HIT Teacher Cooperation with Assignments Pt 3

[Brian Ralph <bralph@ZETA.ORG.AU>]

7.I am employed at a large (2400 students) high school and we employ
two media specialists.  In order to accomodate as many research classes as
possible (we have astronomically high statistics) we REQUIRE that teachers
plan with us 48 hours in advance.  This policy has the administration's
approval.  By doing this, we know what the students are researching,
whether we have any info on the topics, and what we have to do in the way
of skills instruction when the classes arrive.  Now, your faculty probably
would not like this system at first, but after they see how smoothly the
classes flow as a result of being prepared (no discipline problems since
students can't say that "we don't have any info on their topic") they don't
mind at all.  You would probably have to have your administration's backing
for this.  Good luck! Janice Deans

8. Check out the BigSix list serve and Michael Eisenberg's book
Information Problem-Solving:The Bix Six Skills Approach to Library &
Information Skills Instruction.  It is a great approach and emphasizes
classroom/library cooperation.
        Hope this helps.
Jane Snibbe, Librarian
Marshall School, Seaside, CA

9.I think this is the hardest part of being a librarian.  I am in my 17th
year and have worked both elementary and middle school --grades 6-8 here
and have not found a way to involve teachers and myself in the planning
of library lessons, skills or just with the curriculum.  The only thing
that works is if you rope them in by saying "I've scheduled the other
teachers to come in so I can teach so and so, when would you  like to
come in for your class?"

One school I worked in did allow for team meetings on Wednesday
afternoons.  Two grade levels met together at this time and I could visit
any or all of them.  That did work most of the time, however, there were
days or weeks that I missed as I was busy with my work.

10. One strategy which might be helpful in encouraging teachers to  involve
the library in their planning.  At the commencement of the year I cirulate
a letter outlining the advantages to students and themselves in advising
and planning with me and attach a form on which they can outline what they
intend doing during the year, when, and what they wish to achieve.  This
gives me time to discuss the possibilities further.  I record the answers
on a white board which has been divided into a year calendar.  This has the
double purpose of   indicating our year's work.  Useful if you want to
impress the administration.  Also indicates any possible clashes in
material requirements.
Of course there are always those who insist on last minute bookings, but
since the majority "have seen the light", they seem easier to accommodate.

11. For assignments in our College
(500 girls, Years 8-12, with 36 teachers), I have a white board in the
library on the wall behind the charging desk, where I have listed all the
assignments, Yr level, date due, whether books are frozen, overnight
loan, or unrestricted.  I also have a sheet which I give to the subject
coordinator at the beginning of each term/semester for all assignments
due in that subject.  I follow up, if these do not come back to me in 2
weeks.  The students usually tell me if there should be an assignment
they have which is not on the board, and I follow up with the teacher
concerned.  I like at least one week's notice of assignments before
students come into library for research lesson, and during this time I
can usually have more resources on that topic collected from
neighbouring schools in our network region if my resources are not
sufficient on the proposed topic.  This seems to work well.  Please
excuse this if you already know all this.  The white board was an
alternative to the topic timetable idea popular some time ago.  Noelene
Hausler, Brigidine College, Indooroopilly, 4068.  Email
brigidine@mailbox.uq.oz.au

12.We did suffer in the way you describe for ages.
However after we started talking about inf. skills we became quite bold and
assertive.

Now we ask all teachers to fill in a form before they can book the library.

This describes the assignment, grade, time scale, number of periods required,
what skills are required, what skills are to be learned, what type of resources
they wish to use, etc., etc., plus a little propaganda about the information
process.
When teachers book in, we have an opportunity to discuss possible strategies
and maybe you can hit them with new resources, suggest using CD-ROM, or
whatever.

A copy of the booking sheet is included in the staff handbook, and lots of
blanks are kept in the
staffroom. I think it's important to have senior staff support for this to work.

As you can imagine, this is not always greeted with wild enthusiasm, but it
gives
us a way of making a few points in dsicussion about the role and uses of the
library.
Alison Waters
Senior Librarian
awaters@mailbox.stmic.tas.edu.au

Brian Ralph                                    Woodford, NSW
bralph@zeta.org.au                             AUSTRALIA
http://www.zeta.org.au/~bralph           In the Beautiful Blue Mountains