LIBE 467: Assignment Two - Collaboration & Evolution

LIBE 467: Assignment Two - Collaboration & Evolution

If you want to lift yourself up,

lift up someone else.

-Booker T. Washington,  American Educator (1856-1915)

col·lab·o·ra·tion

/kəˌlabəˈrāSH(ə)n/

noun
the action of working with someone to produce or create something.

ev·o·lu·tion

/ˌevəˈlo͞oSH(ə)n/

noun
the gradual development of something, especially from a simple to a more complex form.

Collaboration is critical to teacher-librarianship.  The following excerpt supports this stance and is from the document Achieving Information Literacy: Standards for School Library Programs in Canada (2006):

Studies indicate that student competence in handling information is mirrored in achievement, and is most effectively developed when integrated with classroom instruction through collaborative program planning and team teaching by two equal teaching partners - the classroom teacher and teacher-librarian - in a flexibly scheduled school library. The teacher-librarian plays important roles as information and resource specialist, teacher and collaborative planner (Asselin et al, 2006).

This assignment is to collaborate with a teacher and evolve their practice.  It is a technical essay written in the assumed role of a school library media specialist in the examination of “two teachers who are at a range of different levels of concern/use with respect to the effective use of reference resources in their pedagogical practices” (Beaudry, 2018a).  I have worked with the two individuals represented in this review.  This paper involves the application of the Concerns-Based-Adoption-Model (CBAM) approach to change as well as refers to the Substitution Augmentation Modification Redefinition approach (SAMR).  

The CBAM is described below:

The concerns model identifies and provides ways to assess seven stages of concern  [Table 3]. These stages have major implications for professional development. First, they point out the importance of attending to where people are and addressing the questions they are asking when they are asking them. ... Second, this model suggests the importance of paying attention to implementation for several years, because it takes at least three years for early concerns to be resolved and later ones to emerge. Finally, with all the demands on teachers, it is often the case that once their practice becomes routine, they never have the time and space to focus on whether and in what ways students are learning. … [A]cknowledging these concerns and addressing them are critical to progress in a reform effort (National Academy, 2005).

These models are manoeuvrable.  Teachers can be at particular points depending on issues such as subject matter and self-awareness.  For the teacher-librarian, these models provide a framework to help facilitate effective use of reference resources.

Figure 1

Typical Expressions of Concern about an Innovation/ Table 3

(National Academy, 2005)

Figure 2

Levels of Use of the Innovation: Typical Behaviors

(National Academy, 2005)

In connection, Po-Sen Huang in the tutorial, Concerns-Based Adoption Model (n.d), charts sample interventions.  For example, if the teacher has an identified level of use as Non-Use where they “have no interest, no involvement, or are taking no action” then the teacher-librarian can try “written information and web resources” or “personal contacts with knowledgeable users”  (Huang, n.d.).  This will be further explored in the teacher example number one.

The SAMR model is as follows:

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology (Technology is Learning, n.d.).

For illustration, at a base level:

Figure 3

(Technology is Learning, n.d.)

Digital reference resources are part and parcel of pupil learning in modern schools and, as such, computer technology is relevant to both classroom and library learning.  The teacher-librarian can assess the teacher based on the CBAM approach, and with respect to technology, the SAMR model.  In addition to these models, other resources such as the Appendixes in Leading Learning: Standards of Practice for School Library Learning Commons in Canada (2014) can provide starting points for pedagogy.  For example, in Appendix 1 there are standard discussion starters for learning leadership teams that can be applied to this process (CLA, 2014, p.29).  For illustration:

Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners

• How do we cultivate a collaborative learning community in a school? Who is involved? Why is it important?

• What are the specific needs of the stakeholders within the school community – students, parents, staff?

• How can these needs become opportunities for advancing a collaborative learning community e.g. 24/7 access to a variety of excellent resources as well as learning opportunities? How can technology help? (CLA, 2014, p.29).

As noted by the National Academy of Sciences (2005), “Learning experiences evolve over time, take place in different settings, rely on varying degrees of external expertise, and change with participant needs” so adjustments are required.  Further, educators need to ask “Is this change working for students? and Is there something that will work even better?” (National Academy, 2005).  The relationship between the teacher-librarian and teacher is interconnected with pedagogy and pupils.  As repeated in this review, collaboration is crucial to the success of the student and school:

[I]nstruction on information skills and the use of reference materials should involve a collaborative effort by the classroom teacher who is the subject expert, and the teacher-librarian, the information specialist. Numerous research studies have indicated that this is not only an effective form of instruction, but also improves student achievement (Beaudry, 2018b).

Reference services extend outside the exterior walls of the library.  Collegial collaboration between the teacher-librarian and the teachers creates and elevates the curriculum and its application.

Teacher 1

Collaboration - Teacher 1 CC0

Situation/Experiences/Methods
⭐Kindergarten/Grade 1 Elementary School Teacher
⭐Metropolitan School District A - Low Socioeconomic Strata
⭐Large ELL Population & Refugees - Community School
⭐5 Years Teaching Experience
⭐4th Permanent Position (Previously: High School Science, Grade 3/4)
⭐Type A Personality

Victoria (name changed for privacy) is a friend and colleague.  It should be noted that this affection can positively or negatively affect the collaboration evolution outcomes.  In such relationships, the private and public spheres can overlap.  This teacher is routine-oriented and highly-organized.  Her classroom environment is representative of herself and she is solid in her systems.  For example, the wall art is commercial and favours the teacher and her interests.  She does not appear to have a collaborative relationship with the school teacher-librarian.  The students use the library to borrow books for silent-reading and home use.  There are no computers in the library for students.  The teacher uses a personal iPad in her classroom teaching.  The teacher-librarian works four days a week at this school in this position and is trained in this field.  She has been at this school for over half a decade.  I have interacted with this teacher-librarian.

Design Approach 1

With respect to CBAM and Typical Expressions of Concern about an Innovation, Victoria is primarily at Stage of Concern 2. Personal  and her Expression of Concern is “How will using it affect me?” (National Academy, 2005).  In addition, her focus seems to be on Stage of Concern 3. Management, and her Expression of Concern is also related to “I seem to be spending all my time getting materials ready” (National Academy, 2005).  In terms of this model and Levels of Use of the Innovation: Typical Behaviors, Victoria can be described as between Levels of Use 0I. Orientation - with Behaviour Indicators of “The user is taking the initiative to learn more about the innovation” and II. Preparation - “The user has definite plans to begin using the innovation” (National Academy, 2005).  This combination may be reflective of the participant and their personality type.  If applying the SAMR model in connection with their teaching with technology and reference materials, this teacher is at Level Substitution at the library and Level Augmentation in her classroom  (Technology, n.d.).  In the former, please see Figure 3; in the latter,  due to the iPad, “Computer Technology offers an effective tool to perform common tasks” (Technology, n.d.).

The approach to this teacher that will take her to a higher level of integration, application, and embed these potential resources into their practice incorporates a two-way mentorship.  Victoria is task and detail oriented and this type of collaboration with the teacher-librarian will offer both control and consultation.  Since she uses an iPad in her classroom, it will be suggested to use it in the library with the teacher-librarian who may be able to procure a set through her connections, or, as a community school, there may be liaisons to ask for borrowing.  This teacher-librarian is an experienced educator.  By advocating for collaboration, it should ease the management concerns Victoria has expressed as the materials are shared.  The intention is to evolve her practice to 4. Consequence/Refinement, 5. Collaboration/ V. Integration and 6. Refocusing/ VI. Renewal  (please see Figure 1 and 2).

Teacher 2

Collaboration - Teacher 2 CC0

Situation/Experiences/Methods

⭐Grade 1 Elementary School Teacher

⭐Metropolitan School District B - Low Socioeconomic Strata

⭐Large ELL Population

⭐5 Years Teaching Experience

⭐1st Permanent Position (Previously: Temporary Contracts)

⭐Type B Personality

Elizabeth (name changed for privacy) is also a friend and colleague.  As such, it should be entered that this intimacy can positively or negatively influence the collaboration evolution estimation and results.  This teacher is flexible and organized.  Her classroom environment is reflective of her students and she is fluid in her facilitations.  For example, the walls are displayed with student art and interests.  Likewise, she does not appear to have a collaborative relationship with the school teacher-librarian.  The students use the library to borrow books for classroom reading and home use.  There are no computers in the library for students; there is one computer for the teacher-librarian.  The teacher-librarian works full-time at this school in both the library and as a language and physical education teacher.  She is not trained as a teacher-librarian and has been employed in this position for four years.  I have also interacted with this teacher-librarian.

Design Approach 2

With respect to CBAM and Typical Expressions of Concern about an Innovation, Elizabeth is primarily at Stage 1. Informational and her Expression of Concern is “I would like to know more about it” (National Academy, 2005).  In terms of this model and Levels of Use of the Innovation: Typical Behaviors, Elizabeth can be described as at Levels of Use 0I. Orientation - with Behaviour Indicators of “The user is taking the initiative to learn more about the innovation” (National Academy, 2005).  If applying the SAMR model in connection with their teaching with technology and reference materials, this teacher is at Level Substitution at the library (Technology, n.d.).  

The proposal to this teacher that will take her to a higher level of integration, application, and embed these potential resources into their practice involves a project and inquiry-based approach.  Elizabeth is open-minded and inquisitive and this type of collaboration with the teacher-librarian offers both purpose and pliability.  This teacher-librarian is not formally trained in this field and both educators could use this resource researching as professional development.  As noted by Riedling in the course text, “In order to properly perform any reference service, the school library media specialist must have an exceptional knowledge of the library media center’s collection” (2005, p. 92).  Elizabeth is comfortable with student-interest learning and she has had positive experiences as a receiver and reflective practitioner in educational relationships.  In comparison to Victoria, Elizabeth is already familiar with 4. Consequence/Refinement.  The purpose is also to evolve her practice to 5. Stages of Concern of Collaboration/ V. Integration and 6. Refocusing/ VI. Renewal  (please see Figure 1 and 2).

By playing to their strengths, both the teachers and the teacher-librarians will matchup and their pupils will win from the collaboration.  

The teacher-librarian, or school library media specialist, is important in the infrastructure of the school.  This individual, as part of a collective, is integral to student success:
This vision for the future is based on three central ideas which suggest a framework to support the authentic student learning that is the goal of the successful, student-centered library media program.  These central ideas are collaboration, leadership, and technology (Shayne, n.d.).

In collaboration and evolution, the role of the teacher-librarian is essential.  Part of pedagogy is the understanding of “the issues related to changing behaviour and to identify appropriate strategies to facilitate change” (Beaudry, 2018a).  It is mutually beneficial.  By elevating the teacher in education, the teacher-librarian is elevated as well.

References

Asselin, M., Branch, J.L., & Oberg, D. (Eds.). (2006). Achieving information literacy: Standards for

school library programs in Canada. Ottawa, ON: CASL.

Beaudry, R. (2018a). Assignment 2: Collaborate with a teacher and evolve their practice [Lecture Notes]. Retrieved from
https://canvas.ubc.ca

Beaudry, R. (2018b). Lesson 5: The reference interview: Cooperative program planning and

teaching for personalized inquiry [Lecture Notes]. Retrieved from https://canvas.ubc.ca

CLA - Canadian Library Association. (2014).  Leading learning: Standards of practice for school

library learning commons in Canada. Retrieved from

http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Huang, P-S. (n.d.). Concerns-based adoption model.  Retrieved from

https://sites.google.com/site/ch7cbam/home/levels-of-use

National Academy of Sciences. (2005). The concerns-based adoption model (CBAM): A model for

change in individuals. Retrieved from

http://www.nationalacademies.org/rise/backg4a.htm  (Reprinted from Professional

development in science education: A critical and immediate challenge, by S.

Loucks-Horsley, in  R. Bybee (Ed.), National standards & the science curriculum, 1996, Dubuque, IA: Kendall/Hunt)   

Riedling, A. (2005). Reference skills for the school library media specialist: Tools and tips (2nd

ed.). Worthington, OH: Linworth.

Shayne, R. (n.d.). Teachers and librarians: Collaborative relationships. Retrieved from

https://www.ericdigests.org/2001-2/librarians.html

Technology is Learning. (n.d.). SAMR model. Retrieved from

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model (Source from SAMR, by R. Puentedura, 2004, http://www.hippasus.com/)