See+the+collaborative+planning+scenario.


 * Preconference **

These are some considerations the librarian makes before beginning a collaborative planning project with a staff member
 * What is the common ground the teacher and the librarian share?
 * 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 says "research."


 * Conference **


 * // The Rain Forest Project //**
 * 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.
 * What do you want the students to know and do? What specific Standards does this project address. What Information Literacy Skills are addressed?
 * What resources does the library have? Check library collection in Reference, 500s (science), 600s (technology, inc. agriculture/forestry), 900 (history), 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.
 * What resources can we get from beyond our library at the local public libraries?
 * Chicago Public Library < [] >. Remember that the CPL catalog gives you access to all the public libraries in the city of Chicago.
 * 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?
 * How long do students have to do the assignment? What is the time line?
 * How many days do the students need in the library? Look at the 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.
 * How will we monitor the project?
 * How will students evaluate the experience and their finished product?
 * How will we assess the unit?.

** Responsibilities ** // Students //
 * 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 the student
 * Demonstrates ability to cite all sources correctly

// Teacher //
 * Sets the parameters of the assignment.
 * Introduces the unit and sets the expectations for the projects.
 * Teaches the writing process necessary to support student project.
 * 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
 * Tracks or manages resources for in-class and in-library sharing
 * Monitors student use of facility for a whole class and drop-in situations
 * Checks for understanding and mastery through the use of section evaluations, student interviews, and observation
 * Reinforces citation form, writing formats, search techniques
 * Introduces new sources or skills as students show need
 * Evaluates the final product for mastery of the citation form
 * Displays the completed projects in the library

** Evaluation **
 * 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 and mastery.
 * 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, etc.

*Adapted from Washington Library Media Association Ad Hoc Committee on Essential Learnings September, 1999