perceived as a resource provider; an especially skilled person who can tell you what is in her library and where it can be located. The c'rm tchrs in the ES1 and S1 see her as a welcome sight as she provides them with RFF time once a week.

But very few of us actually utilise her expertise in info management or tching.
It took me starting this Course and taking the time to speak with our TL that my ideas and attitudes have started to alter. I honestly admit that I thought our TL was "over it" and just biding time until retirement which is in a few years. I was frustrated that I couldn't locate resources easily because of the overcrowding of shelves, had no idea what was actually in the tchrs' resource room, and found the great maj of resources outdated or in disrepair. While I pointed the finger wholly and solely at the TL for this prob, through conversations with her I can now see many factors that have contributed to this problem!
These are some of the issues that need to be addressd at HS.


Samples of Readings/quotes supporting Collaboration:
* Hazell, A (1990) Cooperative program planning and teaching (p. 18) in School library and information services in Australia.
* Haycock, K (2003) Encouraging collaboration with classroom teachers (p. 34) in The Crisis in Canada's School Libraries
* Haycock,K (1999) Fostering Collaboration, Leadership And Information Literacy: Common Behaviours of Uncommon Principals and Facilities
* "A Library Media Specialist is a collaborator. They work with teachers to plan, instruct, and evaluate student learning. They work with administrators to implement building-wide initiatives and the school improvement plan" Harvey, C.A (2009) in Library Media Connection
* Laycock, D (2007) in School libraries building capacity for student learning in 21C p. 18