CFAB COLLAB CREATIONS

With Amanda Brasfield, teacher-librarian

https://todaysmeet.com/FabCollab

Today’s parking lot/back channel:

Who is this lady?

Squad goals

•What do librarians do?•Taxonomy of media specialists(break 9 a.m.)•Using the taxonomy/Specific examples(break 10 a.m.)•Vertical Alignment•Wrap-up/Evaluation

- Undergrad at Centre College

- Newspaper reporter in Kentucky

- Spanish teacher in NC

- University of North Carolina at Chapel Hill Masters in Library Science

- Librarian in Elementary, Middle, and High School

- Follow me @FHS_MC

(skwäd/ɡōl) (noun) (plural noun: squad goals): an inspirational term for what you'd like your group of friends to be or accomplish. - Urban dictionary

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YOU’RE SO LUCKY, YOU GET TO READ BOOKS ALL DAY.

What do librarians do?

Librarian’s rolesIn the literature1. Collaboration2. Reading Literacy3. Enhancing learning through technology4. Information literacy

Working with a librarian increases student learning…a lot.• Reflective thought• School-wide coordination• Improved teaching and learning

CTAXONOMYLibrary Media Specialist's Taxonomy for the Library Media Program

The Library Media Specialist's Taxonomy for the Library Media Program (from David Loertscher)1. No Involvement2. Smoothly operating information infrastructure3. Individual Reference Assistance4. Spontaneous Interaction and Gathering5. Cursory Planning6. Planned Gathering7. Evangelistic Outreach/Advocacy8. Implementation of the Four Major Programmatic Elements of the LMC Program9. The Mature LMC (This don’t happen over night, y’all)10. Curriculum Development

C3. INDIVIDUAL REFERENCE

Individual Reference Assistance•Find the answer to a specific question• Involves approachability and seeking first to understand

•Follow-up with, “Does that answer your question?”

•Can lead to movin’ on up the taxonomy•Builds confidence and relationships

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4. SPONTANEOUS INTERACTION/GATHERING

I need that book with the mitosis vs. meiosis chart in it STAT!

• Point of need. • Time fillers. • Letting the librarian be an extra set of

hands• Response to obvious school need.

• Books about stress during finals week.

• Books about animals before Toledo zoo visit.

C5. CURSORY PLANNING

Brainstorming• Ask your librarian• Can lead to shared activity• Activity in the library to support a classroom activity (let the learning curve happen in the library!)• Librarian might obtain resources, lead teacher to resources.

• Be sure to record interactions in a calendar or document for evaluation.

Library Activities to support classroom activity- CRAAP Test/Website Evaluation

- Citation/Plagerism- “How do you know?” questions (science)

- Note-taking- Read Alike Lists

- Book Reviews- Plot Analysis, Book parts, beginning, middle & end, Author, Setting, Point-of-View, Make predictions, summarize- Book Trailers- Ask the librarian to activate prior knowledge!

C6. PLANNED GATHERING

Conversation• Materials gathering is only collaborative when specific questions are posed:• How long is the unit?• What topics related to the unit are being studied?• What tools might the students need

• Ensures the correct materials are gathered using FCS curriculum

• Florida Center on Reading Research, centers

C7. EVANGELISTIC

OUTREACH

Action• Needs Assessment/what do teacher’s need for student learning to occur?

• What do students need to support learning?• Survey• Professional development• Discussion of what’s possible

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8. IMPLEMENTATION OF THE 4 MAJOR

ELEMENTS

A sit down• Librarian and teacher actually sit down together to plan• Librarian provides/finds resources, makes suggestions• Lib and teacher design activities together• The Lib attends grade level or department meetings, leaves with to-do list to support teachers. Lib is an outsider, can pose naïve questions.

• Lib is aware of what’s coming up, curriculum maps• Teacher is specific about how the librarian can help

C9. THE MATURE

LMC

Working together beginning to end• Unit goals are determined by the lib and teacher• Clear goals and objectives, assignment of responsibilities• Team teaching occurs (students see you working together!)• Resources are selected together• Assessments are created together, both are responsible for grading

• The collaboration concludes with an evaluation• The lessons can be for students or teachers. Teacher and Lib can collaborate on Professional Development, as well.

C10. CURRICULUM DEVELOPMENT

Systemic, utilizes librarian’s expertise in resources, technology, and learning strategies.

• Vertical Alignment of research skills- Super 3/Big 61. Task Definition2. Information Seeking Strategies3. Location and Access4. Use of Information5. Synthesis6. Evaluation

• Vertical Alignment of technology skills- Deciding what specific tools will be introduced

at each grade level. What tools are needed? What skills are need/will be needed?

Email, google docs, cameras, editing software, apps, ebooks, online catalog, digital scrapbook, storytelling, podcast, music video, songs, word clouds,

Barriers

• Time: Communicate virtually with Google docs and email so that the teacher and librarian can respond in their own time.

• Personalities: Not everyone will be part of your squad, but conversations that revolve around students and student learning can often overcome ego-based issues. And if not, that’s ok too.

• Fixed schedule: PLAN PLAN PLAN Use library period wisely, create stations for multiple goals to be accomplished at once, create alternate plan for book check out that fits student needs. Homeroom time, NNI time, etc. Librarian goes to the classroom/lab.

• Technology access: Centers, offline work: print the website to evaluate, graphic organizer, rough drafts, write arounds, brainstorming, etc. are all down BEFORE touching a device so that tech time is clear and focus.

Time, access to technology. personalities, fixed schedule.

Coteach

Collaborate

Coordinate

Communicate

Connect