Benefits+T-Chart

|| [] || [] || [] || http://teachertube.com/members/viewVideo.php?video_id=125112&title=7th_Grade_Language_Arts_Teacher || http://www.teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher || http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher || [] || http://teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher || [] ||
 * Benefits to the teacher || Benefits to the student ||
 * More planning opportunities || Receive individualized instruction ||
 * Can feed off each other allowing more ideas to be explored || Library is considered the classroom ||
 * "Kindergarten Teacher." Interview by Judi Moreillon. Web. 15 Sept. 2010. []
 * "Kindergarten Teacher." Interview by Judi Moreillon. Web. 15 Sept. 2010. []
 * "Kindergarten Teacher." Interview by Judi Moreillon. Web. 15 Sept. 2010. []
 * Able to really explore new ways to teach curriculum || Students are experiencing authentic learning ||
 * || Learning to find answers to questions on their own ||
 * || Using 21st century information tools ||
 * || Students are better prepared for their future endeavors ||
 * “Third Grade Teacher.” Interview by Judi Moreillon. Web. 2001.
 * “Third Grade Teacher.” Interview by Judi Moreillon. Web. 2001.
 * Expands teacher instruction || Expands student learning ||
 * || Allows students to relate learning from class to class ||
 * “Elementary Art Teacher.” Interview by Judi Moreillon. Web. 2001.
 * “Elementary Art Teacher.” Interview by Judi Moreillon. Web. 2001.
 * Library impacts academic achievement of every child in building || Small group instruction ||
 * Teachers can experience the global perspective that the librarian has of the school || Students learning to effectively evaluate sites ||
 * || Students able to do research more accurately with better results ||
 * “Principal.” Interview by Judi Moreillon. Web. 2001.
 * “Principal.” Interview by Judi Moreillon. Web. 2001.
 * Assists teacher in visualizing their original plan || Students have a welcoming, learning place in the library ||
 * || Students learn how to use Wiki, book talks, work cited list, researching and presentation skills ||
 * || Returns fun back to learning ||
 * Able to let students become more responsible and independent || Students become more independent and responsible for their work ||
 * “7th Grade Teacher.” Interview by Judi Moreillon. Web. 2009
 * “7th Grade Teacher.” Interview by Judi Moreillon. Web. 2009
 * Learns technology along with students || Learns technology (PowerPoint) ||
 * Teacher becomes more comfortable with technology || Students become more successful ||
 * “7th Grade Teacher.” Interview by Judi Moreillon. Web. 2009
 * Teachers have additional access to materials and technology assistance || Students are learning how to take notes, not to plagiarize ||
 * || <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Experience valuable learning experience ||
 * Able to use new wording in both places to allow students to really familiarize themselves with it || Students using new wording learned here, cross curriculum ||
 * <span style="background: none repeat scroll 0% 0% #ffffff; color: #0000ff; display: block; line-height: normal; margin-bottom: 0pt;">Plan ahead || Guided students to new levels of knowledge ||
 * || <span style="background: none repeat scroll 0% 0% #ffffff; color: #0000ff; display: block; line-height: normal; margin-bottom: 0pt;">Students learn how to internalize knowledge ||
 * Provide materials to teacher’s ideas ||  ||
 * “8th Grade Teacher.” Interview by Judi Moreillon. Web. 2009
 * “8th Grade Teacher.” Interview by Judi Moreillon. Web. 2009
 * <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Teachers can learn to incorporate writing across the curriculum || <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Students learned how to use self-evaluation rubrics ||
 * <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Teachers can learn the value of using rubrics ||  ||
 * <span style="background: none repeat scroll 0% 0% #ffffff; color: #0000ff; display: block; line-height: normal; margin-bottom: 0pt;">Self assessment part of rubrics provided new angles to look at their overall performance of lesson ||  ||
 * “Art Teacher.” Interview by Judi Moreillon. Web. 2003.
 * “Art Teacher.” Interview by Judi Moreillon. Web. 2003.
 * <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Teachers can share ideas about project idea || <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Students enjoy project work ||
 * <span style="background: none repeat scroll 0% 0% #ffffff; color: #0000ff; display: block; line-height: normal; margin-bottom: 0pt;">Project overall was much more successful ||  ||
 * “High School Teacher.” Interview by Judi Moreillon. Web. 2009
 * “High School Teacher.” Interview by Judi Moreillon. Web. 2009
 * <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Teachers share expertise with each other ||  ||
 * <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Librarian experience helps teachers to clarify projects <span style="background: none repeat scroll 0% 0% #ffffff; color: #0000ff; display: block; line-height: normal; margin-bottom: 0pt;">(Vague ideas worked through) || <span style="background: none repeat scroll 0% 0% white; color: red; display: block; line-height: normal; margin-bottom: 0pt;">Student learning involves research, citing, and learning new technology, such as digital storytelling ||
 * || Great projects that kids complete ||
 * “High School Teacher.” Interview by Judi Moreillon. Web. 2009
 * “High School Teacher.” Interview by Judi Moreillon. Web. 2009
 * * "Collaboration provided a way, finally, for the teacher librarian to prove his or her value in the learning experiences of students" (McGregor 199).


 * The principal can play a vital role in the success of collaboration. "He or she can be either a vital support or a hinderance in the process(McGregor 208).


 * "The teacher librarian and the principal are typically the only ones with this "big picture view," and thus, the teacher librarian can propose collaborative ways to address overall problems by collaborative methods" (McGregor 210).

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)
 * "While learning specialists may have highly specialized roles, the common characteristics that shape their jobs make them natural partners in the work of formal leadership to raise student achievement" (Zmuda and Harada 43).

Zmuda, A., and V. H. Harada. "The Learning Specialist: Clarifying the Role of Library Media Specialists." In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43. || * Learning to collaborate does not happen instantly; it takes practice (McGregor, 211).


 * Peterson defines collaboration simply as: “People working together” (1999, 134).”By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement (McGregor, 201).


 * “Teachers are more likely to respond positively to innovations if they can gain personal benefits” (McGregor, 209)


 * The teacher librarian works with others to create a vision of educational change, and thus the teacher librarian’s vision of the school becomes a piece of a larger vision, which changes and expands as time goes on (McGregor, 207).

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)

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43. ||