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Thanks for the encouragement, Robert! For many of us, a flexible = schedule is something that simply will not happen in the foreseeable = future. It is basically a pipe dream. Although I would love to be = flex, I'm currently in the elementary library for four hours and teach = three Spanish classes in the high school. Even if I were full time, = it's become obvious to me that many of the teachers are into doing what = they've always done, and don't have much interest in collaborating with = anybody. I'd be thrilled if they would bring their students in to look = for sources rather than having us pull all the books on a particular = topic. Not that I'm giving up! =20 That being the case, it's great to have a reminder that there is still a = lot we can do to teach our students information literacy. I am about to = plan a unit that is at least semi-collaborative witht the sixth grade = social studies/language arts teacher, so I have high hopes for that. = With other classes, the reminder that I can work with the students to = impart information literacy is very timely! Jenni Davidson, MLS jdavidson@solomon393.k12.ks.us Elementary Librarian Solomon USD 393 Solomon, KS=20 -----Original Message----- From: Robert Eiffert [mailto:beiffert@ATTBI.COM] Sent: Tuesday, January 07, 2003 9:06 AM To: LM_NET@LISTSERV.SYR.EDU Subject: Re: ELEM: Media Lessons - HELP! Actually, teaching to Information Literacy doesn't require collaboration with classroom teachers. Take a look at the definition of IL from ALA, "Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." (http://www.ala.org/acrl/ilintro.html#ildef) There is no correlation with whether the classroom teacher is teaching to content standards or not (except that it makes it easier to come up with potential collaborative ideas). It MAY be more effective to teach IL through collaboration, it probably is better (at least theoretically), and it can be more engaging to the students. But it will certainly be better to exemplify the inquiry model and teach the necessary skills in isolation than to not use or teach them at all. Trying to switch a school (or district) from a fixed specialist schedule to accommodate what CL teachers perceive as 'one more thing on their plates' is a pretty hard sell. Administrators often aren't in a position to make that change as union issues get involved. Being consistent across a grade level can be difficult. That requires a lot of time tracking what skills have been introduced with what class so that next year's regroupings will have some base level of skills. Instead of spinning our wheels trying to facilitate a change, it may be better to make sure WE are teaching to OUR content standards (district and state, as well as ALA's Information Power). Kids will get the basic information, teachers see us as content teachers (not story time or babysitters), parents learn what important skills we teach, administrators see us as specialists providing teaching on skills that are not duplicated in any other area. When I taught in elementary library (10 years), I taught IL classes for teachers, librarians, and administrators on district and state level. And did collaborative lessons when able to 'make an opportunity'. But it is virtually a full time job modeling and teaching IL skills without the above. The Big6 website (http://big6.com/) will provide a wide range of ideas and lessons for IL instruction. Jamie McKenzie's From Now On ( http://fno.org/) site also has many good ideas. Robert Eiffert,Media Specialist Pacific Middle School Evergreen SD, Vancouver Washington beiffert@attbi.com -----Original Message----- From: School Library Media & Network Communications [mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Toni Buzzeo Sent: Tuesday, January 07, 2003 3:21 AM To: LM_NET@LISTSERV.SYR.EDU Subject: Re: ELEM: Media Lessons - HELP! In response to Patricia's question, Frankie wrote: >IL involves the MS collaborating with teachers to plan and implement >lessons, teaching and making use of information resources, and >evaluating the results. If you will do a search on this phrase you will >find lots of interesting and helpful information. The ALA website is >very helpful. Also, there are books and videos available from catalogs >that market professional library materials. >Studies show that schools that use IL make better progress than schools >that do not. Patricia, I'm the author of a couple of those professional library books, and I couldn't agree with Frankie more. What you are trying to do is Herculean primarily because you AREN'T collaborating, but may be trying to create the entire experience without one essential element--the classroom teacher teaching the learning standards in the content area. It sounds as though you are working on a fixed schedule, which is a disadvantage, but it is still possible to approach collaboration if you have a willing group of teachers who will work WITH you. Some of the nineteen unit plans in Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6 by Toni Buzzeo (Linworth 2002) were written by LMS's in fixed schedules. Perhaps your approach could be two-pronged. 1) Find a few collaborators and begin the process and 2) Begin to lobby for a change to flexible scheduling and full collaborative teaching. All best, Toni Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com> Maine Library Media Specialist of the Year Emerita Longfellow School 432 Stevens Avenue Portland, ME 04103 http://www.tonibuzzeo.com =3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D= -=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D=3D-=3D-=3D- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. 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