jessica garman shoshana gordon ginsburg ashley jones jessica samowitz

Collaborating with your School Librarian

Jessica GarmanShoshana Gordon Ginsburg

Ashley JonesJessica Samowitz

Are these statements true?• Those that can’t do, teach.

• Teachers take the job for the short hours and the summers off.

• Teaching is easy - anyone can do it. It's just glorified babysitting!

Are these statements true?

• Librarians sit behind a desk and read books all day.

• The main job of a librarian is checking out books.

• The library profession will soon be obsolete.

Roles of the School Librarian:

• Teacher

• Information Specialist

• Instructional Partner

• Program Administrator

• Leader

Library Resources• Books (non-fiction, fiction, picture, early readers,

graphic novels, biographies, reference, teacher materials)

• Magazines • Website links (websites that work with curriculum)• Databases (covering different subject areas)• DVDS• CDS• Playaways/Audio Books• Technological tools like iPads, e-readers, cameras• Equipment such as computers, Smart Boards• The Library Media Center

Levels of Collaboration

•Cooperation

•Coordination

•Collaboration

•Data-Driven Collaboration

Examples of Collaborative Projects

5th Grade Science Pathfinders:

http://www.wix.com/shoshanagg/solar-system-project

http://www.wix.com/samowijs/astronomy-pathfinder 

Web Resources for Science:http://www.wix.com/arabbitheart/science

WE WANT TO COLLABORATE!

• Curriculum Alignment

• Lesson Support

• We want your input on library resources

• Book Talks/Read-alouds

Standards Alignmenthttp://mdk12.org/instruction/clg/biology/goal1.html

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm

 AASL Standards

 Core Standards for Learning Science in

Maryland 

 1. Inquire, think critically and gain knowledge. 

 1.2 The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.  

 1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.

 3.Share knowledge and participate ethically and productively as members of our democratic society.

 1.1.5 The student will explain factors that produce biased data (incomplete data, using data inappropriately, conflicts of interest, etc.).

 4.Pursue personal and aesthetic growth.

1.7 The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.

Standards Alignment for Science/Tech.http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/readingstandardsscience1.cfm

AASL Learning Standards Common Core Crosswalk

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.

CC11-12RS/TS3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

CC6-8RS/TS8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

CC6-8RS/TS2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

1.4.3 Monitor gathered information and assess for gaps or weaknesses.

CC11-12RS/TS1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

1.2.3 Demonstrate creativity by using multiple resources and formats.

CC9-10RS/TS7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Challenges of Collaboration

Benefits for Teachers

Benefits for Adminstrators

Benefits for Students

Review and Questions

Contact Us!

Feel free to contact any of us in the future with questions about librarianship, collaboration, etc.

jessica.garman@gmail.com

shoshanagg@gmail.com

ajones3lbsc@gmail.com

samowijs@gmail.com