A.1.3+Rough+Draft

A.1.3 Rough Draft Jamie in blue Gwen in Green

__ **Leader Role** __
 * #1 **
 * Professional Development for Raising Teachers' Knowledge and Awareness **

There are many reasons for librarians to lead professional development sessions for teachers in their schools. The Carmel High School (Carmel, Indiana) study (Williams 2004) showed that teachers in this school had a lack of understanding of databases and therefore were not suggesting that students use it in their assignments. The collection of information for this study used a web-based survey with Likert-type questions. Out of the teachers that considered themselves beginners when it came to electronic databases, 78.9 percent never directed students to use databases in their class. Conversely, with those who considered themselves at an expert level with databases, 60 percent always directed students to use databases. These teachers were younger and more experienced with using multimedia and were able to demonstrate the use of these databases to their students. This study showed that a teachers' awareness and knowledge of resources in the library directly correlated to the use of those resources in teaching. The study then went on to suggest that librarians be in charge of some professional development. One teacher even requested professional development in response to the survey: “ I suspect that if I had knowledge of some of the database sources referred to in this survey that I could use resources that are already available to me. We obviously need some inservice that will enable us to make appropriate use of the vast resources and skills of our media center." Those surveyed preferred one-on-one and class or group instruction time to online tutorials and audiovisual training materials for raising media awareness. Based on this study, librarians should be conducting personal, professional development as needs arise so that teachers, and in turn students, can successfully utilize the tools the school has purchased, e.g. databases . This study could also be used as a model for a librarian wanting to conduct a local survey of a school to hone in on what knowledge and awareness gaps teachers have before preparing inservices and working with faculty during the year.

__ **Instructional Partner Role** __ **Collaboration Yields Success in Teachings on** **Plagiarism**
 * 2

This Australian based study (Williamson, McGregor, and Archibald 2009) focused on four middle/upper schools. Through interviews, students were assessed for their understanding of plagiarism before being taught on the subject and following teachings using an instructional practice (IP) approach on how to avoid plagiarism. The data was collected in three different elements and were aimed to understand the students ' attitudes toward certain assignments while dealing with plagiarism. After the IP teachings, all students had an increased awareness and understanding of plagiarism, including a new understanding that ideas can be plagiarized as well as words (Williamson, McGregor, and Archibald 21-22). These lessons helped students see the problem with plagiarism and they now had the knowledge to recognize plagiarism within lessons. The understanding of both the need for and mechanics of in-text citations and bibliographies also increased for all students across all levels (Williamson, McGregor, and Archibald 22). Most students felt they would plagiarize less now that they had a better grasp of the concepts. Some even internalized the ethics behind honoring intellectual property. A few admitted they might plagiarize later if they knew there was little chance to be caught and were only motivated by extrinsic factors.The teachers and librarians who cotaught these lessons and were interviewed as well. Many teachers thought that students would be less likely to plagiarize if they could identify with the research topic because they would be more motivated to synthesize and generate their own ideas when they were enthusiastic about the topic (Williamson, McGregor, and Archibald 24). Another suggestion was the need for students to identify their own voice in writing which helps in the authenticity of students writing, but also requires tolerance ( Williamson, McGregor, and Archibald 24). The authors noted that the teacher/librarian collaboration was vital to the success of this project, and most staff involved had enjoyed the coteaching that had taken place. Thus, one recommendation from this study is that collaboration needs to become a top priority in schools and be backed up through school policies (Williamson, McGregor, and Archibald 24).

**#3** __ **Instructional Partner Role** __ Librarians Bring Connective Contributions To Collaborative Planning Sessions

To many outside individuals what teachers and librarians call collaboration others call chaos. This study (Kimmel 2012) looks at the collaboration of a librarian and second-grade teachers at Obama Elementary School and how they conducted their monthly meetings for an entire school year. This study came about because of a 1994 article by Wolcott that ‘suggested that failure to achieve this role (school librarian) was lack of understanding about how teachers plan.” (Kimmel 3) Previous studies have focused on the need for collaboration and the lack of understanding librarians have when it comes to how teachers plan. Studies have not looked at what collaborative teacher-librarian planning actually looks like, especially from a teacher's perspective. Kimmel's study addresses this need through a discourse analysis of the monthly teacher-librarian planning meetings. The data that was collected from this study dealt with all correspondence between the teachers, the librarian, and the principal at Obama Elementary School. The study found that although teachers plan in multiple ways and with different styles, patterns were evident in the collaborative planning processes. By placing the data in a mapping software, the five activities that comprised the planning sessions were captured: "Orienting, Coordinating, Making Connections, Making Sense & Drifting” (Kimmel 9). Librarians greatest contributions to the planning sessions came in their ability to make connections with resources (including technology), other grades, and school-wide events (Kimmel 11). Future studies should continue focusing on this aspect to determine what other benefits are reaped from having librarians present in teacher planning sessions. The finding s of this study could also be used as a framework for future studies, keeping in mind that teacher planning with a librarian will look different depending on the scope and teaching/library teams make-up. This study would be of benefit to give to a principal for administrators to see the benefits of how planning design would be helpful to teacher collaboration. Through Kimmel's study, it is apparent that librarians are an important part of teacher planning sessions because they can bring their unique ability to make connections thus strengthening student learning across the curriculum and the school.

**#4** __ Instructional Partner Role __ Collection and Collaboration: Science in Michigan Middle School Media Centers

The Michigan Educational Assessment Program (MEAP) looked at the test score s of seventh grade students whose test scores had improved through the use of middle school library programs. They believed that if using a library program showed student success in academic achievement in reading then the program should correlate to growth in science content as well. The focus of this study (Mardis 2007) was the science/math library collection, which teachers had reported as inadequate, and librarian-teacher collaboration. This study employed the same research analysis used for reading to study students' achievements in science. Teachers in the Michigan study believe that the ‘SLMC’s science collection as inadequate for thier needs’ (Mardis & Hoffman, 2) with in their curriculum. The instrument used was a survey mailed to 196 homes with 73 being returned completed. The survey looked at the SLMC in areas of books, non-print, and collections. The results of this survey stated that there was a significant correlations with science and the type of resources used with old books and out of date collections many print resources in the collections contained dated material, some up to 30 years old, but that librarians did try to shore this up with periodicals and non-print resources. There were significant relationships between student achievement and the collections which had a number of periodicals. The study also found that teacher-librarian collaboration was at a minimum and could be improved because the level of collaboration had a significant correspondence with student MEAP achievement. To support student science achievement, science teachers and librarians need to work together to teach collaboratively and to build better science collections that are rich in different types of media.

Works Cited Kimmel, Sue C. "Collaboration As School Reform: Are There Patterns In The Chaos Of Planning With Teachers?." // School Library Research // 15.(2012): 1-15. // Library, Information Science & Technology Abstracts with Full Text //. Web. 20 June 2013.

Mardis, Marcia. "Collection And Collaboration: Science In Michigan Middle School Media Centers." //School Library Media Research// 10.(2007): //ERIC//. Web. 21 June 2013.

Williams, Teresa D. "Teachers' Link To Electronic Resources In The Library Media Center: A Local Study Of Awareness, Knowledge And Influence [Computer File]." // School Library Media Research 7 // .(2004): n. pag. // Library Literature & Information Science Full Text (H.W. Wilson) //. Web. 17 June 2013.

Williamson, Kirsty, Joy McGregor, and Alyson Archibald. "Assisting Students To Avoid Plagiarism: Part 1: The Instructional Practice Approach." // Access (10300155) // 23.3 (2009): 19-25. // Library, Information Science & Technology Abstracts with Full Text //. Web. 18 June 2013.