Jessica Garman Shoshana Gordon Ginsburg Ashley Jones Jessica Samowitz Collaborating with your School Librarian Jessica Garman Shoshana Gordon Ginsburg Ashley Jones Jessica Samowitz

Are these statements true? Those that can’t do, teach. Teachers take the job for the short hours and the summers off. Teaching is easy - anyone can do it. It's just glorified babysitting! I think unfortunately most people have heard these statements before, and yes, they are extremely frustrating. However, I definitely had some teachers that fit this mold growing up, and I’m sure some of you probably did too. Keep that in mind for the next slide.

Are these statements true? Librarians sit behind a desk and read books all day. The main job of a librarian is checking out books. The library profession will soon be obsolete. These statements are just as frustrating to us as the previous statements probably were to you. Yes school librarians read and review books, and yes they do check out books to students, but that is not our main job. In terms of the library profession soon being obsolete, that is pretty ridiculous. One of our roles as school librarians is information specialist, and considering the blow-up of information online, and the often difficult task of finding accurate, reliable information, our jobs have become even more important. However, we are realistic about other librarians in our profession. Yes we cringe at these statements, but there are librarians that you might work with that fit this mold, just like there are teachers out there who work for the summers and don’t really know what they are doing. So let us tell you about what school librarians should be doing, and can be doing with you at your schools.

Roles of the School Librarian: Teacher Information Specialist Instructional Partner Program Administrator Leader

Library Resources Books (non-fiction, fiction, picture, early readers, graphic novels, biographies, reference, teacher materials) Magazines Website links (websites that work with curriculum) Databases (covering different subject areas) DVDS CDS Playaways/Audio Books Technological tools like iPads, e-readers, cameras Equipment such as computers, Smart Boards The Library Media Center

Levels of Collaboration Cooperation Coordination Collaboration Data-Driven Collaboration

Examples of Collaborative Projects 5th Grade Science Pathfinders: http://www.wix.com/shoshanagg/solar-system-project http://www.wix.com/samowijs/astronomy-pathfinder   Web Resources for Science: http://www.wix.com/arabbitheart/science

WE WANT TO COLLABORATE! Curriculum Alignment Lesson Support We want your input on library resources Book Talks/Read-alouds We as school librarians want to work with you in your schools. As we will show you, the standards that school librarians use align with standards you will be using in your schools. Two heads are better than one, and we can provide lesson support through resources, as well as work with you on lessons when planning, teaching, and assessing. We really want library resources to meet your needs and be relevant to what you are doing in the classroom, so we want to communicate with you about them. We also want all of the resources through the library media program to be utilized, so you can absolutely have us come into your classroom and do book talks or read-alouds with kids. This is just another way of us letting students and you will know what resources are available.

Core Standards for Learning Science in Maryland Standards Alignment http://mdk12.org/instruction/clg/biology/goal1.html http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm   AASL Standards Core Standards for Learning Science in Maryland  1. Inquire, think critically and gain knowledge. 1.2 The student will pose scientific questions and suggest investigative approaches to provide answers to questions. 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions. 3.Share knowledge and participate ethically and productively as members of our democratic society. 1.1.5 The student will explain factors that produce biased data (incomplete data, using data inappropriately, conflicts of interest, etc.). 4.Pursue personal and aesthetic growth. 1.7 The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.  

AASL Learning Standards Standards Alignment for Science/Tech. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/readingstandardsscience1.cfm AASL Learning Standards Common Core Crosswalk 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. CC11-12RS/TS3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. CC6-8RS/TS8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. CC6-8RS/TS2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 1.4.3 Monitor gathered information and assess for gaps or weaknesses. CC11-12RS/TS1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 1.2.3 Demonstrate creativity by using multiple resources and formats. CC9-10RS/TS7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.  

Challenges of Collaboration

Benefits for Teachers

Benefits for Adminstrators

Benefits for Students

Review and Questions

Contact Us! Feel free to contact any of us in the future with questions about librarianship, collaboration, etc. jessica.garman@gmail.com shoshanagg@gmail.com ajones3lbsc@gmail.com samowijs@gmail.com