Module 1: Introduction to Collaborative Unit Assignment

In this module, you will be introduced to the course structure and the Collaborative Unit Assignment, which you will work on throughout the semester.

Module Objectives

  • Identify a topic, grade level, and collaborator for a collaborative instruction project.
  • Consider the role of the modern school library.

Think

  • Read through the full Collaborative Instruction Project instructions so you know what to expect.
  • Chapter 2: Introduction to the Learner Standards from American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
  • Module 14: (In)Equity in the Educational System from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

Create

Step One: Identify Your Collaborator

To teach collaboratively, you need a collaborator! But before we talk about how to find one, let’s delve into why you want one in the first place. As a school librarian, you have limited (or no!) time with students unless a classroom teacher is involved. Working with another educator effectively extends learners' time working on library standards. Additionally, when library standards are integrated into the classroom curriculum, learners are much more likely to master and retain those skills.

So how do you find another educator to work with? You ask! There is no one right way to approach another teacher in your building and ask to work together. You may find it helpful to visit teachers during their PLC time and offer a general invitation. You can present during a staff meeting. You may also want to send out an email invite. However, you are likely to be most effective when you personalize your ask. In other words, ask one educator to work with you in a specific way.

For example, Mary knows that George’s 9th-grade science class is getting ready for the annual science fair. What a perfect opportunity to integrate information literacy skills! Mary approaches George before school one day and asks him to tell her a little more about the science fair. She shares that the library standards are a great fit for this type of project, and she’d be happy to offer instruction to his students in how to find information in the library’s databases, how to synthesize their notes, or perhaps how to cite their sources. Like many educators, George is busy, so Mary offers to look at his unit plan and offer one or two places where she could provide instruction.

The best collaboration involves co-planning, co-teaching, and co-assessing, but this will be Mary’s first time collaborating with George so she’s going to start small and be realistic.

Submit the following information to your instructor:

  • Who will you collaborate with?
  • What grade level(s) do they teach?
  • What subject do they teach?
  • What topic/unit will you be working on together?

Review the Project Rubric

At the conclusion of the project, you will be evaluated using the following rubric.

Component

Emerging

Basic

Proficient

Learning Outcomes (AASL/CAEP 1.1)

Learning outcomes are poorly aligned to state and/or national library and content standards. Outcomes are not developmentally appropriate.

Learning outcomes are poorly aligned to state and/or national library and content standards. Outcomes are mostly developmentally appropriate.

Learning outcomes are properly aligned to state and national library and content standards. Outcomes are developmentally appropriate for the learner grade level.

Assessments (AASL/CAEP 2.4)

Formative or summative assessments are included. Assessments are not aligned to learning outcomes.

Formative and summative assessments are included. Assessments are mostly aligned to learning outcomes.

Formative and summative assessments are included. Assessments are aligned to learning outcomes. Learners are asked to self-reflect.

Collaboration (AASL/CAEP 2.1)

All educators share the workload. The librarian and library could be better utilized.

All educators share the workload. The librarian and library are well utilized.

All educators share the workload. The librarian and library resources are well utilized. Educators co-plan, co-instruct, and co-assess.

Unit Plan (AASL/CAEP 2.2)

The unit plan relies primarily on direct instruction.

More than one instructional strategy is present in the unit plan.

A variety of instructional strategies are present in the unit plan. The unit plan reflects best practice for information literacy instruction.

Differentiation & Learner Diversity (AASL/CAEP 1.2, 1.3)

The unit plan is designed for the average learner and does not take into account learners with diverse abilities. The plan does not reflect best practice for culturally responsive learning.

The unit plan is designed such that most learners, including those with diverse abilities, can participate meaningfully. The plan reflect best practice for culturally responsive learning in most areas.

The unit plan is designed such that all learners, including those with diverse abilities, can participate meaningfully. The plan reflects best practice for culturally responsive learning in all areas.

Reflection (AASL/CAEP 5.1, 5.2)

The reflection includes plans for improvement that are vague or disconnected from the learner summative assessment.

The reflection includes plans for improving student growth tied to the learner summative assessment, and the collaboration relationship.

The reflection includes plans for improving student growth, the collaboration relationship, and the candidate’s professional growth.

Overall Performance

The candidates scores emerging on 3 or more components.

The candidate scores basic on 4 or more components.

The candidate scores proficient on 4 or more components. All scores are basic or higher.

 

Share

In the Module 1 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate.

  • What groups of students are most impacted by discipline disparities?
  • How do the three forms of educational inequity – the resource debt, the discipline debt, and the achievement debt – work together and shape one another?
  • How might you use the AASL Standards Framework for Learners in your efforts to address inequity in the school library?

In the Resource forum share the optional item you explored from the Think and then reflect on your choice by answering three of the following questions.

  • How has my prior experience and personal values influenced my understanding of this topic?
  • What are other theories of this topic that might provide me with a different viewpoint?
  • How could my education colleagues support me or collaborate with me in learning more about this topic?
  • What new information did I learn? What questions do I have?
  • How could I apply this information to my practice?
  • If you disagree with the information presented, how so? Why?
  • What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Resume your Project READY journal from your last semester of the practicum. If you need a new copy, the journal can be downloaded from Project READY Module 1A. Depending on the order of your Practicum Sessions, you may find that you are engaging in the modules out of order; that is fine.