Teacher and Librarian Collaboration: How to Find Sources (Research Skills Instruction Grade 9)

I spent Valentine's Day teaching our grade 9 students the basics of Finding Sources. Thanks to our English teacher who recognizes the role of the school librarian in enriching and expanding student's understanding on the use of sources. As the topic falls under academic reading and writing, I asked for the texts that students were assigned to read. 

The English teacher sent me two articles selected from research journals. So, last weekend, I rolled up my sleeves and went to work. My goal was to lay the foundation of location and access. I planned a review of the different sources of information and the parts of a book - the printed format. Documenting the bibliographic data of a book source was the hands-on activity of choice.

I was amazed and inspired, and yes, a little bit insecure to approach the teaching of sources in this level of difficulty and sophisticated thinking. I am still in awe working alongside skilled and competent teachers.

The coolest thing about this teaching collab was the return of the students to the library!

The English teacher engaged students in the conversion of questions and statements of inquiry into language that can be used in searching sources in print and online formats. As the school’s teacher librarian, I facilitated a session where students apply skills and strategies in finding, locating and accessing information from curated collections of sources and followed through. Further assisting students in their journey of inquiry.

Waiting for the day when content or subject area teachers strike up collaborations with us, literacy skills teachers.

The Lighthouse Diary Entry #31: Prior Knowledge is Key

I had a wonderful time showing my student the new ebook lending system we acquired this academic year. She requested for a one-on-one session which I appreciate. We did present the new service to the student body during Foundation Week, but there are details and nuances in the use of media and technology that need clarification to learners young and old. My role is to present these nuances and pare the details. I learn from the process every time.

Yesterday, I learned the value of chunking information and focusing on a specific skill to discuss for that particular session. Access to ebooks and understanding the digital interface were the targets. However, along the way, the student was able to integrate learned skills from previous research experiences like using the table of contents, identifying the bibliographic data of the source and referring to the index. 

Thank goodness the ebook that we were able to identify has all the "traditional" parts of the book. The student's reading experience and familiarity with the structure of the printed book helped her navigate a digital copy. She was able to set the preliminary work but essential task for research.

I hope she has gained a certain level of confidence. 

Right after our session, I sent a PM to her research supervisor to update her on the student's progress. I recommended that student make use of close reading for the chosen texts. My co-teacher was pretty pleased at the development having taught the student this strategy during the summer. When collaboration happens between me and my co-teachers, I feel positive and hopeful - two things the world seem to be wanting more of these days. We soldier on.

As for EBSCOHost and the PH reps, they have been partners since we started organizing the library back in 2011. With the pandemic forcing us to pivot into the virtual space, it was inevitable not to subscribe to an ebook lending system. We have been toying on the idea previous to COVID-19 and Josef Halos' EBSCO had been very helpful and accommodating. This is another collaborative partnership I will write about in the coming weeks.

The Lighthouse Diary #30: Finding and Using Good Sources

My first library session this term is with grade 11 students of the Business Management (BM) class. This is year 1 of the DP class on BM and the teacher requested for a session on finding and using good sources. She sent me an email identifying the needs of her class as well as the planned coverage. This is what she sent me.

Session Focus

1. Finding and using good secondary sources (Session 1)

    In the context of the BM IA, these would include company reports,

    industry reports, competitor reports, official statistics, business articles
    and websites, business videos, business-related research.

    Hopefully,  you can also help lead them to find ".edu"  articles on OPAC.

There is a lot to unpack here. So, plan to begin with an explanation of the session's focus.

I shall be modeling the a task analysis to the class before diving into a discussion on secondary sources and the selection and evaluation of each. This is in part, a way to teach skills in understanding and comprehending instructions. I have meet with the grade 11s during our Foundation Week where I had an library orientation on the use of EBSCO and online subscriptions. This session serves as an extension of the library orientation from last week.

Here now is the PowerPoint Presentation for the session.

Scholastic Webinar: Collaboration in the School Library

In the survey I conducted with school librarians, the majority of whom are from schools that have partnered with Scholastic's Reading Program, four relatively new roles emerged from the shift to online and the digital rendering of library services and programs: 1) teacher of media and information literacy skills; 2) content creator; 3) research facilitator; and 4) technology consultant. Prior to the pandemic, I believe that some school librarians were already performing one or more of these roles. However, not all school librarians were doing so, or such roles were seldom discussed among school librarians in roundtable discussions and professional assemblies. This underscores the need for further research to establish a theory of professional practice.

Each of these roles requires specific skills and competencies from the school librarian. What is common among the four new roles is the ability to collaborate with library staff, teachers, school leadership, and members of the internal school community, as well as reaching out to society at large.

Collaboration in schools and educational institutions is grounded in the studies and philosophical works of Lev Vygotsky, Jerome Bruner, and John Dewey. It is a social skill that utilizes highly developed communication skills, as well as emotional and moral courage to listen to partners when completing shared tasks. When a school community perceives the library as an essential part of its learning ecosystem, it becomes feasible for the school librarian to function as a partner, team member, and collaborator in key projects and programs within the school. This lays the groundwork for Embedded Librarianship.

Based on selected readings, resources, and reflections from my own practice, I created conceptual maps on collaboration in school libraries and teacher-librarian partnerships. These models serve as references for examining, reflecting on, and planning tasks involving the facilitation of research skills, co-teaching of academic writing, and creation of content in both online platforms and physical formats.

School librarians coordinate and collaborate with students, faculty, academic departments, and student services, especially school leadership, in planning and implementing services and programs. Additionally, school librarians forge pathways for networking and linkages within the school community and broader society. This model is common in many school libraries where librarians provide access to information, resources, and reading materials. Serving as a liaison of valuable information is a role that school librarians can comfortably undertake using various technology tools. During the pandemic, when school campuses closed, libraries transitioned online to continue their coordinating and cooperating roles. On the other hand, a school community can maximize the library and its valuable human resources when the school librarian is integrated into the instructional and academic teaching force.

In this framework, collaboration is perceived and applied as a shared process. While the roles of teachers and librarians may differ, each contributes to achieving tasks and projects that lead to effective and meaningful learning experiences. Establishing a shared goal and understanding the complementary skills of teachers and librarians are crucial.

I have blogged about specific tasks, projects, and teaching partnerships. Follow the Teacher and Librarian Collaboration link to read more about them. 

Below is another visual map illustrating the teamwork between teachers and librarians.

The realization of this model depends on how school leaders perceive school librarians. The competencies of both teachers and librarians are essential factors in making this model a reality in many schools. Collaboration requires trust, and therefore, personal attitudes and behaviors toward each other play a significant role. Despite encouragement from school leaders, some teachers may not feel comfortable working with school librarians. However, a creative and people-oriented librarian can facilitate collaboration through deliberate communication and planning with colleagues. These efforts require time, patience, and strategic thinking.

References:

The Many Faces of School Library Leadership. Coatney. Sharon. Editor. Libraries Unlimited. California: 2010.

Montiel-Overall, Patricia. Toward a Theory of Collaboration for Teachers and Librarians. AASL, 2005 (PDF)

Standards for the 21^st Century Learner. American Association of School Librarianship. Chicago, Illinois: AASL, 2009

Trilling, Bernie and Charles Fadel. 21^st Century Skills: Learning for life in our times. California: Josey Bass/ John Wiley Sons, 2009.

Pathfinder: The Abrahamic Faiths

The BA LIBRARY

Reference and Readers Services

 A Pathfinder serves as a resource and guide for the researcher to locate and find specific information on a topic. It provides basic resources to help the researcher start off on the course of his/her research. It lends a way to organize and document sources so that the researcher can decide on the next of the research. It lends opportunity to plan research strategies and anticipate dead ends.

A Pathfinder can also be treated as a working bibliography, especially for short term research projects like reports, essays that require students to respond critically on a topic or unit of study, presentation slides and reflective articles. 

How is information organized in a Pathfinder?

A Pathfinder contains a list of information sources -- subjects and topics, specialized sources ranging from primary to secondary sources in a variety of formats (print, online and audiovisual), databases and websites, bibliographies, agencies and institutions where information can be collected such as local and academic libraries.

 Pathfinder: Abrahamic Faiths: Islam and Christianity

 This Pathfinder is prepared for Ms. Roxas’ CRE class specifically for sources on the Abrahamic Faiths, namely Islam and Christianity.

 Key words: Abrahamic Faiths, Islam, Christianity, characteristic of Islam, characteristic of Christianity, God, monotheism, women and Islam, women and Christianity, Islam and family life, Islam and society, Christianity and family life, Christianity and society

BA Library Resources: Make sure you are logged in WBO or Explora on EBSCO

World Book Online (WBO) - www.worldbookonline.com

Username: wba@student / wba@faculty

Password: griffinsAY1920

Articles in WBO are lexiled

Explora on EBSCO - http://search.ebscohost.com

Username: beaconacad

Password: green_blue19&20

Selected articles in Explora are lexiled

 

What Explora has on Christianity

http://search.ebscohost.com/login.aspx?direct=true&db=t6o&AN=86179208

What Explora has n Islam

http://search.ebscohost.com/login.aspx?direct=true&db=t6o&AN=98402122

What Explora has on God in the context of Abrahamic Faiths

http://search.ebscohost.com/login.aspx?direct=true&db=t6o&AN=87995564

 

Use the BA Library OPAC when searching for specific books and resources on your unit of study - http://beaconacademylib.com/webopac/webopac.asp

 Websites and Online Sources

 General References: Encyclopedias

Britannica

https://www.britannica.com/topic/Abrahamic-religion

Encyclopedia.com

https://www.encyclopedia.com/philosophy-and-religion/other-religious-beliefs-and-general-terms/religion-general/monotheism

New World Encyclopedia https://www.newworldencyclopedia.org/entry/Abrahamic_religions

Stanford Encyclopedia of Philosophy

https://plato.stanford.edu/entries/monotheism/

 General References: Atlas

World Atlas

https://www.worldatlas.com/articles/what-are-the-abrahamic-religions.html

Digital Commons

The Spiritual Life - https://slife.org/abrahamic-religions/

Specific Sources

History.com: Islam - https://tinyurl.com/ffjzjwh3

History.com: Christianity - https://tinyurl.com/fkxnwbst

Family Life and Islam - Family Life in Islam (iium.edu.my)

Family Life and Christianity - Christianity - Church and family | Britannica

Women and Islam - Women in Islam | Facts about the Muslims & the Religion of Islam - Toll-free hotline 1-877-WHY-ISLAM (whyislam.org)

Women in Islam (Infographic) - Women in Islam Infographic | Facts about the Muslims & the Religion of Islam - Toll-free hotline 1-877-WHY-ISLAM (whyislam.org)

Women and Christianity - The Roles For Women | From Jesus To Christ - The First Christians | FRONTLINE | PBS

Multimedia: Videos and Podcasts

CrashCourse: Islam in World History - https://www.youtube.com/watch?v=TpcbfxtdoI

CrashCourse: Judaism, Christianity to Constantine - https://www.youtube.com/watch?v=TG55ErfdaeY

FTD Facts: The Difference Between Islam and Christianity - https://www.youtube.com/watch?v=rYD7rVk4muU

HarvardX: Islam in Brief - https://www.youtube.com/watch?v=lglIENhbgJo

History of Religion  A brief history of religion in art - TED-Ed - YouTube

Islamic Art and Culture: Kahn Academy - Basin (Baptistère de Saint Louis) - YouTube

Islamic Art (Art History) - The Art of Islam (Art History Documentary) | Perspective - YouTube

Islam as Art The Silent Theology of Islamic Art - YouTube

 

Prepared by:

Zarah Gagatiga, Teacher Librarian The Beacon Academy (April 21, 2021)

Dear Ms. Z: Tandem Teaching in Support of the Extended Essay

A friend from the school library profession asked about teacher and librarian partnership in support of the Extended Essay. As we are both school librarians working in schools that run the International Baccalaureate (IB) Program, we share common problems and concerns. Specifically, my friend wishes to know if I have library lessons I use in teaching research skills in tandem with the teacher.

Below was my reply and, I admit it was done in a rush.

Begin by tandem teaching or partnering with a content teacher in grade 11 during the 1st semester. Plant the seeds of basic research skills as used in the subject area or content area. This way, the skills are taught from a context and from a learning experience. Around the 2nd semester in grade 11, find time to teach research skills explicitly as preparation for the Extended Essay. Support and follow through by conducting one-on-one sessions and consultations with librarian on the evaluation and use of sources, citations, etc. 

This (teaching research skills and writing) is a community effort. So, better to meet and plan with academic leadership and teachers. You also need to identify specific research skills that library will teach, facilitate and support. The IB has a guide called Approaches to Teaching and Learning. Research Skills is listed as one of the approaches. You can use it as reference in making your own library and research skills plantilla or matrix. 

Hope this helps!

I am adding this link of curated blog posts on the Teacher and School Librarian Collaboration that I have been building since 2017 in the blog.

Library Treasure Hunt 2018

Two weeks ago, I had a library treasure hunt with our grade 9s. This is already in the running for three years with the help of the Comparative Religions (CRe) teacher. We have made improvements since then. Sharing with you my reflections on the experience.

1. The session was a good follow up to the library orientation given to grade 9 students during Foundation Week. They had hands-on activities on the use of the OPAC and the three IB recommended databases that we are subscribed to. Each form of media was introduced as access to sources and information. I also mentioned that their academic integrity increases when they use library resources because these are selected based on reviews and recommendations from teachers who are knowledgeable of the IB and DepEd curriculum. 

2. Students had hands-on activities on the use of search terms(keyword) and Boolean strategy on the databases, OPAC and different search engines. They were asked to evaluate Google with another search engine based on three criteria, namely design, navigation and search engine results page. Unlike the two search strategies, this was not further discussed during the session when we talked about their answers.

3. Citation exercises were provided to students using web apps and citation builders. During the second session, the five fundamental bibliographic data were introduced: author, title, publisher, place of publication, copyright/year of publication, plus, format (print, digital, etc.) as key elements of a citation. The students were given books to locate these information. These books were all taken from 200-299 division of the General Collection. In library work, these five plus one data are a librarian's basis for OPVL. It leads a librarian to pursue further questions on the document's origin, history and relevance.

I think, what's good about this experience is the provision for schema development and activation, and priming of skills. Before doing research on a CRe topic, students were given an experience of the library as a learning environment where formal and non-formal instruction on research and IL skills happen. As a librarian, I am part of the students' learning journey. I am a partner and "sidekick" to the teacher who plans her lessons and sets out to deliver the learning objectives. 

Going back to two years ago, the English teacher asked me to do a session on search strategies and narrowing of topics for her grade 9 English class. We did mind mapping, keyword and Boolean searching. I was able to re-introduce our subscriptions as well as other media formats like maps, photos, paintings, kits, games posters, infographics, podcasts and the like as sources of information. It was only in passing that I told the class that each media format needs a set criteria when evaluation its purpose and credibility and that, these sources can be used in specific topics, research question or academic task.

Here are links to related posts:

Library Orientation 2018

Library Scavenger Hunt 2015

Library Scavenger Hunt 2016