|
|
 |
 |
|
|
February 2003
|
|
Have a newsworthy item? Comments? Questions? Contact Paula Byrne, editor |
By Diane Powers
dpowers@billerica.mec.edu
One of the biggest challenges Library Teachers face is convincing teachers that we can contribute ideas and resources to their lessons. I have been fortunate to work with Judy Foley, a freshman Biology teacher, who brings her students to the library and appreciates that my using some of their library time to instruct the students on how to use the resources and evaluate sources is time well spent.
Last spring Judy came to me to discuss a scientist biography paper assignment for her students. I suggested that each student's report should have to persuade the rest of the class why their scientist should be chosen to be on a postage stamp. The students would then vote at the end of the oral presentations for the one they thought was most worthy. This worked out very well because the students were challenged to do more than copy information and had to analyze the impact of their scientist's work. It gave me an opportunity to suggest a number of sources that provided specific information on their person as well as how to put their accomplishments in historical perspective. Judy and I talked about how well this had gone and how much better it could have been with more planning time. We received a summer curriculum stipend to collaborate on improving the biography assignment as well as ones on various diseases and an end of the year research paper.
A basic ingredient in collaborating is the ability to communicate openly and honestly which Judy and I were able to do. When we met in the summer, Judy explained what she wanted to accomplish and showed me a list of potential scientists, diseases, and research paper topics. On subsequent days, I researched each of these to determine the available resources and came up with a list of additional people and topics as well as eliminating ones that wouldn’t work. (The basic lesson plans for the biography and research assignments are available on the MSLMA page under the Superintendents Conference – Collaboration Exhibit). We got together again to finalize the contents for each assignment and to work on the presentation. Knowing I would be meeting with these students three times allowed me to prepare lessons where I could build on information from one assignment to the next – a luxury I don't usually have. I explained my plans to Judy and the skills I expected to develop in each session. We worked out the logistics of what each of us would be responsible for.
We have successfully completed the biography project. It went well from the beginning because the students could see that we were working together which captured their attention. Often I am facing students who don't think they have to listen to me because it doesn't "count". I observed the students were more focused when looking for the material and more discerning in what they were looking for. They also didn't rush off to the computer lab to print the first article that popped up containing their scientist's name, but rather looked over the list of materials to find articles with different points of view. The culmination of the assignment was the oral report. Each student gave an impassioned pitch for their scientist's postage stamp honor and clearly had an understanding of the person's impact on the scientific world. I am looking forward to the next two projects.
My goal is to create a welcoming and non-threatening environment that encourages teachers to work with me. However, I have found that collaboration at the high school level is difficult to achieve for many reasons. Teachers don't want to "bother" me or believe they have to have an elaborate project. Some are not aware of what the Library Teacher’s role is and the help he/she may provide. Teachers initially resented my intrusion when I asked why they were bringing their classes to the Library Media Center until they realized the benefits of having appropriate resources available and instructions for the students on how to use them. Time exacerbates the problem. Teachers are pressured to prepare for MCAS testing, meet curriculum standards and state frameworks requirements. Many choose not to come to the library because they cannot spare the time away from these responsibilities while others resent any time I take from their assignment when they arrive. This project with Judy worked well because she didn’t feel “threatened” by my suggestions and welcomed my input on the initial assignment. Each success does have a ripple effect when those who do have a successful collaboration talk to others and encourage them to come and discuss their assignments with me. It is a slow process, but I am encouraged by the positive feedback from the teachers who do take advantage of what we are here to provide.
| What Works! | Biology and the LMC | Summer Reading | Editor's Note |