Teacher, Librarian Collaboration
Teachers and the Librarians work together to impact student learning and success in schools all around the world!
Large-scale research studies agree that school library programs have the greatest benefit when teachers collaborate with teacher-librarians in the design, delivery and assessment of learning
Attracting teachers to collaborate is the greatest challenge for the teacher-librarian, but yields the greatest rewards. In today's culture of inquiry-based learning the benefits are greater than ever before. Helping other teachers understand the unique value proposition of the 21st century librarian and current, cutting edge practices may inspire them to consider co-teaching for inquiry.
Hence we have decided to work together to achieve more success in KiiT International School for the year year 2019-20.
Dr. Loertscher and his colleague Carol Koechlin describe the progression in the classroom teacher / teacher-librarian instructional relationship. (https://sites.google.com/site/lcosla2016/coteaching-and-collaboration)
Controlled – isolated approach - everyone working on their own agendas often without knowledge of each other’s talents and expertise
Connected – outreach approach – teacher sends students to the library for resources and teacher librarian pulls together resources to send to the classroom
Cooperative - invitational approach - Teacher invites teacher-librarian to add value to teacher’s assignment (e.g. teaching search skills) or teacher-librarian develops an invitational lesson (e.g. providing book talks)
Collaborative – deliberate approach – Both teachers partner to co-design, teach and assess a learning experience that infuses high think, information literacy and technology boosts.
Creative Co-teaching – responsive approach – all teachers and specialist work together in the learning commons to provide self directed discovery and project learning experiences that are in tune with evolving technology opportunities, knowledge environments and learner’s interests and needs.
Large-scale research studies agree that school library programs have the greatest benefit when teachers collaborate with teacher-librarians in the design, delivery and assessment of learning
Attracting teachers to collaborate is the greatest challenge for the teacher-librarian, but yields the greatest rewards. In today's culture of inquiry-based learning the benefits are greater than ever before. Helping other teachers understand the unique value proposition of the 21st century librarian and current, cutting edge practices may inspire them to consider co-teaching for inquiry.
Hence we have decided to work together to achieve more success in KiiT International School for the year year 2019-20.
Dr. Loertscher and his colleague Carol Koechlin describe the progression in the classroom teacher / teacher-librarian instructional relationship. (https://sites.google.com/site/lcosla2016/coteaching-and-collaboration)
Controlled – isolated approach - everyone working on their own agendas often without knowledge of each other’s talents and expertise
Connected – outreach approach – teacher sends students to the library for resources and teacher librarian pulls together resources to send to the classroom
Cooperative - invitational approach - Teacher invites teacher-librarian to add value to teacher’s assignment (e.g. teaching search skills) or teacher-librarian develops an invitational lesson (e.g. providing book talks)
Collaborative – deliberate approach – Both teachers partner to co-design, teach and assess a learning experience that infuses high think, information literacy and technology boosts.
Creative Co-teaching – responsive approach – all teachers and specialist work together in the learning commons to provide self directed discovery and project learning experiences that are in tune with evolving technology opportunities, knowledge environments and learner’s interests and needs.