T-Chart

Megan Christine =  =
 * ​ Color Key:**


 * =T-Chart for Benefits of Classroom-Librarian Collaboration= ||
 * **Students** || **Classroom Teachers** ||
 * individualized attention because there are two teachers instead of one (Peg) || "Build upon success" (McGregor 199) ||
 * The students feel like the library is their classroom (Peg) || "Reflect on previous collaborative experiences to effect improvement"(McGregor 199) ||
 * authentic learning (Judy P.) || "gives teachers a working partner" (Mcgregor 201) ||
 * "provide learning experiences that respond to learning needs" (McGregor 201 ) || Take curriculum to a deeper level (Judy P) ||
 * inquiry- children finding answers to their questions on their own (Judy P.) || more planning and lots more ideas because the teacher and librarian feed off eachother (Peg) ||
 * "promote academic achievement" (Mcgregor 201) || Librarian can lead teachers through the lesson (Pat) ||
 * "incorporating information literacy throughout the curriculum"(McGregor 206) || Providing materials (Karen) ||
 * making connections between books and what they have learned in other disciplines (Tracy R) || Modeling, Ex: booktalks (Karen) ||
 * Impacts academic achievement of every single child (Paula) || Team-teach (Karen) ||
 * global perspective (Paula) || creating rubrics (Kelly) ||
 * rubrics as a guide for students when evaluating (Diane) || creating guidelines (Kelly) ||
 * Welcoming place (Mary Ann) || guidance on vague ideas and lessons (Sherri) ||
 * computer/technology assistance, Ex: wiki's (Karen) || ||
 * assistance with citing information (Sherri) || get lots more ideas because we feed off of each other" (Peg) ||
 * || "enables me to do more planning" (Peg) ||
 * || "takes curriculum deeper" (Judy) ​ ||
 * ​ ​ "the kids feel that the library is their classroom" (Peg) || "expanded instruction" (Tracy) ||
 * "the kids get a lot more individualized attention" (Peg) || makes any project "work" (Mary Ann) ||
 * "allows students to learn to find answers to their questions" (Judy) || "learn right along with the kids" (Pat) ||
 * allows "authentic learning" (Judy) || "provided all the materials we need, all the computer assistance we need" (Karen) ||
 * learn how to "effectively evaluate sites" (Paula) || "more fully integrate the research and the writing process into my course" (Diane) ||
 * the library is a "welcoming place" (Mary Ann) || "overall project is more successful with help and working together" (Kelly) ||
 * "students can come up with a works cited list in minutes" (Mary Ann) || "able to work though vague ideas" (Sherri) ||
 * " makes the learning experience even more valuable to each one of them" (Karen) || "give teachers a working partner and promote academic achievement" (McGregor 201) ||
 * the "self-evaluation aspect of the rubric has been really helpful to the students" (Diane) || "sharing the load can generate the necessary energy" (McGregor 206) ||
 * "the students really enjoyed it" (Kelly) || "teachers whose students' achievement improves are viewed in a positive light by their administrators" (McGregor 210) ||
 * "100% of the kids completed the project" (Sherri) || "provide support for new teachers so that they can be successful" (Moreillon xi) ||
 * "learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives" (McGregor202) || ||
 * "student achievement is related to teachers being collaboratively responsible for student learning" (McGregor 202) || ||
 * the librarian "is able to watch the process learning of individual students over a period of years and with this knowledge can lead collaborations that fill in gaps and provide individualized learning experiences" (McGregor 209) || ||