Teachers are encouraged to use the library as a resource for student
projects and for their own enjoyment and education.
Keep in mind that the library is the teacher librarian's classroom.
The subject which the TL teaches is information literacy. The mission
of the library program is ". . .to ensure that students and staff are effective
users of ideas and information."
There are a few requirements for teacher use of the library.
Please send up to five students to the library with a pass. The
pass should have the student name(s) in full, the time they left your room,
and your name (in readable format). The pass will be returned, signed by
a library staff member with the return time noted. Students who do
not have adequate passes will be sent back to the classroom. If you are
sending more than five students you need to sign up for a
visit (See below)
Please inform subs that they should not send students to the library
under any circumstances without positive authorization beforehand from
the library staff.
- Click here for printable hall passes (pdf).
TAs should only be sent to the library when they have a something specific
to do for their teacher. TAs are not allowed to use the library
as a study hall or any other personal use.
- Click here for sub authorization form (pdf).
The library is an invaluable resource for student projects. The librarian
and library staff try to provide the resources necessary for student to
successfully complete the projects their teachers assign.
In order to be able to provide the best service to both students and
staff we ask that the following be adhered to:
the librarian on developing projects.
The librarian can tell you what resources (print and online) are currently
available, what might be purchased, and what can be borrowed through interlibrary
loan. The librarian can also offer advice on what instruction is needed
for students to best use the resources available for your project. Do
not assume students know how to use library and Internet resources. 9th
graders are given a basic introduction to library resources but this needs
to be followed up on in subsequent assignments throughout their school
Just to help motivate you to work with the librarian keep these ideas in mind (adapted from Toni Buzzeo's Collaborating to Meet Standards books):
Reasons teachers don't collaborate:
- You are short on information (i.e. you don't know how)
- You are short on time (none of us has enough time)
- You are short on confidence (you don't want to step into unfamiliar territory)
- You are short on trust (you don't want to "share" the responsibility)
- You are short on motivation (you don't have a personal desire to do so and there's no administrative imperative)
So, then, why do some teachers willingly collaborate:
- You understand the benefits to yourself and, especially, to your students.
- You understand that collaboration is actually working smarter (students learn more and more effectively in the same amount of time)
- You are nondefensive (you trust yourself and the teacher librarian enough to step back and see what develops)
- You are trusting (either by nature or by building a trusting relationship with the librarian over time)
- You are motivated (either, again, by nature or because a wise administrator has put systems in place that encourage/require collaboration with the librarian)
the collaborative planning scenario below.
Sign up well in advance
for library use.
The library is a busy place. We average a class
a period throughout the school year but some classes have long-term projects
which require several days at a time in the library. In order for everyone
to have the best chance for use, please sign up well in advance.
There is a calendar in the library where the
librarian schedules classes. Please do not write on the calendar.
one of the library staff to schedule your class.
It is recommended that on block days you be very
careful signing up for more than half the period. Students have a tendency
to waste time when there is not enough to do.
Do not bring classes unannounced to the
library. Other teachers who have signed up may already be present
making it unfair for their students as well as yours. If you are sending
more than five students to the library you must sign up for a class visit.
before bringing them to the library
Make sure that you have prepped students sufficiently
for them to get right to work or have the librarian give them an intro
to the resources they are going to use. Don't scrimp on the time for preparation.
If you have planned well with the librarian, you will have a good idea
about what you can tell the students to get them ready to come to the library
and the librarian will be able to most efficiently present the information
needed to have students get work most productively.
Note: The library's
computers are not primarily for word processing
The computers in the library are primarily for
research--not word processing or other production uses. Sign up to use
Rooms 182 or 276 if your students need to use computers for
other than research. Sign-ups for labs are online so set up an account with Becky or Dave and plan away.
There is an area set aside for staff use where
"professional" materials are located. In the catalog professional materials
are indicated by the prefix "PRO" in the call number. There also collections
of educational journals and some general reference works in the professional
Please abide by the "No eating, no drinking"
rule of the library. Not only does it model good practice for the students
but it also helps preserve library materials and equipment.
ASSIGNMENTS FOR INFORMATION SKILLS BUILDING
This is not a complete list of every research
project. It includes assignments which every student is expected to complete
in order to succeed in required classes.
Science 1/2 (projects in IS may vary from year to year)
reflection and analysis; Space missions; Planet project; preparing for science fair
Science 3/4 (projects in IS may vary from year to year)
unit; Products from minerals to materials; Jurassic Park; Island project;
Global warming project; Science fair project research
What is the common ground the teacher and the librarian
Librarian considers what the teacher needs
Librarian is adaptable to teacher's needs
Librarian helps without dominating the process.
Librarian finds out what the teacher means when he/she
These are some considerations the librarian makes
before beginning a collaborative planning project with a staff member
1. What is the topic and what kinds of projects
can be done? How can higher order thinking skills be incorporated? Get
into as many specifics as possible; provide guidance in the structure of
the assignment. If you both know what the end products should look like,
you'll avoid opportunities for plagiarism. Rain Forest study project topics
will be generated by class discussion, student desire, and teacher suggestion.
2. What do you want the students to know and
do? What specific Standards does this project address. What Information
Literacy Skills are addressed? See Responsibilities
3. What resources does the library have? Check
library collection in Reference, 500s (science), 600s (technology, inc. agriculture/forestry), 900 (history), Pamphlet files, National Geographic Index, library
subscription databases, and other electronic resources for rain forest, biomes, environment,
jungles, forests and forestry, and the names of specific plants and animals
of the rain forest.
4. What resources can we get from beyond Redwood at the local
public libraries and the local colleges? Use the same terms to search the MARINet catalog <http://marinet.lib.ca.us/>. Remember that the MARINet catalog gives you access to all the public libraries in Marin County, the two college library collections and, using Supersearch, an even larger world of library resources. Marin County Free Library also has access to subscription databases which Redwood does not subscribe to.
5. What skills do the students need to complete
the assignment? What are the various levels of ability and learning styles
which must be accommodated? Who will assess the skills of the individual
students? Who will be responsible for teaching basic skills? How will the
unit/assignment be introduced? Where will we incorporate re-teaching time
and provide the break for mid-course corrections? Who will teach what,
and where will the teaching take place? In the classroom? In the library?
In the computer lab? Elsewhere? See Responsibilities
6. How long do students have to do the assignment?
What is the time line?
7. How many days do the students need in the
library? Bring library calendar and schedule the time. Also schedule a
time at the end of the unit for the teacher and the librarian to evaluate
how their plan went.
8. How will we monitor the project? See Responsibilities
9. How will students evaluate the experience
and their finished product?
10. How will we assess the unit? See Evaluation
The Rain Forest Project
Determined by the teacher and librarian to comply
with the school's policy
Demonstrates ability to use a variety of resources,
print and non-print
Produces a project (text, multimedia, video) dealing
with some aspect of the Rain Forest to be determined by the teacher and
Demonstrates ability to cite all sources correctly
Sets the parameters of the assignment.
Introduces the unit and sets the expectations for
Teaches the writing process necessary to support
Sets and maintains the time line.
Monitors student use of the facility when whole class
is in the library.
Checks for understanding and mastery through the
use of section evaluations, student interview and observation
Reinforces citation lesson.
Grades the final product for content and mastery
of the target skills.
Ties in the content area Standards.
Library Media Teacher
Presents a short library orientation to review area(s)
specific to student's inquiry
Reinforces Internet use policy with students, encourages
responsible Internet use including basics of netiquette; provides assistance
with Internet access
Teaches search skills for text and various electronic
and on-line sources
Teaches citation of sources/in-class lecture and
hands-on in classroom and library
Tracks or manages resources for in-class and in-library
Monitors student use of facility whole class and
Checks for understanding and mastery through the
use of section evaluations, student interviews, and observation
Reinforces or re-teaches citation form, writing formats,
Introduces new sources or skills as students show
Evaluates the final product for mastery of the citation
Displays the completed projects in the library
Periodic conferences between teacher and librarian
to monitor student progress and go over "what is going well" and "what
we need to do differently."
Conferences with students to check for understanding
Section evaluation sheets.
Evaluating the projects, joint conferencing.
Joint conference to evaluate the success of the whole
project...what went well, what we would do again, what do we need to change,
*Adapted from Washington Library Media Association Ad Hoc
Committee on Essential Learnings September, 1996
Created by the Webspinner:
June 2001. Updated August 2008.
©2001-2008 TUHSD | Tom Kaun, Teacher Librarian--Bessie Chin
Library @ Redwood High School, 395 Doherty Drive, Larkspur, CA 94939 --