Collaborate, Educate, Elevate

Donna G. Baratta

Seated at a table with their books open, John and Sara glide their pens across text and graphic organizers. Stephanie and Emma are intently focused on their computer screens, scrolling through database articles for the last perfect piece of information. Luis, with a notebook in his lap, speaks animatedly to Brian, who nods in understanding as he types facts onto a PowerPoint slide. What do all of these students have in common? They are immersed in a research project designed by their classroom teacher in collaboration with their library media specialist. Each student is engaged, actively learning, reading, collaborating, evaluating, synthesizing, and communicating information that will be part of a curriculum-based final product.

Before the teacher and library media specialist can begin to effectively collaborate, students and teachers must banish the stereotype of the "shushing" librarian. Librarian, teacher librarian, and library media specialist are all current terms used to describe the qualified professional at the heart of the school library media center program. Today's school library media specialist is a teacher, instructional partner, information and technology specialist, lover of literature, program administrator, staff developer, innovator, and lifelong learner.

Library media specialists are eager to collaborate with teachers as instructional partners to develop lessons and activities. Effective partnerships build on the classroom teacher's expertise in teaching and curriculum specialization by combining it with the specialist's expertise in teaching information literacy skills, which include locating, evaluating, using, and communicating information (American Association of School Librarians, 2007). Together the educators brainstorm ideas and create lessons and projects that immerse students in learning subject curriculum.

A library media specialist is uniquely qualified to collaborate with teachers in crafting effective instruction by matching available print and electronic resources with curriculum requirements and student needs. Collaboration maximizes individualized support and differentiation of instruction. Studies across the United States have consistently demonstrated that schools with qualified library media specialists experience student achievement increases above those without a library  media specialist (Scholastic Library Publishing, 2006).

When it comes to creating final projects used to communicate and evaluate learning, the sky is the limit. Final projects may include book reviews, multimedia presentations, podcasts, newspaper articles, brochures, or Web pages in addition to traditional research papers. Flexibility in the creation of final projects enables teachers to efficiently use class time and helps match projects appropriately to each student's different learning style.

Meaningful and ongoing collaboration requires the support of administrators, who can ensure funding to keep collections current and create an atmosphere in which collaboration can thrive. In addition to being able to use the library media center for curriculum instruction, teachers also need valuable time during the school day to be allocated so that they can create collaborative relationships while developing effective instruction. 

Teachers should tap into the resources of the school's library media center and the capacity of library media specialists to take advantage of the powerful benefits of educators sharing their expertise to teach meaningful, curriculum-based lessons that increase student achievement.

References

American Association of School Librarians. (2007). Standards for the 21st-century learner. Retrieved January 20, 2008, from www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/ learningstandards/AASL_Learning_Standards_2007.pdf

Scholastic Library Publishing. (2006). School libraries work! Retrieved January 20, 2008, from http://librarypublishing.scholastic.com/content/stores/LibraryStore/pages/images/slw_06.pdf

Donna G. Baratta is a library media specialist at Mildred E. Strang Middle School in Yorktown Heights, N.Y., and is currently enrolled in the doctoral program in education in Instructional Leadership at Western Connecticut State University.