hit: successful collaboration strategies (looooonnnnngggg)

[Diane H <daichan@ISLANDNET.COM>]

Thanks to those of you who sent me info on successful collaboration
strategies.  There was a request for a hit so here is part one.  Many of
these came out of the LM Net Archives.

Diane Gallagher-Hayashi
Teacher-Librarian
Stelly's School
Saanich School District (63)
1627 Stelly's Xroad
Saanichton, British Columbia
Canada, V8M 1S8
Diane_Hayashi@sd63.bc.ca
daichan@islandnet.com

"I may not be an explorer, or an adventurer, or a treasure-seeker, or a
gunfighter, Mr. O'Connell, but I am proud of what I am...I, am a librarian!"
The Mummy
The School Library Media Specialist as a Member of the Teaching Team:
"Insider" or "Outsider"   Author:   Van Deusen, Jean Donham, 1946-   .
Source:  Journal of Curriculum and Supervision, v11 (Spring 1996), p.229-48,
ISSN: 0882-1232

The author writes about a case study involving a new school and the
collaboration employed by the teachers and library media specialist when
planning their curriculum.  It has an excellent list of references also.

> My favorite teacher to work with is the art teacher (who's right across
the hall from the library).  Our favorite collaboration this year was
dealing with quilts! I read "The Keeping Quilt" by Patricia Pollaco to all
the 2nd grade classes. I also brought in examples of quilts from my family
to share.  Within a couple of weeks, quilts were designed by each individual
class and hung in the hall between our rooms!  The art teacher, as usual,
also included a bulletin board display of pictures from the book, of me
reading to the children and the classes working on their projects.    We
have done joint projects with both K and 1st grades as well.  P.S. Because
we are across the hall from each other, we both tend to "pop in" on each
other during the day as time permits.  This shows the students the "behind
the scenes" of our coloration. We are also interested including the music
teachers in these
collaborations and the phys ed teacher keeps trying to figure out how she
can fit in.
>
> My best example of collaboration is with my fourth grade.  The fourth
grade studies the United States during the spring of the year.  The teachers
do the background teaching in their class.  The students come to the IMC and
do research and then we all go to the computer lab and the students create a
HyperStudio Stack about their state.  We even get the music teacher
involved.  She teaches the students a song "Fifty Nifty United States"
during the unit. We record the fourth grade students singing this song and
add it to their HS stacks.  We start this sometime in the middle of March
and it usually takes until the end of the year to finish.  We invite the
parents to the computer lab to see the finished products.  The benefits to
the teachers are assistance in the computer lab, support materials found,
research skills reinforced and taught by the media specialist.  Student
benefits are learning and creating a product that is fun.  They are refining
research skills and learning new ones.  They begin to learn some real search
strategies. The students see connections between social studies, music and
computers and the library.  This is fourth grade social studies.

The Brentwood Lower School has approximately 300 students in grades K-6,
each grade divided into two class sections.  In late October and early
November, the fifth grade did a project on our national presidential
election.  First, the classroom teachers introduced the project to the
students in class.  Then the librarian brought each fifth grade class
individually into the computer lab.  The students brainstormed names of  the
seven presidential candidates which were then written on the board. The
librarian called on students who were listening attentively and let them
choose the candidate they would most like to research (the students chosen
last had, of course, less choice).  In the end, there were three or four
students from each class assigned to each candidate.  The students then
brainstormed as a class on issues which are important in elections:
education, the environment, illegal drugs, social security, gun control,
etc.  The librarian stepped in only on the issue of abortion, suggesting
that it was too controversial an issue for the lower grades of an elementary
school.  Five issues were chosen by student vote to be researched for all
seven candidates.  The class was then given the addresses of several web
sites at which they could begin their searches. The librarian and library
assistant provided individual help with online searching.  When both classes
had completed these initial stages of the assignment, they came together
(each group now comprised of between six  and eight students) to prepare
presentations based on their research.  Because each class had chosen
slightly different issues, each group could decide which issues seemed of
greatest importance to their candidates.  Their research was to be presented
orally to the school, with supplemental signs and posters.  Each student was
required to participate in the oral  presentation, so the students had to
decide how they would organize the information to give everyone a chance to
speak.  While this preparatory work was being done, groups of fifth graders
went to all the classrooms in the school to explain registration and voting
procedures.  A few days later, there was a registration table set up during
recess and lunch, staffed by fifth graders, with some supervision provided
by the librarian and library assistant.  The election was open to everyone
(from
kindergartners to faculty and staff), but everyone had to pre-register or
they would not be permitted to vote the following week.  Next, there was an
assembly, at which the head prefect from The Brentwood Upper School (a high
school senior) talked about voter responsibility, and the fifth grade groups
made their oral presentations.  The following Monday, November 6th, voting
booths were open on campus from 7:30am until the end of lunch recess.Every
effort was made to mimic the "real" election: there were fifth graders
appointed to read the ballots to the kindergartners if they needed help; it
was made clear that it was the students' responsibility to find the time to
vote (there are "library passes" available for students to leave class at
any time, with permission); voter's names were checked by fifth  graders
against a list of those registered and marked off as they took a ballot; "I
voted" stickers were given out; there was an exit poll taken (every fifth
person) by fifth graders; and no electioneering was allowed within sight of
the polling area.  The fifth graders then tallied the votes (with minimal
supervision), and on Tuesday, November 7th (our national voting day) the
winner of The Brentwood Lower School presidential election was announced at
morning assembly.  The fifth graders then used the data to learn to create
spreadsheets and graphs in Microsoft Excel. (For example: the ballot had
asked people to mark "boy" or "girl" and what grade they were in, so the
students made graphs which would indicate how many girls voted for Gore, or
how many third graders voted for Bush, etc.)

> Our eighth grade students conduct research on general areas of science of
their choice. One of the questions they pursue is to give examples of =
> present day applications of the science(s). When the science teacher
> discussed this project with me, he assumed the students would find their =
> information on the WWW. I told him that I think the three databases of =
> magazine articles to which we subscribe, EBSCOhost, SIRS, and
> GlobalNewsbank, would be a better place for his students to begin. I =
> explained the advantages of this source. The students would have access to
=
> articles that have gone through an editing process. These articles on =
> branches of science were reliable, as they were first published in leading
=
> science journals, general interest magazines and leading newspapers. The =
> teacher was surprised to learn about the quality of these databases--and =
> delighted. Although many of the students were familiar with these =
> resources, this assignment gave me the opportunity to reinforce a solid =
> source. The students found what they were looking for without spending a =
> lot of time sorting through the commercial and other non-applicable sites
=
> on the WWW.

>
> At the end of 1st quarter this year, while attending the 4th grade team =
> meeting, we heard their frustration at trying to put science into their =
> very hectic day even with district hands-on science kits provided =
> quarterly.  We had just returned from the 2000 NCASL conference (North =
> Carolina Association of School Librarians) where we attended a
mini-session=
>  highlighting collaborations between the literacy facilitator and the =
> media specialist using the materials in the school to develop hands on =
> science units for the classrooms. We then offered to set up a science lab
=
> for the 4th grade classes for the 2nd quarter unit on simple machines in =
> an empty classroom.  We previewed the kits, weeded out lessons to fit the
=
> unit in the time frame allowed, set a biweekly schedule for the 6 4th =
> grade classes, set up and broke down materials for each lesson taught, and
=
> co-taught as many of the lessons as we could.  It was a HUGE success. We =
> offered to do it all again for the 3rd quarter's unit on electricity and =
> magnetism except teach the lessons.  (Time constraints with book fair, =
> storytelling festival, budget deadlines, etc., wouldn't allow us to teach
=
> all those classes 3rd quarter.)  We also took the student black line =
> masters and put together an electricity and magnetism lab book for each of
=
> the 150 4th grade students.  The teachers occasionally request our help =
> teaching the lab (which we do), but they are very comfortable now on their
=
> own.  The students are familiar with the lab and it's rules.  Everything =
> is running smoothly. 4th grade teachers have now made time for science in
=
> their day.  The kids are thrilled at the new hands on science lab. They =
> LOVE the science lab. Parent volunteers thrilled with their children's new
=
> found enthusiasm for science have offered their time to decorate the lab.
=
> 5th grade teachers, hearing of our success, have asked us to help them set
=
> up a science lab as well.  Our principal and assistant principals are =
> excited about the lab and our media/classroom collaborative efforts.  The
=
> district science specialist has come out to observe our lab.  A dialogue =
> has begun at our school about beginning a K-5 science lab with dedicated =
> science teachers.  As for academic benefits to students?  Only the 4th =
> grade End of Grade science test will really tell, I guess.  I know I have
=
> students checking out a lot of simple machine, electricity, and magnetism
=
> books just for fun!
=
>
=

> I have done this unit successfully as an elementary school LMS and in the
=
> middle school (Feb. 2001) with 6th grade. Teacher/LMS collaboration was =
> done primarily after school. I created this unit independently as an =
> elementary LMS last year.  Most of the groundwork was done at that time. I
=
> had used the quilt theme and the Underground Railroad in conjunction with
=
> Black history month.  Students study geography of the United States and =
> American history so it is a natural collaboration.  The literature =
> objectives either reinforced or introduced areas that were part of the =
> classroom curriculum.  It was necessary to meet with the teacher to see =
> which perspective would be used for various classes. I just completed this
=
> unit with one team, one more to go in a month.  Students loved quilting =
> (especially the boys).  They also stayed focused on the story during the =
> audio and video portions of the unit with the worksheets.  We went over =
> the worksheets prior to starting the tapes so they would have an idea of =
> our objectives each day. I have also tried to read the story to the class,
=
> some story telling.  It really takes the extra hands to help them quilt at
=
> the begining of the unit.

> I'm the Media Specialist in a K-5 school.  In the fall we had the author =
> illustrator Suse MacDonald come
> to talk to our K-3.  She does a lot of collage work in her books.  I =
> shared her book Alphabatics with the
> third grade students as well as several others of hers that used the =
> collage technique.  The Art teacher used
> the alphabet/collage theme with them to create their own version of =
> Alphabatics.  Our large bulletin board
> in the hall was used to display some of these works. The students in the =
> younger grades had also been
> exposed to her books and enjoyed seeing their siblings and friends do =
> something like Suse. I showed a video and shared several of Eric Carle's =
> books with the second grades.  This was followed up in Art again. This =
> connecting one kind of Art (collage) with real author/illustrators was =
> part of the Art teacher's collaborative portfolio. The Music teacher did a
=
> program with the 4th grades on Tall Tales.  I used my classes to introduce
=
> them to a number of real (Davy Crockett, John Chapman) and imagined (Paul
=
> Bunyan) people (to name a few) who have been the subject of Tall Tales.  I
=
> covered the characteristics of Tall Tales.  We used a reader's theatre =
> script to read out one and saw videos.  This gave them the background for
=
> the characters they portrayed.  Biographies and Tall Tales were available
=
> for them to check out.  =09

> I did a unit on Fairy Tales with 2nd grade teachers.  They read fairy =
> tales, I read them, we wrote our own, they illustrated them, etc. Examined
=
> the elements of a fairy tale, etc..the whole nine yards.  In the library,
=
> as an independent reading incentive, students who read 15 fairy tales (or
=
> had them read to them) over a month's period of time, enjoyed lunch in the
=
> library cafe with ...their Fairy God Mother. We rented a costume and the =
> whole bit.  It was hilarious.and the kids and parents loved it.  We had =
> the press visit and everything.of course, this wasn't my idea, but one I =
> read in a book.=20

>
> I have been working with a 6th grade teacher in my building on a project =
> that I think is a pretty good example of collaboration.  She let her =
> students pick famous African Americans to write a biography report about =
> and notified me on who was selected.  I helped gather books and videos to
=
> support the projects and then assisted the students during computer class
=
> to obtain more information from an online encyclopedia that we have access
=
> to.  I also helped in the bibliography instruction.  Finally, the students
=
> have finished their written report for their teacher and are now bringing
=
> their information to computer class to create a Hyperstudio presentation =
> on their subject.  These will be shown to the entire class when we are =
> done.  The teacher will be viewing these also and giving the students a =
> social studies grade on their presentations.


> I think the success of the collaboration depends on the willingness of the
=
> teacher and the librarian to share information and divide tasks in a =
> project. AND the ability of the teachers to understand that any
collaborati=
> on should make their jobs easier, and not take up more of their time and =
> energy. Au contraire. I have worked very successfully with one 4th grade =
> teacher this year on some of her curriculum units. One example was a unit
=
> on Washington State. She had students divide into teams of two or three =
> and gave each a county or region of the state to research and told them to
=
> create a poster about that region. I provided books and resources about =
> Washington State from our library to her classroom. Over a 4-6 week =
> period, when her students came to the library, we worked on this project.
=
> I taught them about copyright law, fair use, and citing resources. We =
> talked about the Big 6 and discussed their task definition - what exactly
=
> did they need to do and what information would they need? Then we =
> brainstormed possible subject headings, key words, and information =
> resources that they could use. We went on a field trip to the public =
> library and the librarian there (who had been informed about this project)
=
> gave the class a tour of the library and showed them some of the resources
=
> in the library that they would find helpful in researching their regions.
=
> We talked about taking notes and plagiarism, using the "trash and =
> treasure" method of finding important facts, words, and phrases. Then I =
> showed them a video on Internet searching skills and discussed methods of
=
> searching for information, and they came to the library in small groups to
=
> find information and images of their region on the Internet. It was great!
=
> Their finished projects were interesting and well-done. And all it took =
> was a 5-10 minute informal meeting with the teacher to talk about what we
=
> would each do in the
> project!        =09

> Our Pre-AP English II students (sophomores) think they have complete, =
> total knowledge of how to use the Internet for research purposes.  The =
> teachers (there are 4 of them) and I were quite disturbed by the lack of =
> credible sources they were using in their papers.  We discussed the =
> situation and decided that the students really needed a lesson on how to =
> tell if a source from the Internet was credible enough to cite in a paper.
=
> I put together a checklist for them to use when evaluating sites.  The =
> teachers and I discussed the best way to present the information and =
> decided that I would go to their classrooms and give a complete lesson.  I
=
> developed some examples of good and bad sites and some completely bogus =
> sites.  The lesson was well received by the students.  They think they =
> know everything about computers and were stunned to learn that they =
> didn't!  I took one whole period (50 minutes) with each class.  They came
=
> to the library the next day to start their research.  Their works cited =
> pages were much improved this time around.  An added benefit to this =
> procedure was that the students and I seemed to have much better rapport =
> during their research time.  I think seeing me in the classroom made me =
> seem more like a teacher to them, someone they could view as a subject =
> matter expert.  We really had a good research outcome. =20

>
> In a previous school I worked in, the Science teacher would assign the =
> project to her students.  She would book the time in the library so she =
> could answer the questions.  The students wrote the report in English so =
> that they were using great writing skills. They wrote the paper in their =
> English classes, (Language Arts, what do you call it?), so the English =
> teacher could help them with proper writing conventions and style.  The =
> keyboarding teacher taught them how to type it and use footnotes properly.
=
>  So they received three grades for one paper.  They saw how it fit =
> together with the skills they were learning in other classes.  I worked =
> with the science teacher on the research end of it, helping the students =
> find the pertinent information. =09


> I have recently been involved in a collaborative effort with a 4th grade =
> teacher. The students are studying the state of NH and one of the =
> frameworks in NH is: "Identify and describe examples of NH animals and =
> plants that live together in one ecosystem". There are other frameworks =
> that relate as well, but that is at the core of the assignment. The =
> classroom teacher and I decided that the kids could do a research project
=
> on NH animals. The teacher had found a report outline offered at another =
> school that she wanted to use. We went through the assignment outline that
=
> she found and made some adaptations that would structure the assignment =
> for her students. The students are writing research reports on their =
> animal, creating pictures that they are going to display in a gallery, and
=
> will make a tape in music class that will introduce the sounds of the =
> related habitats that their animals live in. This whole project will be =
> displayed upon completion so that other students can see it. As the =
> Librarian, I found a great web site with a list of NH animals, and =
> gathered books to get the kids started. Library tasks that we worked into
=
> the assignment included: the need to choose a book that the child could =
> read independently (five finger test), how to use sticky notes to mark the
=
> important information, finding a second source (this time from a reference
=
> book that we will copy some of the pages - yes we talk about fair use and
=
> copyright), highlighting key words. Finally, I will teach how to take =
> notes from their stickies and then how to put the notes together to make a
=
> report. I will also teach them some introductory skills in recording =
> bibliographic information. You would not believe how excited the kids are
=
> about this project. Frankly, I cannot believe how excited the kids are =
> about the project. They selected their books and sat down in the library =
> with books. From here and there you could hear the students sing out, "Did
=
> you know...", "Hey, have you heard...". The teacher and I just sat back =
> and smiled and the kids excitement and enthusiasm. This is what teaching =
> is all about!

>
> One good example of teacher/library collaboration at our school, was our =
> Beatnik Coffeehouse.  Three of our English teachers taught a short unit on
=
> the Beat poets and did some creative poetry writing. Students were =
> selected to participate in the Coffeehouse.  We transformed the LMC into a
=
> dark Beatnik coffeehouse, complete with urns of decaf, candles
(strategical=
> ly placed!), twinkle lights, sax, bongos, and a live microphone. Great fun
=
> was had by all. Students learned about an important era in poetry, they =
> got to be creative, they performed their own poetry, and we made the local
=
> paper.


>
> For over 15 years I have worked with biology teachers in our school on a =
> genetic disease project called BabyEgg. It is a major project involving =
> about three weeks of student work. If you go to our web site  1)
www.d-e.or=
> g, 2) middle/upper school, 3) library resources, 4) school projects and 5)
=
> BabyEgg you can view a description of the project, resources, and web =
> links used in this project. At the beginning of the project each year we =
> give classes in the library to introduce the students to the special =
> resources for this project. The original creator of this project was =
> Roberta Schwartz (Schwarh@d-e.org) is happy to send out complete copies of
=
> the complete (about 30 pages) description of the project. If you need more
=
> info, write me at Latzes@d-e.org . We have presented at several
conferences=
>  regarding this collaboration.=20

>
> My most recent "best" example of collaboration -- Fifth grade teacher =
> doing unit on cultural diversity in the U.S. (the melting pot,
immigration,=
>  etc.) -- I pulled about 60 picture books representing various countries =
> whose cultures are represented within the US. (Examples - The Keeping =
> Quilt and several others by Polacco, Tea with Milk and Grandfather's =
> Journey by Say, Dancing with Dziadiu by Susan Bartoletti, The Hat by =
> Brett, How My Parents Learned to Eat, Elizabeti's Doll, The Village of =
> Round and Square Houses,  Strega Nona, some folktales representing various
=
> cultures - Moon Rope, Baba Yaga, One Grain of Rice, etc.)  Students were =
> instructed to read as many of  the books as possible during the next week
=
> and a half. (We put the books on a rolling cart in their classroom.)  They
=
> had to record the title of each book read on a record form which I gave =
> them, and write down a fact or two about what they learned about the =
> culture of the particular country represented in each book.  Then they had
=
> to color in on a map of the world the country represented.  I introduced =
> the lesson and read two of the books aloud to them, we recorded the books
=
> on their forms and noted some things about the cultures, used the atlas =
> and map of the world to find the countries and mark them on their maps.  =
> The teacher did the lessons from the textbook, used some great videos from
=
> Schlessinger about cultures within the US (African Americans, Irish =
> Americans, Native Americans, Jewish Americans, etc - there are about 12 in
=
> the set). At the end of the unit, we played our own version of "Who Wants
=
> to Be a Fifth Grade Millionaire."  I had the kids write questions about =
> the books they had read, and I wrote lots of questions about the books, =
> too. We divided the kids into teams and let them answer until they missed.
=
>  One group of kids was the "phone a friend" group; for "ask the audience"
=
> we would poll each group and then they could agree or not with any of the
=
> answers given.  Your team got a point for each correct answer, and also =
> for correct answers on the "ask the audience" questions (Otherwise there =
> would be no incentive for giving a correct answer to help another team.)
=
> We played the game with two classes at once - 8 teams - after 45 minutes =
> of questions, we took the two highest teams and did a tie breaker.  The =
> tie breaker was "Name the country or culture represented by each of the =
> following five books" - and we gave them 5 of the titles they had read.  I
=
> felt that they got lots of literature exposure from the books read; they =
> reinforced information skills using the atlas and maps to locate
countries.=
>   Most of the students had read about 20 of the picture books by the time
=
> we played the game, so they really had to work with their team members to
=
> come up with the answers to the questions during the game.  We allowed =
> them to use their record sheets and maps while playing the game, and also
=
> had all the books on display so they could scan the titles.  They were =
> very enthusiastic throughout the unit, and kept me posted on how many =
> books they had read.  We each talked about respect for the cultures of =
> others, respecting those who are different from you -- I read Mem Fox's =
> Whoever You Are.  We also had an art contest - they did a piece of artwork
=
> (crayon, water color, pencil, whatever they wanted) representing something
=
> they learned about a culture from one of the books. Next year we will add
=
> questions about the lessons done in the classroom to the trivia game.
=
> =20

>
> This is a project I'm very, very proud of:
>
http://www.winona.k12.mn.us/wms/wmstechnology/capstone/capstone_project.htm=
> l=20
> Our capstone project is multi-grade, multi-curriculum; the final result is
=
> multimedia portfolios.  Our first group of 160 kids are finishing their =
> portfolios now; it is going far better than I ever expected.  I'm the =
> project manager; help write curriculum, do in-service work with teachers =
> and kids doing the activities  etc. There's also a link to an article I =
> wrote about it in Multimedia Schools.


>
> I have been working with a 6th grade teacher in my building on a project =
> that I think is a pretty good
> example of collaboration.  She let her students pick famous African =
> Americans to write a biography report about and notified me on who was =
> selected.  I helped gather books and videos to support the projects and =
> then assisted the students during computer class to obtain more
information=
>  from an online encyclopedia that we have access to.  I also helped in the
=
> bibliography instruction.  Finally, the students have finished their =
> written report for their teacher and are now bringing their information to
=
> computer class to create a Hyperstudio presentation on their subject.  =
> These will be shown to the entire class when we are done.  The teacher =
> will be viewing these also and giving the students a social studies grade
=
> on their presentations.=20
>  ---Anonymous
>
> I am in middle of collaborative unit with 5th grade president research =
> project.  The research will be put on the school webserver when completed.
=
> Below is the link to the PathFinder we developed to aid the students' =
> research process. I think it is pretty obvious where I step in and work =
> with the project.  I'll also go into the lab with the teacher and kids to
=
> work on the basic HTML skills they'll need to make the pages.
> http://www.ima.egreen.wednet.edu/library/pathfind.doc  (Word 98 document)

>
> I am new to my middle school this year. Seventh grade teacher,Mrs. Laurie
=
> Brumby gave me a copy of a wonderful research project on African countries
=
> that she was planning. The pathfinder that resulted can be found at =
> http://polk.ga.net/chms/media/africa.htm  The entire process of was so =
> positive. The kids, teacher, and librarian had a great time and learned =
> lots=20

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