A.+1.4+Prewriting+T-Chart

Sarah Gutierrez Fran Baines

*Lesson learned: Do not copy and paste into the table. It completely messes up the format.


 * One way to "deal" with the wiki and copy and pasting is to copy and paste into Notepad to remove all of the Microsoft formatting. It's an extra step, but it works. Dr. M. **

Students' gaps are addressed and students are able to experience individualized learning. ||= "This knowledge [broad view of curriculum] makes it possible for the teacher librarian to imagine collaboration across subject areas and see points of need at various levels where information literacy elements can be appropriately introduced. He or she is able to watch the process learning of individual students over a period of years and with this knowledge can lead collaborations that fill in gaps and provide individualized learning experiences." (McGregor 209) Teachers receive curricular support. ||
 * = **Benefits of Collaboration for Students** ||= **Benefits of Collaboration for Classroom Teachers** ||
 * =  ||= Teachers share learning with team members (Karen - 8th Grade LA Teacher) ||
 * = Students feel that the library is a classroom (Peggy - K Teacher) ||= Collaboration expands instruction by making connections across the curriculum (Tracy - Elementary Art Teacher) ||
 * = Students receive more individualized attention (Peggy - K Teacher) ||= Teachers learn about and experience new technology (Mary Anne - 7th Grade LA Teacher) ||
 * = Students learn how to effectively evaluate web sites rather than just copy information (Paula - Elementary Principal) ||= Ideas for assignments and projects are more abundant (Peggy - K Teacher) ||
 * = Students learn and experience new technology (Mary Anne - 7th Grade LA Teacher) ||= Lesson Plans for projects and assignments are more comprehensive (Sarah's perspective) ||
 * = Students are excited about learning (Mary Anne - 7th Grade LA Teacher) ||= Team teaching is supportive (Karen - 8th Grade LA teacher) ||
 * = Learning experience is more valuable to students (Karen - 8th Grade LA teacher) ||= Librarian models for teacher (Karen - 8th Grade LA teacher) ||
 * = >Quote to the right> (McGregor 209)
 * = >Quote to the right> (McGregor 209)
 * = "My 4th Grade students did a research on Navajo blankets and how they're made and the materials and then found stories around that and it helped them when they came to the art room to do their weavings and incorporate their designs so it expands broadly." (Tracy - Elementary Art Teacher) ||

Working with the librarian has assisted her in integrating the writing aspect into her ceramics course. Utilizes rubrics to guide grading with written work as well as art work. Self evaluation aspect has been very helpful for students and also teacher in evaluation (Diane- High School Art Teacher). ||
 * || Development-Writing Across the Curriculum

lesson (Tracy- Elementary Art Teacher). ||= The teacher librarian was so effective with the instruction that she was able to help monitor and answer questions presented by students later on during that week, although she was relatively new to the software (Pat- 7th Grade Social Studies Teacher). || With the help of the librarian, 7th graders were taught how to use EasyBib.com to assist with creating works cited pages in minutes, much to the surprise of the teacher (Mary Ann- 7th Grade Language Arts Teacher). ||= Improved student achievement (McGregor 210) ||  ||
 * = "It's expanded it." Working with the librarian allows students to research information then connect that newly acquired information to the subject matter in class. Helps expand on contextual aspect of
 * = "Teacher librarian is one of the most important people at the school. There is no one else that impacts the academic achievement of every single child in the building like the librarian" (Paula- Principal). ||= Worked with teacher librarian from initial stages to the final product. Librarian was extremely helpful in providing new ideas. Assisted with creating rubrics. Teacher librarian not only helped with assisting instruction in developing a lesson plan for activity but also graded certain aspects of the final products such as citations (Kelly - High School Student Teacher). ||
 * = Librarian was a great instructor in teaching students how to use PP for their presentations, software that teacher was not familiar with (Pat- 7th Grade Social Studies Teacher). ||= In the past, collaboration with the librarian was simply her pulling a book from the shelf. This year, the high school teacher was able to go to the librarian with an interest in digital storytelling. The librarian and teacher collaborated extensively resulting in 100% participation by all her students. A success. (Sherri- High School Teacher). ||
 * = Student teacher felt that students enjoyed the benefits of working with the librarian and teacher at the same time with projects, provided more clarity (Kelly- High School Student Teacher). ||= Teacher-librarian has been instrumental in providing materials, lesson ideas, helping students incorporate technology into their activities such as wikis'. Karen worked with Dr. Moreillon in a team teaching situation so that students were not only successful for completing assignment for the language arts class but also used those strategies in other disciplines (Karen- 8th Grade Language Arts Teacher). ||
 * = Picture Book Project- Reading, Research, and Presentation
 * = "Lots of individualized attention because they are working with 2 teachers instead of 1 " (Peggy- Kindergarten Teacher) . ||= "Team teaching with another professional gives educators job-embedded professional development." (Moreillon 8) ||
 * =  ||= "Indicators, developed by both classroom teachers and the library media specialist, can be used to monitor student learning and appropriately scaffold instructional interventions so that students can successfully complete the task" (Zmuda 26). ||
 * =  ||= "Because teacher librarians are process-oriented, they can examine the situation, assess the needs, and initiate appropriate strategies for working together" (McGregor 206). ||
 * Citations:

"Elementary Art Instructor Tracy Ross." Interview by Judi Moreillon. Web. 6 Feb. 2010 <[]>.

"Elementary Principal Paula Godfrey." Interview by Judi Moreillon. Web. 6 Feb. 2010. <[]>.

"High School Arts Teacher Diane Roderick." Interview by Judi Moreillon. Web. 9 Feb. 2010. 

"High School English Teacher Sherri." Interview by Judi Moreillon. Web. 9 Feb. 2010. http://teachertube.com/members/viewVideo.php?video_id=125106&title=High_School_Teacher&vpkey=5e690bfcaf&album_id=

"Kindergarten Teacher Peggy Harding." Interview by Judi Moreillon. Web. 6 Feb. 2010. <[]>.

McGregor, J. Collaboration and Leadership. In Stripling, B.K. and Hughes-Hassell, S. (eds.), // Curriculum Connections through the Library //. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf)

Moreillon, Judi. // Collaborative Strategies for Teaching Reading Comprehension //. Chicago: American Library Association, 2007. Print.

Moreillon, Judi. "Cooperation and Collaboration: Similarities and Differences." PowerPoint. Lecture. Web. 11 Feb. 2010.

"7th Grade Language Arts Teacher Mary Anne Nichols." Interview by Judi Moreillon. Web. 6 Feb. 2010. <[]>.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">"7th Grade Social Studies Teacher Pat." Interview by Judi Moreillon. Web. 9 Feb. 2010. <http://teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher&vpkey=5e690bfcaf&album_id= >

"8th Grade Language Arts Teacher Karen." Interview by Judi Moreillon. Web. 6 Feb. 2010. <[] >.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Zmuda, Allison. "What Does It Really Look Like When Students Are Learning in the Library Media Center?." //School Library Media Activities Monthly// 25.1(2008): 25-27. //Library Information Science & Technology Abstracts with Full Text.// EBSCO. Web. 10 Feb. 2010.

<span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif;">Zmuda, Allison, and V.H. Harada. The Learning Specialist:Clarifying the Role of Library Media Specialists. In //Librarians as Learning Specialists: Meeting the Imperative// //for the 21st Century//, 2008. 23-43. ||