Want to know where you currently are in the collaboration process?

Check out these

scales

1. Self-Contained Teaching: The Library Media Center is bypassed entirely.

Teachers plan and carry out units independently, not using library media
resources or making connections with the library media specialist.
2. Teaching with a Borrowed Collection: Teachers plan units and then check out
all resources from the library media center, contacting the library media specialist
only as a resource provider, to pull materials and check them out.
3. Using the Library Media Specialist as Enrichment: Teachers plan units and
then come to the library media specialist to tell a story or do a book talk or allow
time for the class to come into the center to get resources but no preplanning takes
place and no integration of information skills is built into the unit as an integral
part.
4. Utilizing the Library Media Specialist Out of Context: Instruction and learning
are isolated and disconnected, not integral to other learning that is classroom
based. Teachers plan an objective (good behavior or drug prevention) and then
ask the library media specialist to play an active role in delivery of instruction.
The information that the library media specialist is asked to cover is not related to
students becoming better information users as part of a classroom assignment and
there is no collaborative planning.
5. Using Library Media Resources as Part of a Unit: Teachers plan units that rely
on the use of library media center resources and require that students use these
resources to fulfill the unit objectives. The library media specialist is not involved
in preplanning and is placed in a reactive role.
6. Collaborative Planning for Instruction: Teachers and the library media
specialist meet to preplan units of study. They identify information skills and
other objectives that will be covered during the unit as well as resources that will
be needed and used. Together they determine the responsibilities of the classroom
teacher, the library media specialist and the students. They jointly plan the
activities to be carried out and determine how the unit will be evaluated.
7. Collaborative Planning for Curriculum Development: Teachers and library
media specialists work together to determine implementation of curriculum
changes and team together to make decisions for acquiring needed resources to
meet the new demands for the library media center. They work as a team to plan
strategies, activities and acquire resources that will facilitate implementation.

Adapted from: Loertscher, David V. Taxonomies of the School Library Media Program.
Hi Willow Research & Publishing, 2000.
Evaluation of Media collaboration:

The most effective method of evaluation of collaboration is through the use of surveys.
Evaluation forms may be filled out individually by both the teacher and the media
specialist are completed together. Either way, they provide feedback for both parties and
suggestions for improvement.

Media Forms for teachers to www.tsl.state.tx.us/ld/schoollibs/planningform

Evaluation document feedback for an
Forms individual unit or lesson.
Assessing the Instructional
Integration of Information
Literacy and Technology in
the School Curriculum
Media Allows consolidation of
Collaboration collaboration for overall
Log evaluation.
s/collaborationform2.doc
http://www.indianalearns.org/downloads/
Page34Library.pdf
http://www.dillon2.k12.sc.us/staff/collab
oration.asp
http://www.lmcsource.com/evidence/coll
ablog.htm