Developing

collaboration in a

learning communi

ty

Developing

collaboration in a

learning communi

ty

LIB 604 Libraries in the School CurriculumSpring 2011

Leonardo da VinciLeonardo da Vinci

Those who are in love with practice without knowledge are like the sailor who gets into a ship without rudder or compass and who never can be certain whither he is going. Practice must always be founded on sound theory

. . .

Those who are in love with practice without knowledge are like the sailor who gets into a ship without rudder or compass and who never can be certain whither he is going. Practice must always be founded on sound theory

. . .

2

Theorizing for collaborationTheorizing for collaborationPatricia Montiel-Overall:

Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Toward a Theory of Collaboration for Teachers and Librarians

Patricia Montiel-Overall: Collaboration is a trusting, working relationship

between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Toward a Theory of Collaboration for Teachers and Librarians

3

Models of Collaboratio

n: A. Coordinationfrom Montiel-Overall

“A Theoretical Understanding”

Models of Collaboratio

n: A. Coordinationfrom Montiel-Overall

“A Theoretical Understanding”

4

Models of Collaboration:B. Cooperation

from Montiel-Overall, 2005

Models of Collaboration:B. Cooperation

from Montiel-Overall, 2005

5

Models of Collaboration:

C. Integrated Instructionfrom Montiel-Overall, 2005

Models of Collaboration:

C. Integrated Instructionfrom Montiel-Overall, 2005

6

Models of Collaboration:

D. Integrated Curriculumfrom Montiel-Overall, 2005

Models of Collaboration:

D. Integrated Curriculumfrom Montiel-Overall, 2005

7

8

A continuum from A through DA continuum from A through DMontiel-Overall:

In Model A, an individual could carry out major coordinating responsibilities alone

In Model B: Cooperation, teacher and librarian begin to work more closely

Model C: Integrated Instruction reflects a deeper level of involvement

Model D: Integrated Curriculum involves TLC across the curriculum.

Montiel-Overall: In Model A, an individual could carry out major coordinating

responsibilities alone In Model B: Cooperation, teacher and librarian begin to work

more closely Model C: Integrated Instruction reflects a deeper level of

involvement Model D: Integrated Curriculum involves TLC across the

curriculum.

8

9

“Theory without practice cannot

survive and dies as quickly as it lives.”

Leonardo da Vinciquoted in Slide 28 of

A Unified Theory of Garbage Collection

“Theory without practice cannot

survive and dies as quickly as it lives.”

Leonardo da Vinciquoted in Slide 28 of

A Unified Theory of Garbage Collection

9

10

Collaboration in practiceCollaboration in practice

Doesn’t work with everyone It has to do with personalities.... I mean, there are

so many factors that come into these things. And to be under the illusion that you are going to work with everybody. Well, that would take some kind of saint. Someone charismatic and charming. Heather's Virtual Seminar

Doesn’t work with everyone It has to do with personalities.... I mean, there are

so many factors that come into these things. And to be under the illusion that you are going to work with everybody. Well, that would take some kind of saint. Someone charismatic and charming. Heather's Virtual Seminar

11

Forging a collaborative cultureForging a collaborative cultureA Canadian’s success:

Collaborations Between Teacher-Librarians and Classroom Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45

A Canadian’s success:

Collaborations Between Teacher-Librarians and Classroom Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45

12

Appealing to teacher needsAppealing to teacher needsJoys and pitfalls:

A Teacher-Librarian Finally Understands the Joys and Pitfalls of Collaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18-29

Joys and pitfalls:

A Teacher-Librarian Finally Understands the Joys and Pitfalls of Collaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18-29

13

Essential IngredientsEssential IngredientsTime, flexibility, administrative support:

1. There must be “real” time for collaborative planning

2. There must be flexible access to the library and teacher-librarian

3. There must be administrative support for a collaborative climate in which all instructional staff members are instructional partners TAG Team

Time, flexibility, administrative support:1. There must be “real” time for collaborative

planning 2. There must be flexible access to the library and

teacher-librarian 3. There must be administrative support for a

collaborative climate in which all instructional staff members are instructional partners TAG Team

14

Doug Johnson on CollaborationDoug Johnson on Collaboration

Recognize what keeps others awake at night. Recognize your vital areas of expertise. Look for win/win situations. Brush up on your interpersonal skills. Build slowly, but meaningfully.

Proactivity and Reflection: Tools to Improve Collaborative Experiences

Recognize what keeps others awake at night. Recognize your vital areas of expertise. Look for win/win situations. Brush up on your interpersonal skills. Build slowly, but meaningfully.

Proactivity and Reflection: Tools to Improve Collaborative Experiences

15

“Individually, we are one drop. Together we are an ocean.”

(Ryunosuke Satoro)Quotes