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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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6th grade teachers are asking students to research the Ancient Maya and produce a formal piece of writing by way of an encyclopedia article. Teachers have scheduled the LMS via Google Calendar to introduce what constitutes credible, reliable information and where/how to access it.

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Jonni is an 8th grade Humanities teacher. She wants her students to use databases to find sources about Machu Pichu.  TL will show students various databases and how to limit by source, i.e articles, images, videos.

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Kelly is a language arts teacher that has been teaching for 14 years. She is preparing her research unit that Culminates in a classroom magazine. She asks students to research high interest topics such as immigration, school dress code, and gun control. Librarian cultivates resources for background info. Students research, formulate their opinion, and writes opinion article

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Chelsea is a newish 6th grade social studies teacher working on a unit about Immigration. Social studies teacher will introduce push/pull factors and librarian will introduce the historian's tool of oral histories and work with students on the collection of the stories via various tech tools (audio apps). The teacher and librarian will collaborate on the curation of both fiction and non-fiction texts that will add to the background knowledge of different immigrant experiences, as well as work on creating an online tools and resources that students can access 24/7.

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Angie and Keith are an 8th grade English/social studies team and are planning a unit about the US Industrial Age and its transformation of society. With a long list of topics from sweatshops to the Haymaker Riots to child labor. In order to focus the students on the era by writing a Hamilton-like musical, they will search LOC and Flickr and other photo-sharing sites to create a photo gallery for inspiration. The teachers have asked the school librarian to help teach searching for photos, Creative Commons licenses, evaluation skills, citations of images and more. 

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Angie and Keith are an 8th grade English/social studies team and are planning a unit about the US Industrial Age and its transformation of society. With a long list of topics from sweatshops to the Haymaker Riots to child labor. In order to focus the students on the era by writing a Hamilton-like musical, they will search LOC and Flickr and other photo-sharing sites to create a photo gallery for inspiration. The teachers have asked the school librarian to help teach searching for photos, Creative Commons licenses, evaluation skills, citations of images and more. 

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Juan is a newbie teaching 8th grade environment science.  He wants to ensure he meets the updated Next Generation Science Standards and he wants to engage his learners in creative inquiry and communication and "engage in argument from evidence." His librarian, Sara, is keeping an eye on him as someone she wants to help grow as a professional.  They work together to design a LibGuide. After learning more about NGSS and Juan's learning objectives, they work together to curate databases, web portals, communication options and instructional scaffolds, and rubrics in the form of a HyperDoc.  Working in groups, his students create public service announcements about invasive species and Sara helps the groups organize their work into a gallery. Juan is able to share this collaborative work online with parents and point to it in his growing teaching portfolio as a result of this first collaboration.

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Ericka is a 19th year teacher of social studies. She is planning to teach a collaborative unit on countries of the world. Working with the librarian and the other social studies teachers, they design an country-walk activity. Students work in groups to research the government of their chosen country. They present their findings by sharing cultural and historical information about the country through posters, artifacts, clothing, food, music, etc. During the presentation, each student sets up a table in the library and the students take turns visit each other's "countries."