LIBE 467: Collaborating With Teachers to Evolve Their Practice

The following are two fictional examples of teachers in need of support to improve the implementation of reference resources in their classroom practices. Looking at each case carefully and using the Concerns-Based Adoption Model, or CBAM (from Loucks-Hoursley, 1996), I have outlined specific steps that can be taken to encourage these teachers to use the resources available more effectively.

Typical expressions of concerns about innovations. From Taking Charge of Change by S.M. Hord, W.L. Rutherford, L. Huling-Austin, and G.E. Hall, 1987.

Typical behaviors at levels of use of innovation. From Taking Charge of Change by S.M. Hord, W.L. Rutherford, L. Huling-Austin, and G.E. Hall, 1987.

Case Study #1: “Pat”

Pat has been teaching Social Studies at the same high school for several years. Classes have an established routine of teacher-centered learning where the students fill in notes from PowerPoint presentations. Pat has decided to branch out by asking each student to produce an oral report on an interesting historical news story they have found related to the current classroom topic. The students are given one class to research their news story and most will use Google searches to find information. Students struggle finding what they need, so Pat is interested in using newspaper indexes, but has concerns that it will take up too much of their personal time to learn how to use. They also fear that they will be unable to answer student questions. This could lead to much wasted class time and personal time.

Pat’s CBAM Level: OI. Orientation.  CBAM Stage of Concern: 2. Personal

Pat’s concerns are with loss of their time and energy to learn and implement the new resource, and of class time.

Goal: To use newspaper indexes with their class.

Intervention and Support Strategies:

Since the teacher's main concerns are with time it takes to learn the new resource in order to teach the class how to use it, and the additional class time it will take to teach the class, the strategy here is to scaffold the use of newspaper indexes with the class though co-teaching with the teacher. In this way, teacher can learn with the students how to use the resource. This can be done through the following methods:

1. Quickly walk the teacher through the use of newspaper indexes so that they can see how quick and simple it is, without any expectation that they will learn the resource's use.
2. Suggest that the teacher bring their class to the library to learn how to use the newspaper indexes from the teacher-librarian. This will allow the teacher the opportunity to learn alongside their students during class time rather than in their own time. Make it clear to the teacher that the students will likely use their time more efficiently if they are shown how to use the proper tools, removing the need for additional in-class research time.
3. Make sure to tell both the class and the teacher that they can come to the librarian to answer any questions if they are having trouble.
4. Provide teacher and students with a handout or digital instruction sheet that explains the basics of how to access newspaper indexes on the computers, including the location of some relevant indexes, as discussed with the teacher.
5. Give students time in the library to do their research. Check in regularly to make sure they are on track and are understanding the use of the indexes. 

Case Study #2: “Cameron”

Cameron is a brand-new teacher Science teacher, fresh out of school and in their first teaching position. Cameron loves the new inquiry-based curriculum and wants to get the students to do their own inquiry research projects inspired by classroom activities. Cameron has tried giving each class one period in the library to research their chosen topic and has noticed that the students go straight to the computers and sit there for the entire class. The teacher’s concerns are that the students aren’t using their time well when they are on the computers and that the students might not be using all the available library resources to their best ability. The teacher has tried a few methods to encourage students, in the classroom and the library, but still has concerns about their research skills.

Cameron’s CBAM Level: IVB. Refinement  CBAM Stage of Concern: 4. Consequence

Cameron is worried about how the resources in the library are being used and wants to find ways for the students to research more efficiently and effectively.

Goal: To improve use of library resources through collaboration and co-teaching with the teacher-librarian.

Intervention and Support Strategies

Suggest working with the teacher on a collaborative inquiry project involving a series of classes in the library. This will allow students to learn research strategies while they are doing their inquiry project. Discuss with the teacher what this collaborative project will look like, what the teacher’s goals are, what topics they would like to cover and come up with a co-teaching plan together. The following is a suggested outline for co-teaching activities that can encourage the teacher and class to use the resources more effectively. This may be supplemented by additional activities relevant to the particular topic as discussed with the teacher.

1. Discuss with the students as a class, examining their current research practices, and the possible positives and negatives of those methods. Guide students through the application of the CRAAP Test (Meriam Library, 2010) for evaluating resources.
2. Examine a few resources (chosen by teacher and teacher-librarian) the library has to offer with the students through a guided tour. Give the students time to explore with a quick research prompt then come back together to discuss and reflect as a group the possible use of each resources, and their reliability according to the CRAAP test.
3. Choose a prompt with the classroom teacher for their main inquiry project. This could either be discussed with the class earlier on or brought up during a co-teaching class with the teacher-librarian. Discuss as a class how to approach their research then give the students time to form an individual research plan.
4. Let the students research their inquiry topic, using reference interviews (Riedling et al, 2013) to help those who appear stuck. Have mini-goals and check-ins along the way.
5. Come up with an evaluation plan with the classroom teacher for any final project.

References

Hord, S.M., Rutherford, W.L., Huling-Austin, L., & Hall, G.E. (1987). Taking Charge of Change. Association for Supervision of Curriculum Development (703).

Loucks-Hoursley, S. (1996). "Professional Development for Science Education: A Critical and Immediate Challenge" in National Standards and the Science Curriculum edited by Rodger Bybee. Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm

Meriam Library, California State University, Chico (2010). Evaluating Information - Applying the CRAAP Test. Retrieved from https://www.csuchico.edu/lins/handouts/eval_websites.pdf

Riedling, A.M., Shake, L., & Houston, C. (2013). "The Reference Interview" in Reference Skills for the School Librarian : Tools and Tips (Third Edition). Linworth (99-105).