The teacher-librarian collaborated with several other librarians on creating or adapting instructional activities for their respective campuses, increasing diversity representation in our read alouds, introducing new mini research activities, or just comparing communication methods with students and staff. The perspectives on various issues at different campuses helped all of the librarians to better serve their communities.
The teacher-librarian collaborated with the science instructional coach to unpack specific curriculum TEKS and focus several inquiry activities. Specifics activities included collecting print and digital materials for landforms and life cycles.
The teacher-librarian collaborated with a 1st grade classroom teacher to align read alouds with current classroom ELAR standards. When students discussed setting in the classroom it was also talked about in the library. When the theme was discussed in one location a different title but similar focus was shared in the other. Character traits were referenced with different titles but during a similar time frame.
The teacher-librarian collaborated with a 2nd grade teacher for student research of well-known landmarks. Students could choose from several different landmarks, learning about the physical location, design, and relevance to history. Students practice note-taking from mostly digital sources collected by the teacher-librarian.
The teacher-librarian collaborated with upper-grade ELAR teachers and students to reinforce digital text selection with SORA ebooks and audiobooks. Discussions covered how looking for electronic titles was both similar and different from print titles. Some new student titles were introduced. Students practiced using the different online tools and created a short “wish list” of books to read.
The teacher-librarian collaborated with third and fourth grade teachers to plan student enrichment groups that met regularly in the library. Students were able to practice navigating electronic databases, recording pertinent or interesting information through sketchnotes, creating stop motion animations to share the information gathered, as well as writing persuasive book review blog posts. Students corrected writing mechanics, listened respectfully to each other when sharing ideas, and offered
Collaboration Spotlight (paragraph detailing a collaboration you are most proud of, heavily student focused, details of the process and the outcome of the collaboration)