LM_NET: Library Media Networking
Here is part two. Diane
> Dear LM_NET:
> This is a very interesting article that I have abbreviated for the
listserv=
> .
> The entire text is in Sept/Oct 2000 Teacher-Librarian.=20
> FLIP IT! was recommended by several contributors as a alternative and
easie=
> r
> to use model for collaborative lessons than the BIG 6 approach.=20
> Margie
>
> FLIP IT!=99 FOR COLLABORATIVE PLANNING STRATEGIES
> by Alice H. Yucht
>
> At the beginning of every school year, I meet with all the new teachers to
> demonstrate how the library can help them with their classroom
curriculums.=
> =20
> I show them some of our new materials, explain how to use our online
> databases, explain the library rules. The most important part of my
> presentation, however, is an explanation of how we (teachers and
librarian)
> can collaborate to ensure that OUR students become effective lifelong
> learners. =20
>
> I show examples of successful projects that have been done in the past,
and
> then I distribute copies of a detailed worksheet for planning a successful
> activity. As the teachers look at this worksheet in dismay, I quickly
> explain that THEY won=92t ever really have to fill it out; that it=92s
just=
> a
> guideline to help us both think through all the details necessary, and
that
> *I* will do most of this paperwork when they come to discuss a project
with
> me. Ironically, I=92ve found that this (initial shock) approach is the
mo=
> st
> effective one. Once teachers realize that I want to work with them every
> step of the way in order to =93help them help our kids succeed=94 (I
always=
> use
> that phrase), they are much more attuned to the value of collaborative
> planning.
>
> The planning worksheet I use is based on my FLIP it!=99 framework for
> information problem-solving. It=92s a non-linear process that=92s easy to
l=
> earn
> and use across all grade levels and curricular areas. In simplest terms,
> here=92s how FLIP IT!=99 works:
> FOCUS: (specifying) --What is the real question / problem I need to work
> on at this time?=09
> LINKS: (strategizing) --What =93connections=94 can I use to make this
> activity as efficient and effective as possible?=09=09
> INPUT/IMPLEMENTATION: (searching, sorting, sifting, and storing)--What
> really needs to be done? and how will it need to be accomplished?
> PAYOFF/PROOF: (sharing) --What should the final results be?
> and it! as shorthand for IF / THEN : the fundamental question which
> underlies every other decision and activity in this process.
>
> FLIP it!=99 works particularly well as a framework for developing
> collaborative resource-based activities, by outlining the
interrelationship=
> s
> of all the specific skills and information that will need to be utilized
in
> order to make this a successful project. Using this kind of form to
gather
> and organize input from both the teacher and the librarian helps insure
> that:
> --information literacy skills will be introduced, reinforced, or reviewed,
> as necessary,
> --ample and appropriate resources are available,
> --instructional responsibilities for both teacher and librarian are
clearly
> defined ,
> --critical thinking strategies are an integral part of the learning
> activities,
> --students will have a clear understanding of what is expected of them,
and
> --specific timeframes will be established and scheduled as needed.
> II. Strategies/Ideas:
> A. Approach one teacher about doing something new. (Pick someone you have
> good relationship with) and then do a bang up job. Make sure you tell the
> others about it. Whet their interest.
>
> B. Plan something, go to the grade level meeting, and tell them you're
ready
> start. Ask them for input, but make clear that you're ready to go.
>
> C. Invite teachers into the media center for snacks and a preview of new
> books,
>
> D. I am having luck with a binder I made which is divided into the BigSix
> steps and has plastic pockets holding examples of various graphic
organizers
> (lots of different note-taking ones for example), bibliographic forms,
> assessment lists, etc. These can be photocopied right from the plastic
> pocket or edited (all are on my computer as files)after the teacher and I
> look at them. So I say: 'Which form of note-taking would you like your
> students to do?" and show examples, rather than "Will your students take
> notes?" (I also have samples of other teacher's projects)
>
> E. I found that it takes awhile for teachers to warm up to the idea of
> collaborative work. I have made myself very useful by looking sometimes
> beyond the school library for an answer, offered to help relieve a teacher
> in the class room, gone on overnight trips. Once the teacher sees that you
> are seriously interested in what they are doing I have found that they are
> more receptive to working collaboratively with me.
>
> F. My tip would be to take good written notes when you meet with teachers
> to plan. Be sure to include dates, times, and who will be doing what.
Then
> type up a clear copy of your notes and distribute to everyone involved.
> (There's nothing more discouraging than having someone - even you - forget
> to do a piece of a project. When everything is in writing and available
to
> all, the project is much more likely to run smoothly.)
>
> G. You might find the books by M. Ellen Jay helpful. All of her lessons
are
> things she has done collaboratively with classroom teachers
>
> H. First, you must have ideas to shape to the teacher's plan for the
class.
> Second you have to come across as a support rather than the "brains" of
deal
> or else you become a threat and all is lost.
>
> I. Convince your principal the importance of having the classroom
teachers
> collaborating with the LMS and integrating the library media program into
> the classroom activities. Then the principal evaluates the classroom
> teachers on these two points the total program flies. There is something
in
> it for the teacher personally; i.e., a good report card.
>
> J. Stress it is always "our" library; never "my" library.
>
> K. I have found it helpful to have a form which I fill out as I talk to
the
> teacher. It includes dates of the project, objectives (for teacher and
> student), whether it is a major project or quickie, resources we might
use,
> whether books will be put on reserve or not; I then search for appropriate
> websites (and ask the teacher if some are what each of us will do as part
of
> the collaboration. I then make a copy for the teacher so we each know
what
> was decided. I staple a copy of the assignment to this form and use them
> both to prepare.
>
>
> I. Why Collaborate
> A. To enhance student achievement
> 1. by teaching information skills at the point of student need
> 2. by making research fun
> 3. by making materials available that are current, accurate and on an
> appropriate reading level
> B. To insure that the library program is curriculum related
> C. To provide better use of student/class time in the library
> D. To insure that materials needed for assignments are available
> E. To enhance, enrich, & promote the curriculum
> F. To increase teacher & librarian effectiveness (the teacher knows
> the students, the librarian knows the resources)
> G. To improve the librarian's knowledge of the curriculum and thus
> improve
> collection development
> H. To give students tangible evidence of communication and cooperation.
> I have found it helpful to have a form which I fill out as I talk to the
> teacher. It includes dates of the project, objectives (for teacher and
> student), whether it is a major project or quickie, resources we might
> use, whether books will be put on reserve or not; I then search for
> appropriate websites (and ask the teacher if some are known), and finally,
> what each of us will do as part of the collaboration. I then make a copy
> for the teacher so we each know what was decided. I staple a copy of the
> assignment to this form and use them both to prepare.
> Getting teachers to work with you can be frustrating. I know I use a
> Cooperative Planning Sheet (borrowed from another media specialist) that
> requires teachers to fill out the following items:
>
> 1. Check off library skills they wish me to teach
> 2. A space for writing in any books they wish me to read
> 3. A space for writing down the topics that are getting covered in class
so
> I can locate materials to go along with it
>
> I ask teachers to fill out one of these sheets any time they want to bring
a
> class for a lesson or for a storytime. It was a little difficult to get
> them used to it, but now they use it a lot more often. Hope this helps!
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