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Work effectively with others to broaden perspectives and work toward common goals.

A. Think: School librarians facilitate collaborative opportunities by:

1. Challenging learners to work with others to broaden and deepen understanding;

2. Scaffolding roles to enable the development of new understandings within a learning group;

3. Organizing learner groups for decision-making and problem-solving.

B. Create: School librarians demonstrate the importance of personal, social, and intellectual networks by:

1. Modeling the use of a variety of communication tools and resources;

2. Cultivating networks that allow learners to build on and create new knowledge.

C. Share: School librarians promote working productively with others to solve problems by:

1. Demonstrating how to solicit and respond to feedback from others;

2. Advocating respect for diverse perspectives to guide the inquiry process.

D. Grow: School librarians foster active participation in learning situations by:

1. Stimulating learners to actively contribute to group discussion; and

2. Creating a learning environment in which learners understand that learning is a social responsibility.

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Third grade. School librarian provides reading enrichment activities for a small group. For the scenario, she is working with a graphic novel. She reads part of the graphic novel to the students, and then presents them with copied pages of the next few scenes, cut apart, and then asks them to put them back together in the right order. Following that activity, she has them work in groups to create their own next scenario.

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2. Amy had been teaching 5th grade for 10 years. she is teaching a collaborative unit about cells. she would like her students to work in groups to create models of an animal or plant cell. the teacher would like the librarian's help gathering information, tools, and materials for the project

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2. Amy had been teaching 5th grade for 10 years. she is teaching a collaborative unit about cells. she would like her students to work in groups to create models of an animal or plant cell. the teacher would like the librarian's help gathering information, tools, and materials for the project

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3. Westward Expansion and Primary Source Documents

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3. Westward Expansion and Primary Source Documents

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5th grade social studies students work with a variety of primary source documents to reflect the many phases of westward expansion.  The social studies' teacher covers the informational content; librarian helps "solve the mystery" of what the primary source documents are about and what phase of expansion they reflect.

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Kim has taught fourth grade for over 20 years. She is newly teaching gifted fourth and fifth grade reading and wants students to examine a variety of folk tales set in multiple locations. For example, Stone Soup is a common folk tale that can be set in multiple locations. Students find similarities between the tales then focus on differences. How are the differences rooted in the setting/location of the story? The librarian will provide information about countries of origin and atlases.

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Third grade teachers are teaching a unit on biographies in which students research a person and complete an expository writing piec3 about the person. The school librarian engaged in a collaborative conversation with teachers. worked on their research during library classes with support of the school librarian. Students used their research and the Chatterkids app to create a product. The school librarian created QR codes for students to add to their displays for the Living History museum.

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Shane is a 15 year 5th grade teacher collaborating with the librarian on teaching the Civil War. He would like his students to each focus on different aspects of the Civil War including important people, events, technology, etc. He

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7. Research in the differentiated classroom

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7. Research in the differentiated classroom

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Maribeth and Jane are co-teachers of a fifth grade ICT class. They want their students to write a persuasive essay based on a topic of their choice. They have offered suggestions of topics from which to select one that interests them. The students in the general ed half of the class are on or near grade reading level. The special ed students in the other half of the class have diverse issues with widely varied abilities. They want the librarian to teach a ”research lesson” to help the kids do their work.

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5th grade teachers have requested research collaboration one the following DQs
Why should people recycle?

What happens after I recycle? (recycling process)

I will curate resources, design a project page for the website, provide inquiry logs and research organizers (digital and print), guide the research process, guide the citation process, off support in production of digital products.

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Groups of 4th graders will work with the librarian, the teachers, and each other to explore a way that humans impact ecosystems (e.g., fossil fuels, plastic bottles) and possible ways to minimize this impact. They will present their recommendations to the class.

A.2, A.3, B.2, C.2, D.1

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Julie is a 6th grade social studies teacher . She is teaches collaborative unit on Renaissance art. She would like her students to select, research and draw/sculpt the work of a selected artist using librarian/teacher collaboratively curated websites and online encyclopedias in order to prove their understanding of Renaissance history and culture. The librarian will work with the students on evaluation and proper citations of print and electronic materials.  Add comment add

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Julie is a 6th grade social studies teacher . She is teaches collaborative unit on Renaissance art. She would like her students to select, research and draw/sculpt the work of a selected artist using librarian/teacher collaboratively curated websites and online encyclopedias in order to prove their understanding of Renaissance history and culture. The librarian will work with the students on evaluation and proper citations of print and electronic materials.  Add comment add

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April is a 20th year teacher of kindergarten. She is planning to teach a collaborative unit on basic animal traits (food, habitat, characteristics) with a 3rd grade teacher and his students, along with the school librarian. 3rd graders will assist their kindergarten "buddies" in locating information in nonfiction print materials. Kindergarten students will write and/or draw accurate information about their chosen animal to be included in class booklets (mammals, reptiles, birds, amphibians, fish). K students will determine which class booklet their animal should go in, based on their research. 3rd graders will help their K-buddies cite their source(s). 

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April is a 20th year teacher of kindergarten. She is planning to teach a collaborative unit on basic animal traits (food, habitat, characteristics) with a 3rd grade teacher and his students, along with the school librarian. 3rd graders will assist their kindergarten "buddies" in locating information in nonfiction print materials. Kindergarten students will write and/or draw accurate information about their chosen animal to be included in class booklets (mammals, reptiles, birds, amphibians, fish). K students will determine which class booklet their animal should go in, based on their research. 3rd graders will help their K-buddies cite their source(s). 

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Carol is a 2nd year teacher of 4th grade. She is planning to teach a collaborative unit on animal adaptations. She would like her students to research animal adaptations to extreme weather conditions . She would like them to choose an animal and report on that animal using ThingLink.

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Mary is 10th year teacher of 6th grade social studies. She is planning to teach a collaborative, interdisciplinary unit on Renaissance art with the librarian and the art and music teachers. She would like her students to select, research and annotate the work of a selected artist using Thinglink and Creative Commons/Public Domain media in order to prove their understanding of Renaissance history and culture.