heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: March 2005
http://heathersvirtualseminar.blogspot.com/2005_03_01_archive.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. The plan was to collaborate with Lianne, my teacher-librarian, to create a resource-based, inquiry-based unit that made use of Carol Collier Kuhlthau's information search process (ISP) approach. The unit would focus on the theme of growing up. Posted by Heather 12 comments. Teachers' most common concern was finding the time to prepare the units." (Sweeny, 1996). Posted by Heather 21 comments. Certain...
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: THE PLAN
http://heathersvirtualseminar.blogspot.com/2005/03/plan.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. The plan was to collaborate with Lianne, my teacher-librarian, to create a resource-based, inquiry-based unit that made use of Carol Collier Kuhlthau's information search process (ISP) approach. The unit would focus on the theme of growing up. The VS you chose definitely worked for this application. Of course, this topic is of great interest to me and I am glad to see and hear Lianne's comments r...
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: TOTAL COLLABORATION
http://heathersvirtualseminar.blogspot.com/2005/03/total-collaboration.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. Muronaga and Harada identify three levels of curriculum involvement between the teacher and the teacher-librarian. Lianne and I wanted to participate in a total collaboration, were "[c]ollaboration is deliberate and integrative. The teacher-librarian and teacher agree on learning outcomes. They jointly design, co-teach and assess the unit." (Muronaga and Harada, 1999). January 31st, 2005. Today, as p...
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: TIME
http://heathersvirtualseminar.blogspot.com/2005/03/time.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. Teachers' most common concern was finding the time to prepare the units." (Sweeny, 1996). In what ways has "time" affected your ability to collaborate? I find time such a critical factor for trying new methods of teaching or a new unit. It seems the more time we make available, the more interesting and diverse ideas we come up with. Yet it is so important for student learning! My school division is p...
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: BIBLIOGRAPHY
http://heathersvirtualseminar.blogspot.com/2005/03/bibliography.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. Dorion, R. (1993). Curriculum encounters of the third kind: Teachers and teacher-librarians exploring curriculum potential. In K. Haycock (Ed.), Foundations for effective school library media programs (pp. 155-166). Englewood, CO: Libraries Unlimited. Harada V. (2002). Taking the lead in developing learning communities. Knowledge Quest 31(2). Comments: Post a Comment. Articles on Educational Blogging.
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: FINAL THOUGHTS
http://heathersvirtualseminar.blogspot.com/2005/03/final-thoughts.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. T]he TLs gave the teachers confidence to try new things and worked with the teachers to develop new teaching practices." (Sweeney, 1996). To explore something they are passionate about? Sadly, in high school, it seems not very often. Overall, this was (and will continue to be) a rewarding experience for me; one that I will definitely discuss with my colleagues during our lunchtime conversations.
heathersvirtualseminar.blogspot.com
Heather's Virtual Seminar: TRUST
http://heathersvirtualseminar.blogspot.com/2005/03/trust.html
A narrative exploration of the initial stages of collaboration between a teacher and a teacher-librarian. Trust is the "fundamental glue" that holds these relationships together. Trust begins with individuals knowing something of each other's personal histories before they are willing to take risks in a team and tackle inevitable disagreements. This involves getting to know one another as people with different experiences and working styles. (Harada, 2002). When I switched grade levels into the middle ye...