Standard: Advancing the Learning Community to Achieve School Goals
Theme: Teacher-Librarian Collaborative Role
Growth Phase: Leading
Growth Indicator: Teacher-librarian leads collaborative site based research on the impact of the LLC.
The Instructional Coordinator for Library for Peel School District, Ontario, writes about teacher-librarians in the district engaged in a number of collaborative research projects
Conte, Jeanne. (2012). Collaborative teacher inquiry and the school learning commons. Treasure Mountain Canada #2.
http://researcharchive.canadianschoollibraries.ca/wp-content/uploads/2018/01/TMC2_2012_Conte.pdf
Read how a teacher-librarian used action research to discover the significant impact on student learning success when taught the same material by the teacher-librarian alone or through collaborative teaching, with reflections on the barriers and solutions to them in establishing the school library as collaborative learning commons.
McNee, D. & Radmer, E. (2017). Librarians and Learning: The Impact of Collaboration [PDF]. English Leadership Quarterly 40(1), 6-9. Retrieved from https://drive.google.com/file/d/0B5TesjVMHTT_OEhNd09xYjQ5Q2s/view
The author of school library practice books including books on action research makes a case for de-mystifying and integrating action research into daily practice to support a practitioner’s development and advance student learning.
Sykes, J. (2019, November 4). Research In Action: An Interview with Judith Sykes. Canadian School Libraries Journal 3 (3). Retrieved from https://journal.canadianschoollibraries.ca/research-in-action-an-interview-with-judith-sykes/
The Ontario authors discuss how they applied four aspects of participatory learning in the library learning commons through organizing a program they called 12 Days of Code. They set about deliberately addressing active participatory learning by combining literacy and STEM goals. This dynamic team share the process and program as well as reflections, new questions stemming from their observations, and plans for next steps.
Mulcaster, M., Pitter-Adlam, M., Williams, A. & Zita, T. (2020). #12daysbooksnbytes: Fostering Professional Participatory Learning Cultures with Literacy and Code. Photo essay presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from https://researcharchive.canadianschoollibraries.ca/2020/08/10/12daysbooksnbytes-fostering-professional-participatory-learning-cultures-with-literacy-and-code/
A Surrey, British Columbia, Queen’s University teacher-librarian course project “Pandemic Challenges to Collaboration” is an inspiring example of how inquiry is applied to active library research. Involving 26 different teacher-librarians working in various BC School Districts, new challenges teacher-librarians face during the pandemic, in the alreading challenging process of co-teaching, are addressed and solutions encouraged. Presentation of the project included and clearly outlines the research approach and detailed analysis of the findings. The Leading Learning standard “Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners” was a key reference.
De Anna, S. (2021, May 12). Inquiry Learning in Teacher Education. Canadian School Libraries Journal 5(2). Retrieved from https://journal.canadianschoollibraries.ca/pandemic-challenges-to-collaboration/