1. Developing
collaboration
in a learning
community
LIB 604 Libraries in the School Curriculum
Spring 2011

2. Leonardo da Vinci
Those who are in love with practicewithout
knowledgeare like the sailorwho gets into a ship
withoutrudder or compassand who never can be
certainwhither he is going. Practicemust always
be foundedon soundtheory . . .
2

3. Theorizing for collaboration
 Patricia Montiel-Overall:
 Collaboration is a trusting, working relationship
between two or more equal participants involved
in shared thinking, shared planning and shared
creation of integrated instruction.
 Toward a Theory of Collaboration for Teachers and Librarians
3
Volume 8 (2005)

4. Models of
Collaboration:
A. Coordination
from Montiel-Overall
“A Theoretical
Understanding”
4

5. Models of Collaboration:
B. Cooperation
from Montiel-Overall, 2005
5

6. Models of Collaboration:
C. Integrated Instruction
from Montiel-Overall, 2005
6

7. Models of Collaboration:
D. Integrated Curriculum
from Montiel-Overall, 2005
7

8. 8
A continuum from A through D
Montiel-Overall:
 In Model A, an individual could carry out major coordinating
responsibilities alone
 In Model B: Cooperation, teacher and librarian begin to work
more closely
 Model C: Integrated Instruction reflects a deeper level of
involvement
 Model D: Integrated Curriculum involves TLC across the
curriculum.
8

9. 9
“Theory without practice cannot survive
and dies as quickly as it lives.”
Leonardoda Vinci
See Dr. Hank Stevens’ Lab
EcologyandEvolutionof DynamicsandBiodiversity
9

10. 10
Collaboration in practice
 Doesn’t work with everyone
 It has to do with personalities.... I mean, there are
so many factors that come into these things. And to
be under the illusion that you are going to work
with everybody. Well, that would take some kind
of saint. Someone charismatic and charming.
 Heather's Virtual Seminar

11. 11
Forging a collaborative culture
 A Canadian’s success:
 Collaborations Between Teacher-Librarians and Classroom
Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45

12. 12
Appealing to teacher needs
 Joys and pitfalls:
 A Teacher-Librarian Finally Understands the Joys and Pitfalls of
Collaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18-
29

13. 13
Essential Ingredients
 Time, flexibility, administrative support:
1. There must be “real” time for collaborative
planning
2. There must be flexible access to the library and
teacher-librarian
3. There must be administrative support for a
collaborative climate in which all instructional
staff members are instructional partners
 TAG Team: Collaborate to Teach, Assess and Grow

14. 14
Doug Johnson on Collaboration
 Recognize what keeps others awake at night.
 Recognize your vital areas of expertise.
 Look for win/win situations.
 Brush up on your interpersonal skills.
 Build slowly, but meaningfully.
 Proactivity and Reflection: Tools to Improve Collaborative
Experiences

15. 15
A recent NCLE report(2013) concludes:
http://www.literacyinlearningexchange.org/remodeling

16. 16
An important collaborative form
http://www.nrcs.k12.oh.us/WhatisCo-Teaching.aspx

17. 17
Benefits of coteaching?
 Judi Moreillon, school library educator:
 Coteaching among educators offers many benefits for
learners and for educators, too. When implementing new
standards, educators who develop a shared vocabulary,
procedures, and processes create greater opportunities for
student success. Coteaching between a classroom teacher and
a school librarian brings together the combined expertise of
two professionals who bring different skill sets to the table.
 Coteaching: What Does It Look Like? Posted on March 7, 2013 by Judi
Moreillon

18. 18
CoteachingModels

19. 19
Coteachingis a pathway to leadership

20. 20
“Individually, we
are one drop.
Together we are an
ocean.”
(Ryunosuke Satoro)
Quotes