The impact of scheduling on cooperative program planning and teaching (CPPT) and information skills instruction

Abstract

s lnt•rn;ttonol. 52. 9A Calli5on H.L. (1980} The lmp(lc/ of the School Media Spectalist on Curnculwn Destgn and lmp/ementatmn. (Doctor;! drssert•t.on, Un1v of South (lrol~n;, 1979) Dissertation Abstracts lnt..-nallonal. 40. 3930A ' School Libraries in Camrb VoL 18, l'> p. 94-1 OJ). '>ea;tle: lnternatrcnal Associ hir~ll 37 772A 1aore Kc Wt;lborn L_ & Hamilton Pe~nclLL (1993) The lmpacl ofSchool Library Media Centres on Academir.Ar.htevement. Castle '\ock. CO II: Wille'~>Re'arch & 0 ubllng Nolon l.P_ (1990) A Comparison of 1iuo Methods of lnstrnctmn m Ltbr.:;ry Research Skilll· for Elementary School Students_ (Doctor';,.,,.,_ ticn Temple u--,rverslty. 19S;j, 1.Jossertat1or Abstract> lntlimHI 50, 228SA .fim@LS,W ( 1982) An lnvt>StigatioHa/ the Relationships Between the Educational I Pl!e/ of School Library Media l'monnel and Percewed Competencie; NePde.d to Develop ln~trudi:mal Ac!ivifies (Joo:tarol diS· secl d)' College tor Teachers of Vanderb1l: Un1•. 1978: D1sse-tatru·, A~l' . $~ale llniv_ of New \brk 1t B~ffalo). l.lrssertltoon Abstract> lntemalr~rr;l 4l 'iOfi I A T~llman I. Y 7Ci-20lJ VoiJme :3. Englewood CO' Lobrones Ur.l1m.ted Van De_u~ (I 992) Efjecl of Fixed Versw: Flextb/e Schedu/tng on Omiculum lmmluemenl and Skill~ Integration in Elementary Schoo/ library Medto Cenlres. {Doctoral diSserta:ton. Un1v. of iowa. 1991) Drsmto· tion Abstracts International 53. 65A Van Deusen. j.D { 199l) The ftfects oj frxed \kr:;us Flexible Schedul· rng on Currtculurr~ lnuo/uement and Skills l11tegration in Ele111enlary Srhoo! Library Media Program_~ >chool L1brory Mod ~a Qorterly. 2 . 173-13:; Var. Deu~er.. J,D_. ~(I 'f'f4) Tire Impact of Schedu/tng on C'urrlcu/um ConsrJ/tatwn and lnjormation Skills lnslruclion. The I 993 94 AASUHigl1smith Research Award Study. Purl One. School L1brar)' MeJi.Q.JOlr'erly, '>. 7 2S Appendix A: Questionnaire Part II I . Does the principal expect team planning among teachers with the teacher-librarian? 60o/o Yes. 37o/o No. 2.How do you usually meet with teachers to plan curriculum units? 22o/oas a grade-levoJ. group. I I o/o as a subject-area group. 90o/o individually. 08o/o not at all. 3. Does the district's contract require that your position be used to provide planning time for teachers? 13o/o -Yes. 80o/o No. 4. Does your principal require that your position be used to provide planning time for teachers? 31 o/o -Yes. 67o/o No. 5.What is the student population of your school? 19o/o under 250. 41o/o251-399. 25o/o400-599. 14o/o 600+. II School Libraries in CanadaVol.l~. l\o.3 6.How are you contracted to work in the school as a teacher-librarian' 30o/o full-time. 49o/o half-time or more. 19o/o less than half-time. 7. Do you have two years or more of classroom teaching experience? 86o/o -Yes. 14o/o No. 8. What is your level of education/ training in teacher-librarianship? Please check all that apply. 68o/oB.Ed. or equivalent. 44o/o Some courses. 42o/o Certificate/diploma. 08o/oM.L.S. 12o/oM.Ed. 03o/o No training. 18o/o Other. 47% -Teaching certificate. 43% Classroom experience beyond student teaching. 9. Do you have specific education/ training in collaborative planning and teaching? Please check all that apply. 18% None. 67% Workshop(s). 50% Course(s). I 0. What are the grade levels of your school(s)? [wide range] Appendix B: Glossary Fixed Schedule: Agroup is scheduled into the library resource centre for instruction or use of the resources on a regular basis (often weekly) for a set length of time, frequently for the school year. (Used when no exceptions.) Flexible Sched11le· The teacher-librarian and classroom teacher plan together for instruction or use of resources based on student learning needs in each curricu­ lum unit and schedule on that basis. The schedule is arranged on an ad hoc basis and varies constantly. (Used when no exceptions.) Collaborative Planning: The teacher­ librarian and classroom teacher share responsibility for planning both content and process goals for the unit. Cursory PlanningInformal and brief planning occurs between the teacher­ librarian and teachers for library resource centre involvement. Individual PlanningClassroom teach­ ers plan their own curriculum and instructional units for their classrooms with little regular involvement from other teachers or the teacher-librarian. Team PlanningClassroom teachers meet together to plan instructional units and curriculum collaboratively. Teams can be organized around grade level. multi-grade level, or content area. Team planning typically requires teams to meet on some regular basis, weekly. bi-weekly, or at least monthly. Identify and Gather Resources: The teacher-librarian isolates materials by theme or instructional unit based on a teacher's request. Identify Objective~· The teacher-librarian and classroom teacher collaboratively plan the instructional objectives for a unit, including the information skills objectives. Plan Activitie>· The teacher-librarian and classroom teacher collaboratively decide what they and the will actually do. Collaborative-teaching: The teacher­ librarian and the teacher share responsi­ bility for direct instruction in the content and information skills areas and for assisting and monitoring students. Teach Information Skills: The teacher­ librarian inserts and isolated information skills lesson or series of lessons into the unit, but the teacher has little or no responsibility for instruction in informa­ tion skills or follow-up activities; the teacher-librarian has little or no respon­ sibility for content instruction of follow­ up activities provided by the teacher. Assess Student Work: The teacher-librar­ ian participates in evaluating the students product and process and providing feedback to the student. Evaluate the UnH· After the unit is completed, the teacher-librarian and the teacher review the unit and identify changes they would make for the next time it will be taught.

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