collaboration through action research: a 3-dimensional model multiple faces of collaboration...
TRANSCRIPT
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Collaboration through Action Research:
A 3-Dimensional Model
Multiple Faces of CollaborationCISSL-ILILE Research Symposium
Kent State UniversityDr. Carol Gordon
17 May 2007
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The Problem
School libraries are not considered critical to student achievement.
School librarians are marginalized by their library functions and what they teach.
Research Questions How will a 3-dimensional model, whereby school
librarians are mentored by a professional researcher, inform their practice?
How will the school librarians feel about their research?
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Question
Fieldwork
Analysis
Reflect
New action
Action Research: Reflection, Inquiry, Action
To improve the transaction between student and teacher
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“I am on the outside looking in.”
“The research is a portrait of ourselves.”
“My research is an invention created by me.”
“My research is a unique expression of my classroom story. In many ways, it has a life of its own.”
What is action research?
Action research is the pedagogical counterpart of authentic learning
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Acknowledges the teacher is knowledgeable Is ongoing Gives teachers the power to make decisions Is collaborative Gives teachers the responsibility for
professional growthWood, P. (1988, April). Action research: A
field perspective. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Action research…
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The link between Action Research and Collaboration
Kurt Lewin
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What is collaboration?
Coordination
Cooperation
Collaboration
Delaware Study:
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The Context for Collaboration
Why Information Literacy is not Enough to Effect Collaboration
Recognize a need for information Locate information Select information Evaluate information Use information
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Evidence-based Practice
Theory and PracticeIn the First and Second Dimensions
Constructivism Cognitive Science
Action Research
School library media specialists
•use tools of the expert•apply problem solving
•become their own best critics
Authentic Teaching
Guided InquiryAuthentic Learning TasksAuthentic Assessments
Students•use tools of the expert•apply problem solving
•become their own best critics
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What is Authentic Teaching?
Essential questions Authentic learning tasks & assessments
(formative and summative) Authentic research Action research
Why do we need authentic teaching in the school library?
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Linking Classroom Teacher with School Library: Historical Inquiry
Stating a thesis A proposition whose validity the author demonstrates by producing evidence
Asking questions Should the constitution be read strictly or broadly? Was Christopher Columbus the first to think the world
was round?
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Historical Decision-making
Probability – informed common sense
Verification & attribution (footnotes, citations, bibliographies
Detecting bias
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How do historians gain knowledge?
EvidencePrimary
• Records, documents• Relics, artifacts• Visuals
Secondary • The “literature”• Reports
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What is Authentic Research?
Research is not Collecting information Reporting facts Following a linear process Selling or persuading Writing a neat,
grammatically correct paper Experimentation Surveys, questionnaires
Research is Question, thesis, hypothesis Rooted in theoretical
framework Plan, design for conducting a
study or experiment Information collection Data collection Analysis
Research is asking the right questions
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Why Authentic Learning Tasks?
Do we want to evaluate student problem-solving in the visual arts?
Experimental research in science?
Speaking, listening and facilitating a discussion?
Doing document-based historical inquiry?
Thoroughly reviewing a piece of imaginative writing until it works for the reader?
Then let our assessment be built out of such exemplary intellectual challenges.
Grant Wiggins,
1990
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Assume role of students Assume role of historians, writers, scientists
Focus on content of curriculum
Focus on inquiry driven by academic questions
Choose from presented options
Create responses
Are assessed through recall, recognition, minimal competencies
Are assessed through performance, problem solving
Are assessed summatively Are assessed formativelyAs well as summatively
Depend on authority Become their own critics
Librarian as TeacherALTs are Preparation for Research
Projects Authentic Learning Tasks
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1.Authentic Teaching:AuthenticLearningTasks-
Assessments
2.Action Research
Research Mentor as Professional Developer
Librarians as Practitioner-Researchers
3. Research Study on Action Research
ResearchMentorAs FormalResearcher
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Students as Researchers Teachers as Partners
Librarians, Technology Trainer as Teachers and Researchers
Mentor as AdviserMentor as Researcher
How did it Work?Conceptual Framework
DirectorLibrary,Mediaand
Technology
On site instruction221 E-mails, phone support;4 on-site visits
Develop and implementinstructional unit withteachers
Logistics,funding, procedures
Support,scheduling,monitoring
Feedback
Feedback Progress, Updates,findings
Collect data: observation, e-mails, PR journals, conversations, Meetings, and interviews
Collect, analyzedata
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Guided InquiryAuthentic
Learning Tasks& Assessments
ISP
Evidence-based Practice
Theoretical Framework
Action Research
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The teaching unit
•Essential questions•Authentic learning tasks•Authentic assessments formative and summative•Project evaluation questionnaire:How can I do it better next time questionnaire
in collaboration with the classroom teacher
The First Dimension:Librarian as Teacher
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The Second Dimension:Librarian as Researcher
A unique question: How can we help 4th graders achieve higher order
thinking? When given a choice, which methods of note taking
do students prefer? How can we promote the use of online subscription
databases with 9th graders?
Generic question:How can I do it better next time? (Project Evaluation)
The Research Questions
Librarians as Researchers
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The Generic Question:How can I do it better next time?
Data Collection: Ask the students
Instrument: Questionnaire
Timelines were reasonable.
Instructions were clear.
Resources were adequate.
I could get help when I needed it.
What was the most difficult thing you had to do?
How would you change this unit to make it better?
Librarian as Researcher
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1. Research question/Thesis
Research Proposal for Focus Formulation
3. Data Collection: Two types of evidence (e.g., interviews, questionnaires, grades, observation/journal entries, photographs, student products/projects, authentic assessments (rubrics, journals checklists, portfolios).
2. Unit Design: TopicAuthentic Learning Task Collaborator(s)Timelines Start: End: Description of the project or unit. Student product? Information/research skills assessed? Assessments? Lessons taught? Support materials used?
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What did the school librarians investigate?
Note taking (2) Higher levels of thinking (2) Use of variety of sources of information Evaluation of web sites Use of databases vs. Internet Teaching styles and classroom computers
Librarian as Researcher
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Data Collection Methods
Observation (field notes, photos, videos) Interview (notes, tapes) Survey Case studies Researcher’s journal Correspondence (letters, emails, phone calls) Primary documents Focus groups Debriefings Behavioral Checklists Formative/summative assessments of students’
workLibrarian as Researcher
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What about theory?
PiagetKnowledge is constructed by assimilation & accommodation
DeweyLearning by doing;
Progressivism;School connects with community
Bloom’s TaxonomyKnowledge ComprehensionApplication AnalysisSynthesis Evaluation
VygotskyMetacognition & the Zone of Proximal Development
SternbergLearning StylesHapticAuditoryVisual
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Analysis
Qualitative Constant Comparative Method
Color coding, finding patterns
Quantitative Descriptive Statistics
Librarian as Researcher
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Authentic LearningTasks/
Assessments
Data fromALT/Assessments
Data fromAction research
Action Research
First and Second Dimensions:Librarians as Teachers and Researchers
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The 3rd Dimension:What did the Research Mentor do?
Built a Framework for -the design and implementation of ALT -structure for the action research Provided Models and Support Materials -Proposal template -Questionnaire exemplar, help sheets Coached Methodology Acted as Intermediary to facilitate
communication Bridged theory and practice Conducted research on school librarians as
teachers and researchers
Researcher as Mentor
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Librarian-Mentor email transactions
184 transactions One-to-one and group transactions
Categories -Planning stage -Implementation stage
Input for Categories Kuhlthau’s ISP Types of support offered by mentor Work patterns of librarians during collaboration with teachers Traditional formal research requirements set forth by universities
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Planning Stage Implementation Stage
Implementation Stage
52
1810 7 4
28
4
23
0
20
40
60
DC TH CO SH AN PE PR LO
TS=Topic Selection IU=Instructional Unit RQ=Research Question DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics
FindingsTotal = 38/184 emails21 % of total emails38 emails for TS, IU, RQTS. IU, RQ=Focus Formulation
FindingsTotal = 146/184 emails79 % of total emails146 emails for DC-LO=Collection & Presentation*Total email transactions including Director/Mentor
Researcher=37 for total of 221
Planning Stage
15 14
9
0
5
10
15
20
TS IU RQ
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Email and Average Word Counts
Planning Stage
15 14
9
0
5
10
15
20
TS IU RQ
Email and Average Word Counts
0
50
100
150
200
TS IU RQ DC TH CO SH AN PE PR LO
Planning and implementation stages
No
. em
ails
an
d w
ord
co
un
t
TS=Topic Selection IU=Instructional Unit RQ=Research Question DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics DC=Data Collection TH=Theory CO=Collaboration with teachers SH=PR sharing AN=Analysis PE=Praise and encouragement PR=Progress LO=Logistics
Comparing average number of words in paragraphs to number of emails written in a category to determine what was problematic for PRs. (Word counts do not include email attachments/support materials.) Focus formulation dominated the planning stage. The need for support was not as intense in implementation stage.
Implementation Stage
52
1810 7 4
28
4
23
0
20
40
60
DC TH CO SH AN PE PR LO
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Research Mentor’s Findings
The Librarians: Clarified learning theories Explored sense of self as teachers, leaders Gained awareness of students’ perspectives Acquired knowledge about teaching and curriculum Developed appreciation for processes of inquiry
and reflection Experienced the stages similar to ISP; attained a
level of comfort with formal research methods
•How will a 3-dimensional model, whereby school librarians are mentored by a professional researcher, inform their practice?•How will the school librarians feel about their research?
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How well did the 3-D model work?
It strengthened bonds between librarians and collaborating teachers despite the problems of collaboration.
The 3-D model improved perceptions of the school librarians as experts in research. By the end of the unit they felt a high degree of confidence and ownership in the instruction.
Action research helped school librarians become school leaders.
Evidence: The project, now is now in its 4th year. For the past 2 years librarians have been mentoring teachers in action research across the district.
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The 4-Dimensional ModelThe 4-Dimensional Model
1.AuthenticLearningTasks-
Assessments
2.Action Research
Research Mentor as Professional Developer
Librarians as Practitioner-Researchers
3. Research Study on Action Research
ResearchMentorAs FormalResearcher
4. Teacher Action Research
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The 5-Dimensional ModelThe 5-Dimensional Model
1.AuthenticLearningTasks-Assessments2. Action Research forStudents
2.Action Research
Research Mentor as Professional Developer
Librarians as Practitioner-Researchers
3. Research Study on Action Research
ResearchMentorAs FormalResearcher
Librarians asaction researchmentors forstudents
4. Teacher Action Research
Librariansas Mentorsfor teachers
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How can the 5-D model help school libraries to be accountable?
Demonstrates the value school librarians add to the academic lives of students and teachers as
Professional developers and mentorsResearch expertsTeachers of essential skills/inquiry
by raising the quality of instruction for students and the quality of interactions with teachers.
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The school librarian as instructional leader
Interpreting standards Designing instruction Designing accountable curriculum Assessing product and process Conducting action research Being a change agent
ACHIEVING CREDIBILITY
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The Bottom Line
School librarians must abandon library-centric thinking, shed paradigms of librarianship that are not relevant to student learning, and become an integral part of their work world: the world of education.
Until they do that, the consensus will remain that they are expendable.
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because it involves overcoming the inertia that inclines one to accept suggestions at their face value;
it involves willingness to endure a condition of mental unrest and disturbance.
Reflective thinking … means judgment suspended during further inquiry; and suspense is likely to be somewhat painful… To maintain the state of doubt and to carry on systematic and protracted inquiry-these are the essentials of thinking.
John Dewey
Reflective thinking is always more or less troublesome
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Can we ever “know” the past?
Does the historian discover or create meaning?
What is the truth?
Does the empirical-analytical lead us to the truth?
Does the past contain one true story/meaning or several?
Can we trust our sources?
Essential Questions
What are essential questions that drive historical inquiry?