A+1.4+PROJECT

PROJECT
9/19 Karlee to Joe I put the rubric at the bottom: Partner 2's work and the paper portion with highlights can go at the top. If you want to change it just put it in however. I like the segmented set up you have going on the other pages so there is a link to each. Since this was basically the final product page...I put in the product of the rubric that will need a few tweaks but is started.

If prewriting is displayed before summaries and final highlight reflections in the final product we can copy and paste them over here.

Karlee

Joe, I am having trouble deleting the chart out so I just tapped enter several times because I have been trying 10 minutes to delete it.

Karlee

9/24: Karlee: I deleted it...no problem. As for the paper, according to the rubric it's supposed to be two pages of text, size 12, single-spaced. We seem to be running a little longer right now. I'm pretty sure we'll have to narrow it down if we want to do well on that part of the rubric. You have a lot of good ideas. My writing before had too much summary to it. I rewrote it last night, but I won't bother putting it on here, since your work seems to have gotten to the same point.

Joe

9/23 DRAFT: Posted by Karlee

LS5443/20 Mini Case Study  Karlee Wimberly & Joe Krupp  September 24, 2010 __Mini Case Study: Collaboration & Co-Teaching __ Twenty-first century learners, teachers, administrators and even schools and larger school districts require a different library and librarian to ensure that students achieve the four learning standards and their objectives set out by the American Association of School Librarians (AASL) in //Empowering Learners: Guidelines for School Library Media Programs// (2009 14). School librarians nowadays are charged with creating a vibrant library with programs and practices that address the needs of all stakeholders. Collaboration and co-teaching are two such practices affecting students’ learning experiences while simultaneously allowing librarians to fulfill what the AASL terms the five connected roles of school librarians: leader, instructional partner, information specialist, teacher and program administrator (AASL 17-18). In performing the mini case study students are able to make several observations among the text reading, module content, and presentations in order to reflect and make conclusions of their findings, opinions, and connections determined by analyzing text to the testimonial videos. As it is realized in several instances in the text, each piece holds its on nugget of importance pertaining to collaboration, success, and achievement where students, teachers, and administrators are concerned. And too, it is easily seen by students in conducting this study there are numerous ties and connections from the testimonials within the text readings in direct and indirect ways. With that being said, as an observer and reflector, it seemed much easier to connect learning ideas from the text into the active presentation testimonials. In the paragraphs below you will see references to examples of how the testimonials and text match up in many direct and indirect ways. The majority of the instances in this section include Empowering Learners text and the cooperation and co teaching presentations assigned within module one. __Evidence Findings __  Within the //Empowering Learners// text collaboration is defined and outlined on a chart on page 20 and text explanations on 21. Within the examples the school librarian is to cooperate with teachers and aide in designing and implementing lessons of instruction that present Inquiry based learning (AASL 20). Within the presentations Maryann explains it this way, “Any idea that I had, Judi could just take it and run with it. And taking a project looking at it carefully and making it work”(7th Grade LA Teacher). Upon these ideas Maryann is demonstrating that the teacher librarian is sharing and collaborating on ideas and finding resources and materials that promote and make inquiry based learning happen for students as the teacher comes to the teacher librarian with loose ideas to work with. With word use she is explaining that is how the teacher librarian has cooperated and aided in forming instruction. When Tracy, the art teacher, explains that instruction is “expanded”(Elementary Art Instructor) when she explains that extending learning of inquiry lessons in the classroom into the art room to complete assignments in both places, she is demonstrating an example of collaboration. We see that when she states “I did a research project with fourth grades about Navaho Indians and it helped them in the art room in doing their designs” (Elementary Art Instructor). What she is implying is that lessons have been designed where students read and interact with material in the classroom and integrate that same learning in hands on projects in art. This is an example of teachers working together to implement inquiry units and evaluate their results (AASL 20). In Tracy’s wording of “it has expanded it” she means the results educators found from evaluating are that the learning and teamwork aspects for teachers and students had been expanded. In another area of the chart it is explained that an administrator should be supported with active participation and help from the teacher librarian to promote and instill collaboration (AASL 20). When we observe the principal’s testimony, she states “the teacher librarian is important because there is no one else in the building who impacts the achievement of student learning” (Principal) she is referring to the fact that no one can impact student achievement like the teacher librarian as they collaborate with teachers and implement inquiry based instruction (ALA, 20) As we follow the testimonials up and down the page many other examples of collaboration that are supported in the //Empowering Learners// text are seen. When watch a third grade teachers video, she states “I believe in authentic instruction and students being able to find answers to their questions, and having a teacher librarian has enabled me to take a superficial curriculum from the state and make it authentic for use”(Third Grade Teacher). When Judy states this she is explaining indirectly that having a teacher librarian is promoting inquiry based learning for students where they can find their own answers and that the teacher librarian she has worked with has actively served to promote and support collaborative instruction which has allowed her to take a superficial curriculum and implement it in new authentic inquiry based ways which she strongly believes is best for her students (AASL 20). Other examples include how some of the teachers interviewed can see that the input of students and their learning through a process of activities and results has been an importance and something strongly implemented by the teacher librarian (AASL 20). In Maryann’s testimony she states “it also has been a learning process as Judi is very knowledgeable”(7th Grade LA Teacher). In this statement Maryann is implying that Judi’s knowledge and use of knowledge have helped to interest the teachers and students in their own learning process. And in making those users interested, the teacher librarian sought the interests and input of teachers and students to meet their needs (AASL 20). Another example in this video where it is seen that the teacher librarian respected and built upon the input of teachers is when Maryann explained “Any idea I ever had that I explained, Judi could just take it and run with it”(7th Grade LA Teacher). In making that statement Maryann is indirectly saying what every teacher’s wish and needs from a librarian is to be able to take their ideas in no particular order or format and ask what can be done with them. Maryann is meaning that no matter what she took to the teacher librarian, the librarian did the best she could to implement inquiry based instruction that would be useful to the teacher and the students (AASL, 2009). Not only that, but I think it is equally important to see that the teacher in this case not only feels the librarian did so, she is able to see that the work of collaboration was a success and is really emphasizing how much work it took for the librarian to accomplish that which may have even been far more work than she had done as a teacher. Within the cooperation presentation by Dr. Moreillon, collaboration is defined as being involved, being able to share resources, make connections with educators, and respond appropriately to the requests of educators as resources and materials are being used to meet their teaching needs (Moreillon 2010 slide 8). Karen, an eighth grade language art teacher, explains that when she had great ideas to teach and use in the library that the teacher librarian was “providing all the materials we need, the computer assistance we need, and teaching the students with such great detail”(8th Grade LA Teacher). In this example Ann is giving a concrete example of the teacher librarian providing materials, involving students, and integrating shared ideas of the teacher and librarian while also providing for technology needs in lessons. This quote from Ann also shows that Ann feels the teacher librarian has gone to great lengths to connect with learners, evaluate their interests, and apply those interests in a need based way through learning projects (Moreillon, 2010 slide 8) which is also indicated as a key factor of collaboration within the cooperation slides. In seeing that the teachers interviewed on teacher tube came from different age levels, backgrounds, different teaching styles, and different subject areas, it is easy to see that the interviewer is indirectly emphasizing a fact that is so often stressed within collaboration studies. That factor includes the idea that teacher librarians can’t collaborate with everyone and they should strive to make the most of their time available and work to achieve focused goals ( Moreillon 2010 slide 8). As explained in part of a quote in the co teaching presentation that teaching is much too difficult to face or do alone (Moreillon, 2010 slide 4). When Kelly, a high school student teacher, explains that the teacher librarian came to her expressing that she had some good ideas to share, you could see Kelly seemed pleased about the collaboration. When Kelly states, “I gave her the main idea of the unit and she gave me some ideas of how to make it even better”(High School Student Teacher) ,she is explaining what happened during her collaboration experience with the teacher librarian was effective as she was completing a project. This is an example of the positive nature working together has upon teaching. More than likely had Kelly worked alone, she would have had a lot to complete and might have even gotten overwhelmed. By working with a collaborative partner or teacher librarian, she was not alone and thinking of ideas for the unit together made the task less difficult and the results more effective (Moreillon, 2010 slide 8). Kelly’s statement is also an indirect example of negotiation, brainstorming, and bounce ideas off one another (Moreillon, 2010 slide 17) as also seen in the co teaching presentation. It is suggested in the Learners in Action text to use an action plan template in order to collaborate effectively (ALA 116). In listening to Kelly’s explanation, we can’t see that actual template used to plan the unit she was working on from beginning point with main ideas to the end, but easily understood Kelly how feels the tools used worked as a solid action plan that caused a successful project completion and a lot of learning on her part. In the reading that discusses standards to cover in helping students to become effective twenty first century learners, we see that it is deemed crucial for students to have equal access to books, reading pieces, technology, and be welcomed into an environment where learning is challenging but also puts them at ease (AASL 8). Sherry, a high school English teacher, explains that she was able to take in vague ideas to the librarian, that the librarian” she was able to work through them and work out lessons, that she was able to do with my kids that include research, citing information, and technology”(High School English Teacher). With a statement like this, Sherry is explaining an experience for herself and her students was equally challenging, welcoming, and integrated with many of the components needed to achieve twenty- first century learning according to the standards text. __Summary of Findings __ For students, the academic benefits were obvious: they improved their research skills in terms of accessing and using a variety of information resources for their work, in what was referred to as “put(ting) their own thought in it, internalizing the knowledge” (8th-Grade Language Arts Teacher). Once they had improved their research skills, other teachers spoke of how the librarian collaborator taught students how to then cite their sources using online tools (7th-Grade Language Arts Teacher). Just as the AASL mentioned that students must be prepared to function in the 21st century, an elementary school teacher discussed her satisfaction that her students were “literate in the Information Age” and could learn not only how to frame questions but could “learn now to answer them” (3rd-Grade Teacher) in her units of inquiry-based learning. Other academic benefits include smaller class sizes, assistance with the writing process and in completing products, and an ability to make connections across their subjects. In addition to students receiving “more attention because they’re working with two teachers (Kindergarten Teacher), Moreillon (2007) suggests that smaller class sizes may help “children who enter formal schooling with fewer school-like literacy experiences” (7). With the writing process and assessing writing, teacher librarians affect the richness and “authenticity” (8th-Grade Language Arts Teacher; 3rd-Grade Teacher) of the learning units and also use their expertise to help teachers use and understand rubrics designed for students to understand the expectations and their performance on their written work (High School Art Teacher). Social or affective benefits include a vision of the library as a place where accessible learning occurs, where their interests and experiences are valued and also an understanding of teamwork as students see adults modeling cooperative behaviors. Twenty-first century students are technologically adept, so understanding a library wiki or using Web 2.0 tools to do projects “outside the norm” (High School Teacher) would appeal to them. In a similar vein, the librarian was able to exploit students’ background knowledge (7th-Grade Language Arts Teacher) and helped students connect “all the pieces of the learning process” (8th-grade Language Arts Teacher). Through these interactions, students were able to begin meeting the four AASL learning standards while the librarian fulfilled each of the roles expected of the modern teacher librarian. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For teachers, collaboration with librarians yielded improvements to their units, teaching practices and overall feelings about teaching. Common comments about unit included improved ideas “because we feed off each other” (Kindergarten Teacher; High School Teacher) and improved materials due to the librarian’s expertise in locating and connecting them to student learning (8th-Grade Language Arts Teacher). Teaching practices were enhanced as educators developed "common language, a common set of practices and channels for communication" (Moreillon, 2007 6) to improve learning. Finally, teachers’ feelings about their work changed as a direct result of collaboration. One teacher received valuable help in instituting a cross-curricular writing program (High School Art Teacher), and another was able to learn about the technology she was using with her students, feeling satisfaction that she was “learning right along with her kids” (7th-Grade Social Studies Teacher). One compared the current librarian with an inflexible past one, echoing the ideas of Zmuda and Harada (2008b 18) and Moreillon (2007 8) that the teacher librarian increases ongoing staff development through a consistent of daily interactive practices. Finally, another teacher seemed to sum up the affective benefits for teachers in that her teaching became “fun…a lot more enjoyable” (7th-Grade Language Arts Teacher) and moved away from the detrimental feeling of “teacher isolation” (Moreillon, 2007 7). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.5in;">To summarize my finings I can say that making connections about collaboration in these assignment was challenging but inspiring. It helped me to realize my goals and I listened to the successes and experiences of others through the testimonial. As Tracy stated collaboration has “expanded” (Third Grade Art Teacher). I could see that collaboration had been attempted and a success for others. Not only that, but you could see she walked away with a positive outlook and a smile upon her face. When Maryann stated, “She can just take it and run with it” (7th Grade LA Teacher). She is giving an example of how the teacher librarian worked diligently to provide achievement and partnerships with teachers and learners. This helps librarians to realize there are teachers out there who will welcome your partnership and would love to work together and feed off each others ideas (Moreillon 2010 slide 21) so that you can both grow, as well as, help students. In thinking about and reflecting upon the quotes from these testimonials I summarized these as ideas that I take away from this learning experience because they keep me inspired, refreshed, and hopeful to face situations as a librarian and work with educators to make the beneficial situations for all involved. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reflections & Lingering Questions __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Though the benefits in the original T-Chart pertained only to teachers and students, it soon became clear that collaboration benefits principals, school and even school districts. Certainly, teacher librarians impact the instruction that students receive and benefit teachers on a number of levels. However, in addressing their five roles, the next logical step for teacher librarians is to cement their roles as instructional leaders and program administrators in the eyes of their principals and school districts. Teacher librarians possess a “global perspective” that allows them to affect the way schools address overall problems” (McGregor 210), a point arising in a testimonial speaking to the idea that the librarian is somewhat on a par with the principal because she “impacts (the) academic achievement of every single child in the building” (Principal). Similarly, a thread in the readings and testimonials is the corollary idea that the librarian is well-placed to lead a program that serves larger goals for school districts, especially in writing as noted above by the high school art teacher and in “serv(ing) on committees at the school and district level to increase awareness of the place of the school library in promoting literacy (Moreillon 2010, Slide 10). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Are teacher librarians are able to fulfill the roles set out by the AASL? The answer to this question seems to depend largely on the individuals and schools involved. Teachers or principals with “agendas,” negative viewpoints on library practices, or a lack of vision (McGregor could thwart the efforts of even the most enthusiastic teacher librarian to make a difference daily in her school, not to mention at the larger program and leadership levels.  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">One way to overcome any impediments might be to begin collaborating on a small level, with teachers and students. Moreillon (2010) discusses the need for librarians not to “spread themselves too thin” and to “focus (their) efforts at any given moment on making the greatest impact” (Slide 7), words that carry wisdom. By making a difference and working with students and teachers, librarians could begin to achieve the relationships and impact described in the testimonials. That would cover the roles of teacher, instructional partner and technology specialist. To achieve becoming a leader and administrator of a well-founded program, librarians would have to become very active in assessing, documenting, presenting and marketing their efforts, not unlike the teacher librarian whose efforts were the subjects of the glowing testimonials. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Of course, this is difficult in districts where budget cuts have forced the elimination of school librarian positions, or forced librarians to rotate through schools on different days of the week. Of course, the students suffer, as their learning opportunities are greatly diminished with limited access to the information and teaching practices possessed by the teacher librarian. All things considered, the model of a librarian espoused by the AASL and evident in the readings and testimonials should be the goal of every school librarian. For a final thought, it might be best to turn to McGregor, who asks a question that all librarians should ask when considering how best to collaborate with classroom teachers: “What matters most at this time?” (214) If the librarian is in the building, then the message is to collaborate. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After all, it’s for the students, the reasons why educators do what they do. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.5in;">In reflect upon these readings I can say my definition of personal understanding of collobration is more refined the lists for the coopeation presentation and the quotes from the coteaching presentation trigger thoughts and ideas which form questions that will never go away. These kind of questions that will always keep you thinking and planning for the future and projects of growth within the librarian and with educators. In reading deeply within texts from the American Library Association and comparing them to the presentations of Dr. Moreillon making connections about collaboration was solid and concrete. As a reader you can see that the suggestions for effective librarianship in the cooperation presentation (Moreillon 2010 slide 8) go hand and hand with the goals of completing and accomplishing collaboration in the Empowering Learners text (AASL, 20). The American Library Association text is more a of an action plan, where the Moreillon text connects those ideas of action with refined examples of what collaboration consists of and what skills define someone who is a true collaborator. It is easy to connect skill with strategy between the readings to form a powerful, as well, as meaningful personal definition of what collaboration is to you personally and how you will combine the learned aspects to become successful. And too, in listening to the testimonials it helped to further expand and refine visions I believe because the videos combined evidenced examples of what was discussed in the text and combined them with success stories of collaboration being carried out smoothly to benefit everyone including teachers, librarians, students, principals, or parents. It was like seeing a project fall into place. First reading about ideas and meaning of collaboration, then examining strategies to carry it out, and last hearing and seeing through evidence videos that others have thought about those definitions and used those strategies to a point where collaboration was master with a fine art.

<span style="display: block; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-align: center; text-indent: -0.5in;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Works Cited <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">American Library Association. Empowering Learners. Chicago: American Library Association, 2009. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">American Library Association. Standards For The 21st Century Learners In Action. Chicago: American Library Association, 2009. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">American Library Association. Standards For The 21st Century Learner. Chicago: American Library Association, 2009. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"3rd-grade Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 17 Sept. 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"><http://teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Grade_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"7th-Grade Language Arts Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 17  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Sept. 2010. http://teachertube.com/members/viewVideo.php?video_ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">id=125112&title=7th_Grade_Language_Arts_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://www.teachertube.com/members/viewVideo.php?video_ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">id=121980&title=7th_Grade_Social_Studies_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">id=125114&title=8th_Grade_Language_Arts_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"Elementary Art Instructor." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_id=121834&title= <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Elementary_Art_Instructor>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"High School Art Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_id=121840&title= <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">High_School_Art_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"High School Student Teacher." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_id=125103&title= <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">High_School_Student_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"Kindergarten Teacher" Interview by Judi Moreillon. //TeacherTube//. Web. 19 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_id=121832&title= <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Kindergarten_Teacher>. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. “The Impact of School Libraries on  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Academic Achievement: A Research Study Based on Responses from Administrators <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">in Idaho. //School Library Monthly// 26.9 (2010): 14-17. Retrieved September 4, 2010, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">from Library, Information Science & Technology Abstracts with Full Text database. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S.  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(eds.), //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 199-219.  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Moreillon, Judi. "Coteaching Strategies." PowerPoint. Lecture. Web. 15 September 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Moreillon, Judi. "Cooperation & Collaboration Similarities & Differences." PowerPoint. Lecture. Web. 15 September 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">"Principal." Interview by Judi Moreillon. //TeacherTube//. Web. 18 Sept. 2010. <http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Schultz-Jones, B. (2009, March). Collaboration in the School Social Network. //Knowledge// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Quest //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> 37 (4), 20-25. Retrieved September 10, 2010 from Academic Search Complete database. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Media Specialists. In //Librarians as Learning Specialists: Meeting the Imperative for the 21st Century//, 2008. 23-43.  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Zmuda, Allison, and Violet H. Harada. "Librarians as Learning Specialists: Moving from  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">the Margins to the Mainstream of School Leadership." //Teacher Librarian// 36.1 (2008): 15-20. //Library, Information Science and Technology Abstracts with Full Text//. Web. 23 Sept. 2010.