Teacher-Librarian's Collaboration with Classroom Teachers Improves Student Achievement

Buzzeo, T. (2010). Strength in Numbers. School Library Journal, 56 (10), 38-40. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=54457987&site=ehost-live

Collaboration with teachers in planning, teaching, and evaluating literacy is one of four major roles of the teacher-librarian that directly affect the quality of literacy education and learning in school (Asselin, 2005, pp. 14-15). In Buzzeo’s (2010) article, “Strength in Numbers,” the main idea is that “data-driven collaboration [is a] practical easy to use technique in which media specialists and teachers work together to pinpoint kids’ instructional needs and improve their essential skills.” Furthermore, Buzzeo (2010) states that since “the primary purpose of all instructional collaboration between teachers and librarians is to improve student learning and achievement” that “data-driven collaboration is a definite shoo-in” for job security. Buzzeo’s (2010) method partners with classroom teachers in helping improve test scores, so that teachers do not have to shoulder this responsibility by themselves. Buzzeo (2010) believes data-driven collaboration is an important key to saving media specialists’ jobs. He gives an outline of the six-step process: 1) Identify a project to tackle; 2) Examine the test data; 3) Target the skills that need improvement; 4) Look carefully at the constructed response questions; 5) Focus on two or three subskills; and 6) Don’t forget to document student achievement. Buzzeo (2010) includes an example of his method in practice using a grade five classroom. For further reading about the topic, read The Collaboration Handbook (Linworth, 2008).

One of the biggest problems with collaboration is that a lot of teachers cannot find the time to collaborate in their busy schedules along with keeping up with curriculum and assessment. As Buzzeo (2010) suggests, the teacher-librarian can choose a subject that the teacher does not like or feel comfortable with. Currently, I am working with a Science 10 teacher who was looking for something different besides doing the same old science fair projects; he felt that the students were regurgitating projects that were already performed on the internet and there was not really any new learning. I suggested doing a debate on the hot topics in science. The teacher told me that this is way out of his comfort zone (science is out of my comfort zone). However, I talked him into it by showing him what it will look like and put the process together for him. We put together teams of four with a choice of four topics: animal experimentation, space exploration, genetic modification, and global warming. Eight students sign up for one topic. The students are told they will need to research both sides of the topic, as they will not know which side they are debating until the morning of the debate. I provided the resources, the database training, and the referencing lesson. The teacher made up the rubric with intended learning outcomes. This assignment will definitely improve student learning and achievement. The teacher is very nervous about the outcome, but I told him that I will come to his class on the day of the debate to help assess student learning. We are both very excited to see the outcome in the month of December. I also observed when students came to the library for research that the students are very enthusiastic about this project.

Previously, science 10 teachers were not making the time to come to the library because with the new program, besides learning the new content, there was so much more curriculum to get through in the semester. For the project mentioned above, the students came to the library for two days, but the rest of the research will be on their own time, as they must still get through the curriculum. I have asked the classroom teacher if it is all right if I ask the principal to attend the debate, as well as I want the principal to see the collaboration between the teacher and I and the improvement of the achievement in the students. I definitely agree with Buzzeo (2010) that collaboration is a key component to saving the teacher-librarian’s position. Teachers will welcome the added help with assessment and students will benefit with the improvement in testing scores.