Mini+Case+Study+T-Chart+and+Notes

Janis will write in red. Christine will write in blue.


 * From Interviews**

st. can be self-directed || st. can be self-directed in research once internalize process (idea based on Judy-3rd's testimony) ||  || fleshes out ideas for teacher libn. used her expertise such as grading citations
 * STUDENT || TEACHERS || SCHOOL LIBRARIANS || ADMINISTRATORS ||
 * more individualized instruction (Peggy - Kindergarten) view library as place of learning (Peggy-Kindergarten)  || becomes more creative (Peggy - kindergarten) more planning, ideas, "feed off each other" (Peggy-Kindergarten) || becomes more creative (Peggy - Kindergarten) "feed off each other" (Peggy-Kindergarten) || increased instructional space; "library becomes classroom" (Peggy - Kindergarten) "individualized attention" impacts student achievement (Peggy-Kindergarten) ||
 * authentic learning, ability to find own answers (Judy-3rd) || take curriculum deeper from "superficial level" (Judy-3rd)
 * expanded instruction (Tracy - elem. Art) st. making cross-curricular connections "research blankets," "find stories" (based on Tracy -Art)  || library instruction carries over into the classroom (Tracy - elem. Art)  st. ask questions about instruction  ||   || has someone to address issues in all subject areas; "impacts the academic achievement of each student" (Paula - principal) ||
 * evaluate sites, global perspective (Paula-principal) || impact st. achievement (Paula-principal) || evaluate sites, global perspective (Paula-principal) ||  ||
 * learns connections to other subjects (Mary Ann - 7th LA) skills for other subjects like works cited, reading research, presentation (Mary Ann - 7th LA) || increase success of lesson

helps with grading (Kelly - hs student teacher) (much of this is similar to Sherri-HS English)  ||   || connects all aspects across curriculum (Mary Ann - 7th LA) || with "common strands" through curriculum such as research & writing process; same vocab. used; st. consistent and grow with skills (idea based on Karen-8th LA) ||  ||
 * learns process not just task (Mary Ann - 7th LA) || is provided with options for teaching (Mary Ann - 7th LA) "exciting for teacher;" additional resource for ideas; expert for works cited, reading research, presentation, "fun" (Mary Ann - 7th LA)  || "fun" and "exciting" leads to wanting more collaboration, leading to more visibility and increased impact on st. achievement (idea based on Mary Ann-7th LA) ||   ||
 * feels welcome in library (Mary Ann - 7th LA) || learns new ways to assess students and self (Diane - hs Art) ||  ||   ||
 * || learn along with st., was led through lessons (Pat-7th SS) ||  ||   ||
 * "common strands" through curriculum such as research & writing process; same vocab. used; not plagiarize; learn Web 2.0 (Karen-8th LA) || addl. materials; tech. assistance, Web 2.0 wiki, modeled booktalks, show how make connections, team teach, planning ahead (Karen-8th LA) || team teach (Karen-8th)
 * "students enjoyed different ideas" (Kelly-HS St. Tchr) ||  ||   ||   ||


 * Reading Notes**

Diane - Job embedded staff development - introducing rubrics for self assessment and modeling use (Moreillon,8)

Sheri - backward planning (5) “digital storytelling”; incorporating literacy skills (x)

Mary Ann - reading project in which librarian implemented “reading comprehension strategies” (2)

Paula - librarian’s “global perspective”; “able to see how learning develops from year to year and how subject areas intertwine” (McGregor, 208) “lead collaborations that fill in gaps and provide individualized learning experiences” (209)

Kelly - "asked to use the library space and resources"(Kelly) but librarian took advantage of the opportunity for full collaboration (McGregor, 212)

A way for the "teacher librarian to prove his or her value in the learning experiences of students" (McGregor 199)

"As the teacher librarian works with teachers...information literacy is inevitably incorporated into the curriculum" (McGregor 206)

The teacher librarian's formerly "restrictive vision" becomes "a shared and dynamic vision of effective change for learning" (McGregor 207)

The teaching of ICT standards (the foundation of Standards for the 21st Century Learner--social responsibility, independent learning, and ICT literacy-- as rated excellent by principals showed a correlation between high achievement scores on standardized tests (Lance 16).

The SL who teaches skills using 21st Century Standards is teaching students to self-assess, resulting in positive overall learning behaviors, including ownership over their learning (Harada 14)

In CS4TRC: collaboration leads to collegial relationships which can lead favorably towards school reform (Moreillon 6)