Meadowview Library: Staff

Leader-Telegram
Login information:
Username/email = ecasd5@ecasd.us
Password = paper105

Username/email = ecasd6@ecasd.us
Password = paper106

Sharing

Sharing is the the beginning of collaboration. This involves the school librarian sharing resources with colleagues. It also includes when teachers request books or research materials for lessons or projects. Sharing is the level that school librarians can control.  

Cooperation

At this level, the classroom teacher the school librarian talk about what we are each teaching so that lessons can coordinate. They also share teaching methods and strategies so that students can have a consistent form of instruction. 

Coordination 

This form of collaboration includes lessons or projects that they schedule and discuss together but are taught by one teacher or the other.  At times, both the teacher and school librarian are present, but the lessons are not truly co-taught as one teacher is truly the lead and doing the majority of the preparation. 

Integration

This is when our curriculum objectives are truly aligned.  We have planned together and developed a lesson or project that meets the goals of the subject area as well as the information needs of students through the library.  We co-teach the lesson or project together.  This level requires trust by both people and includes shared ideas and decision-making. 

Hincks, K. (2022, March 31). 4 levels of collaboration for teachers and librarians. https://knowledgequest.aasl.org/4-levels-of-collaboration-for-teachers-and-librarians/ 

• Connect:  Provide detailed context to the sources and connect to the major themes of historical study. What connects with each group of students is particular to them and to the time. 
• Wonder:  Develop focus questions at different levels of thought and connect to larger themes for the unit of study.  
• Investigate: Determine the main ideas and details.  Investigate the purpose of the source and the author’s point of view.  
• Construct:  Draw conclusions about the evidence that has been compiled.
• Express:  Apply new ideas to share with others.  
• Reflect:  After every investigation, short or long, pause to ask what we learned about the inquiry process. What new skills? What approaches? What pitfalls? Also take a moment to identify new or still unanswered questions to take learning to a higher level.