INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 2 Acknowledgements Belinda Kuck started me on this journey and always stuck her neck out to keep me on my path. Dr. Moulding was a friend and mentor when I needed one most. Dr. Mower, fate brought us together and I don’t think it’s done with us yet. Much love to Mason, Bryce, and Nate for putting up with me, making sure I was fed, and giving me lots of hugs. To Mark, you are my rock. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 3 Table of Contents NATURE OF THE PROBLEM.................................................................................................... 6 Literature Review.............................................................................................................. 7 Learning Commons ............................................................................................... 8 Standards ............................................................................................................. 11 Inquire ..................................................................................................... 11 Include..................................................................................................... 14 Collaborate .............................................................................................. 16 Curate ...................................................................................................... 19 Explore .................................................................................................... 20 Engage..................................................................................................... 23 School Library Standards Across Content Areas................................................ 25 PURPOSE .................................................................................................................................. 27 METHOD .................................................................................................................................. 28 Participants ...................................................................................................................... 28 Materials ......................................................................................................................... 28 Procedure ........................................................................................................................ 29 Data Collection and Analysis.......................................................................................... 29 FINDINGS ................................................................................................................................. 31 Discover the Process ....................................................................................................... 31 Features and Pedagogical Outcomes .............................................................................. 36 Implementation ............................................................................................................... 41 Limitations and Recommendations................................................................................. 46 INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 4 REFERENCES ........................................................................................................................... 47 APPENDIX A: Informed Consent Form .................................................................................... 55 APPENDIX B: Descriptive Question Matrix ............................................................................. 58 APPENDIX C: Research Approval Letters ................................................................................ 59 INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 5 Abstract Libraries are stereotyped as quiet places where books are checked out, when libraries are actually learning commons where knowledge is actively created and shared. Most high school graduates lack the skills necessary to be successful in life. The American Association of School Librarians have identified six standards (inquire, include, collaborate, curate, explore, engage) that provide a framework for learning the skills necessary for college, career, and life. The purpose of this project was to conduct an individual case study to discover the process, features, and pedagogical outcomes of a collaboration between a teacher-librarian and a teacher using the American Association of School Librarian (AASL) Standards in combination with the state core content standards. The teacher-librarian met with a secondary English Language Arts (ELA) teacher, who explained that her students were struggling with finding relevant information. The teacher-librarian and ELA teacher conducted planning meetings to develop a strategy using the AASL standards and the content standards to support student learning. Planning meetings were audiotaped and reflective journal were written after each meeting. Grounded theory was used to analyze the data. The main themes that emerged in discovering the process include: collaborative lesson planning and pacing, classroom management and organization, sharing and adapting resources, and reflection and communicating ideas. The main features were managing physical aspects and focusing on standards and the pedagogical outcomes focused on insights gained. The main themes of implementation were communicating, adapting, and evaluating. The information gained during this study could be used to implement the process of collaboration on a larger scale, expanding into various other content areas and/or educational settings. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 6 NATURE OF THE PROBLEM Andrew Carnegie envisioned a library as a place with large rooms, dim lights, quiet whispers, and lots of books (Neuman, 2002). This vision remains the dominant perception of libraries; a warehouse for books and a quiet place for individual study where the rules of behavior dictate silence (Datig, 2014), but the world today has changed dramatically due to globalization and advances in technology (Mishra & Mehta, 2017). “With the abundance and overwhelming presence of technology in 21st-century students’ lives, educational institutions will be able to benefit from technology-based activities which occur outside the classroom” (Lemley, Schumacher, & Vesey, 2014, p. 103). The existing notion of libraries as storage spaces needs to be restructured (Hyman, 2014). The school library is a learning commons that supports both formal and informal learning. The emphasis in a learning commons is put on creativity, inquiry, exchange of ideas, collaboration, and the pursuit of personal growth (Hyman, 2014). In a learning commons, learning is meaningful, active, and cooperative. The school library learning commons provides a space to create new knowledge and share with others (Hyman, 2014). Priorities for school learning commons should be driven and shaped by the American Association of School Librarians (AASL) Standards (Hyman, 2014). Most high school graduates lack the practical skills that will help them be successful in the world, and they need help in areas including understanding digital resources, engaging in self-efficacy, and creating appropriate digital social self-representation (Foote, 2016). Approximately $2.3 billion per year is spent on remedial education (Wilson & Pinckney, 2015). Success in college requires skills in analysis, interpretation, accuracy, problem solving and reasoning (Curry, 2017). There is a call for “the entire U.S. community to rally around the issue INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 7 of career- and college- ready students without delay” (Wilson & Pinckney, 2015, p. 8). According to the American Association of School Librarians (2018), there are six standards that provide a framework for learning the skills necessary for college, career, and life. • Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. • Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community. • Collaborate: Work effectively with others to broaden perspectives and work toward common goals. • Curate: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance. • Explore: Discover and innovate in a growth mindset developed through experience and reflection. • Engage: Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world. If school libraries are going to play a significant part in preparing students for college, career, and life then these six standards must be incorporated into the school library curriculum. Literature Review Traditionally, libraries have functioned as a storehouse for printed books with specific rules of behavior supporting the library as a quiet place for individual study (Kincaid & Pfau, 2015). Mueller (2015) described a library as a quiet, dark place to use encyclopedias for research and occasionally check out a novel for English class. Throughout history libraries have been a place to simply check out books or find reference information. School libraries consisted of a INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 8 large room full of immovable book shelves, a circulation desk, rows of computers, and a single space set aside as a teaching area (Loertscher & Marcoux, 2015). With changes in technology and the understanding of how students learn, many school libraries are transforming into learning commons. Our interpretation of the world of information and technology, now, compared to how it used to be, affects the kind of environment we need to construct for the young people we mentor. If we are about preparing young people to compete in the current and future world, then the cocoon we call schooling must take a different approach than the cocoon of the yesteryear. (Loertscher & Koechlin, 2014, p. E3) Learning Commons The driving force behind the transformation from a library to a learning commons is the idea that libraries should not merely be a place to find information but should be a space to collaboratively use knowledge to create new ideas (Diggs, 2015). School libraries have been places where knowledge is stored and consumed, while a learning commons is a space where students actively engage in the creation of knowledge (Kohout & Gavigan, 2015; Loertscher & Koechlin, 2014; Loertscher & Marcoux, 2015). A learning commons serves as a bridge between educational philosophy and the real world. It is a space to link knowledge and real-world connections with project-based learning (Kincaid & Pfau, 2015; Loertscher & Koechlin, 2014; Stephenson & Stone, 2014). A learning commons is a place where students can engage in participatory learning and where collaboration plays a dominant role. A learning commons not only emphasizes collaboration but also creating and sharing of knowledge (Kincaid & Pfau, 2015; Kohout & Gavigan, 2015). It is a place for creativity, collaboration, and innovation. Learning commons should be socially and academically exciting INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 9 places, open to all members of the school community (Cohen, 2015). While a learning commons serves school curriculum, it is also a space where students can think, design, create, explore, problem solve, share, and develop skills to become independent learners and innovators (Loertscher & Koechlin, 2014). The learning commons is a place for making, playing, experimenting, doing, growing, and connecting with others (Kincaid & Pfau, 2015; Kompar, 2015; Loertscher & Koechlin, 2014; Loertscher & Marcoux, 2015). According to Kohout and Gavigan (2015) the learning environment for a learning commons is both physical and virtual, and student learning occurs independently and collaboratively through exploration, experimentation, and innovation. Although implementation of learning commons will vary from school to school, all learning commons will be centers of inquiry, digital citizenship, and project-based learning (Loertscher & Koechlin, 2014). The responsive nature of the learning commons means it will never remain static. It is always evolving to address current and future needs. Loertscher and Koechlin (2014) have identified several characteristics of learning commons. Learning commons have flexible learning spaces and they are dynamic places that respond to ever-changing environments. Personal expertise and leadership help guide the always changing environment of the learning commons. A learning commons is built to adapt to changes in information, technology, and curriculum. The users have a major role in shaping the participatory learning environment (Loertscher & Marcoux, 2015). The physical space of a learning commons should be flexible (Cohen, 2015; Diggs, 2015; Kincaid & Pfau, 2015; Loertscher & Koechlin, 2014; Mueller, 2015; Stephenson & Stone, 2014.) The transformation of the physical space to a learning commons contributes to student learning (Loertscher & Marcoux, 2015) and the idea is to make learning visible (Stephenson & Stone, INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 10 2014). Some of these transformations include: moveable furniture, quiet places to read or work individually, collaborative areas that will accommodate small and large groups (including spaces for teaching), a technology areas where computers are available, a shelving area for materials, and a makerspace area for designing, inventing, and creating (Cohen, 2015; Diggs, 2015; Kincaid & Pfau, 2015; Loertscher & Marcoux, 2015; Stephenson & Stone, 2014). The transition to a learning commons can support the teaching and learning needs of school communities (Kohout & Gavigan, 2015). A learning commons can help integrate, embed, and include 21st century skills into student learning. Changing school libraries into learning commons supports the changing needs of students in the digital age. The learning commons is a place that empowers students to be curious, think, imagine, and create new meaning. Changing to a learning commons can provide a way for schools from the information age to transition to schools for the innovation age (Kompar, 2015). A learning commons provides a “third place” that is not home and not the classroom, a place that extends what happens in the classroom (American Association of School Librarians, 2018; Mueller, 2015; Stephenson & Stone, 2014). The learning commons is a place for everyone, so all stakeholders should be included in the transformation (Diggs, 2015; Mueller, 2015; Steele, 2015; Stephenson & Stone, 2014). Mueller (2015) started by getting the support of administration and asked for student input to make sure each decision was made with the students in mind. Steele (2015) and Diggs (2015) asked students, as well as teachers, parents, and the community what they wanted in the learning commons. Collaboration and communication with all stake holders help with transparency (Stephenson & Stone, 2014). Cohen (2015) recommended letting the rules go when building a learning commons and redefining what is important by getting input from the students and teachers. In transforming to a learning commons the focus should be on learning, both formal INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 11 and informal, and the organizational structure should be shifted from a top-down model to a model where both teachers and students are in control of knowledge building. (Loertscher & Koechlin, 2014). Standards The priorities for learning commons should be determined by the American Association of School Librarians (AASL) Standards (Hyman, 2014). The AASL (2018) has created six standards to provide structure for teaching students critical learning and life skills. These standards are inquire, include, collaborate, curate, explore, and engage. If school libraries are going to play a significant part in preparing students for college, career, and life then the AASL standards must be incorporated into the school library curriculum. Inquire. The standard inquire requires students to become critical thinkers while identifying problems and developing solutions. In a complex society, citizens should be critical thinkers and good problem-solvers (Garside, 1996). Marin and Halpern (2010) claimed critical thinking skills are crucial to success in modern society. High school graduates should be able to evaluate arguments, judge credibility of sources, and evaluate materials for potential bias. The majority of students are inadequately prepared for the demands of higher education, work, or everyday life (Marin and Halpern, 2010). According to Kek and Huijser (2011) students who have grown up in technology rich environments, lack critical thinking skills, such as the ability to identify credible information, analyze effectively, and problem-solve. Critical thinking is the capability to recognize and challenge assumptions and look for different ways of thinking (Radeloff & Bergman, 2009). Garside (1996) proposed that critical thinking is not routine memorization, but rather purposeful learning that involves both attitude and skills. The cognitive skill dimension of critical thinking includes interpretation, evaluation, INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 12 analysis, explanation, inference, and self-regulation (Garside, 1996; Kek & Huijser, 2011). Critical thinking includes reflective thinking and the ability to decide what information is reliable (Kong, 2014). Crucial elements of critical thinking are the ability to logically and methodically examine supporting evidence for various conclusions and examine the reasoning that links the evidence with the conclusions, along with producing explanations that are supported by evidence (Garside, 1996; Kek & Huijser, 2011; Nappi, 2017). Critical thinking skills include: distinguishing between fact and opinion, determining reliability and accuracy of a source, choosing relevant information, detecting bias, identifying assumptions, and recognizing logical inconsistencies (Garside, 1996; Kong, 2014,) According to Nappi (2017), to become critical thinkers, students must be able to recognize problems, gather information to address the problems, evaluate facts and beliefs, then make accurate decisions. Teaching critical thinking skills can be done through explicit instruction or can be woven into content matter. When introducing critical thinking skills, students’ prior knowledge should be integrated and reflection should be encouraged (Marin & Halpern, 2010). To help develop critical thinking skills, students need to be actively and emotionally engaged with the materials. To become critical thinkers, students need to elaborate and support their opinions and beliefs, as well as recognize the claims of others (Garside, 1996; Marin & Halpern, 2010). Garside (1996) claimed that critical thinking is developed when students have the opportunity to check their understanding through discussion with others. Group discussion activates prior knowledge and allows for active learning. Through group discussion participants state their position, have a chance to defend that position, and may ultimately modify their position. Group discussions can provide some essential elements in developing critical thinking, INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 13 in that they provide an opportunity for students to interact with each other, vocalize their thinking, and see how other students’ thought processes work (Garside, 1996). The most effective means of developing critical thinking skills includes using case studies, student real-life role-play, group discussions, and student-instructor interaction (Marin & Halpern, 2010). Using flipped classrooms can also help develop critical thinking skills (Kong, 2014). In a flipped classroom, teachers deliver knowledge outside of formal class time and homework is done in class under the guidance of a teacher. This allows for students to actively engage in knowledge construction with the help of teachers and peers. Cooperative learning increases critical thinking skills (Garside, 1996). Cooperative learning is when students of all ability levels work together for a common goal. Garside (1996) suggested that cooperative learning actively engages students in processing and sharing information and encourages oral repetition, which promotes long term retention. Problem-based learning is a powerful method for teaching critical thinking skills while simultaneously teaching content knowledge (Kek & Huijser, 2011). Problem-based learning is a technique that uses problems to activate learning. The problems posed in problem-based learning are complex problems that require students to think about alternatives, provide logical support for the solution, and apply these strategies to new problems (Kek & Huijser, 2011). Problem-based learning has three stages. In the first stage, groups of students encounter a problem that activates learning. They identify facts, generate ideas, and develop a plan. Then, they evaluate, synthesize, and apply needed information to manage the problem. In the second stage, students complete individualized, self-directed research. The groups reconvene for the third stage, in which they share information gained in individual research, then reflect and revise their prior discussion. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 14 The skills gained in problem-based learning transfers beyond the classroom and into daily life (Kek & Huijser, 2011). Include. Demonstrating an understanding and respect for inclusiveness and diversity within a learning community is part of the include standard. Diversity in the workforce has increase due to globalization which makes it essential that workers are prepared for multicultural and diverse environments (Dawson, 2013). Teaching diversity can help develop the skills to evaluate situations from a variety of viewpoints, which is a skill that is severely lacking in students today (Dawson, 2013). The idea of diversity education developed from the 1960’s civil rights movement, the women’s right movement of the 1970’s, and the continuous efforts of other marginalized groups (Moore, Madison-Colmore, & Collins, 2005). Diversity awareness and understanding is fostered through education. The main goal of diversity education is to ensure equity in education, promote critical thinking, and facilitate problem solving using different points of view (Kim, Wee, & Lee, 2016). According to Dawson (2013) diversity education focuses on shifts in mind-sets to increase awareness, improve attitudes, and develop skills. The concept of diversity education ranges from festivals that happen once a year to a transformative approach through curriculum (Moore et al., 2005). The main goals of the transformative approach include having a curriculum centered on marginalized groups, helping students recognize the complex interactions that produced American culture, and helping students understand that knowledge construction depends on experiences, perspectives, and values (Moore et al., 2005). Diversity education can include topics like race, gender, sexual orientation, and culture. Cultural diversity can refer to sub-cultures within a society that result from different ethnicities, classes, regions, genders, religions, and sexual orientations (Chang, 2006). Beitin, Duckett, and INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 15 Fackina (2008) warn that discussing diversity issues can bring up emotions and biases that can impede learning. Diversity education can be challenging because it questions the way one views the world and can bring additional challenges for educators because it requires them to give up some control of their classroom and lead difficult and sometimes personal discussions (Dawson, 2013). Long-term integration of diversity education can provide opportunities to explore race and cultural identity, gain compassion, form perspectives, and learn how to cooperate with diverse people (Kim et al., 2016). Opportunities to compare and contrast different cultures enables learners to better understand themselves, as well as other cultures (Chang, 2006). To effectively teach diversity, students need to be engaged at a personal level, so when teaching diversity, opportunities should be created for students to bring their personal journeys into the classroom (Auerbach, 2012). Using multiple approaches, such as combing lecture and audiovisual materials, enhances the learning experience by creating opportunities for active learning (Auerbach, 2012; Dawson, 2013) Combining classroom instruction and community-based learning is an effective way to increase knowledge and understanding of cultural difference. This can be accomplished through activities such as field trips, class presentations, and guest speakers (Moore et al., 2005). Literature can be a powerful way to explore issues of diversity and using diverse literature provides opportunities for discussions that help develop empathy and appreciate for different cultures (Stallworth, 2017). Novels and stories reveal the social experiences of those who feel like outsiders, therefore stories can be used as a catalyst in talking about issues of diversity (Vecellio, 2012). The goal of using literature is to help students get personally connected to a story and provide opportunities for students to use their prior knowledge and experiences to re-affirm their own perspectives and develop an understanding of others’ INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 16 perspectives as well (Vecellio, 2012). According to Kim et al. (2016) picture books enrich multicultural understanding and help overcome negative stereotypes by offering opportunities for reflection about diverse cultures. Using conversational learning to teach diversity impacts students’ ability to deal with diverse environments (Dawson, 2013). Conversational learning is where learners use conversations to construct new meanings and convert shared experiences into knowledge. Conversational learning includes internal reflection and social interaction and engages students by requiring them to interact with others. During this interaction students can listen and reflect on experiences, thus becoming active learners and contributing to the creation of knowledge (Dawson, 2013). To enable conversational learning, a safe environment can be created by having classes develop standards for acceptable behavior so students feel comfortable joining the discussion. Opportunities for trust-building exercises can be provided so students can get to know each other and online discussions can be used to allow participation of self-conscious students (Dawson, 2013). Requiring students to keep a reflection journal can aid in the shift of mindset required in conversational learning. This change in mindset involves listening to learn, reflecting for understanding, not assuming there is only one correct answer, avoiding reactive behavior, and learning from different perspectives (Dawson, 2013). Students can be given time to reflect on their own thoughts and then share the thoughts with a partner using the “think, pair, share” strategy (Dawson, 2013). Collaborate. The goal of the collaborate standard is to work effectively with others to broaden perspectives and achieve common objectives. A crucial part of learning in a 21st century classroom is using collaboration (McGlynn & Kozlowski, 2016). An individual’s psychological INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 17 development is significantly influenced by participation in social practices (Webb et al., 2008). When students give explanations to others, it helps promote learning by requiring the student to reorganize and clarify materials, recognize misconceptions, fill gaps in their understanding, acquire new strategies, and develop new perspectives and understanding (Webb et al., 2008). Collaborative learning is when students work together to increase their understanding (Le, Janssen, & Wubbels, 2017; Osman, Duffy, & Chang, 2011). Collaborative learning is a constructive, interactive, and self-regulated process that promotes student interaction, encourages articulation of personal perspectives, and resolution of differences in understanding (Osman et al., 2011; Van Leeuwen, Janssen, Erkens, & Brekelmans, 2015). Student attitudes are significantly more positive when small group work is incorporated into learning (Osman et al., 2011). Working in groups is an active process which motivates students to become more engaged. Retention is increased when students generate diverse opinions during discussions. This helps develop a deeper understanding, which leads to significant increases in academic achievement (Le et al., 2017; Osman et al., 2011). The two types of groupings used for collaboration are homogenous and heterogeneous. In homogenous grouping students with similar ability levels are placed together, whereas in heterogeneous grouping, students with a variety of ability levels are placed together. Homogenous groups are more effective to challenge average and above-average learners, while heterogeneous groups are more beneficial to help struggling learners (McGlynn & Kozlowski, 2016). In collaborative learning, emphasis should be placed on learning-centered instruction using strategies like problem-based learning and cooperative learning, which engages in cycles of collaborative work and individual evidence gathering (Osman et al., 2011). For group work to be successful, strategies must be used that will increase student productivity, accountability, INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 18 engagement, and performance levels. Several criteria can be used to ensure successful collaboration activities including; involving each member of the group, giving each person a job to perform that includes a standard of completion, having each member be invested in completing the task or goal, and having individual and collective accountability (McGlynn & Kozlowski, 2016). McGlynn and Kozlowski (2016) suggested the importance of making expectations explicitly known to help avoid student assumptions. Expectations should be reviewed and posted in a visible place. Collaborative learning requires teacher monitoring, including feedback and assistance, as unsupervised groups can stray off-task and end up wasting time (Osman et al., 2011; Van Leeuwen et al., 2015). Accountability is a concern and assigning a group role can be ineffective because students can disengage themselves from the group task when they have completed their role. It is more effective to teach procedures for effective group work and emphasize that no one person’s job is done until the group task has been finished (McGlynn & Kozlowski, 2016). Four common obstacles to collaboration are students’ lack of collaborative skills, free-riding, competence status, and friendship. Lack of collaborative skills can include interrupting others, not paying attention to other’s opinions, and rejecting suggestions without justification (Le et al., 2017). When collaborating on group assignments, some members complete the bulk of the work and others do nothing, becoming free-riders. Le et al. (2017) claim high-status students are thought to be competent and are the influential members of the group. Their ideas are accepted without dispute, while the low-status members are judged to be incompetent and their opinions are dismissed. Friendship relations in groups can affect collaboration because feelings INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 19 of friendship can inhibit constructing good arguments and friendships can increase incidences of off-task behaviors (Le et al., 2017). Curate. The standard curate relates to making meaning for ourselves and others by collecting, organizing, and sharing resources of personal relevance. Information literacy teaches the skills to access, use, and communicate information (Chu, Tse, & Chow, 2011; Julien & Barker; 2009, Pinto, Doucet, & Fernandez-Ramos, 2010). According to George and Munshi, (2016) college graduates enter a complex job market where employers are looking for people with not just specialized knowledge, but communication and information skills as well. Information skills such as citing sources and avoiding plagiarism are vital for employability. “Information skills are vital to enable graduates to function in the 21st century job market” (George & Munshi, 2016, p.9). Information literacy is a survival skill that forms the basis for lifelong learning, as it produces people who can identify, organize, assess, and appropriately record information (Chu et al., 2011; Pinto et al., 2010). Students’ information-seeking effectiveness develops along with their cognitive skills. The complex and dynamic process of information seeking involves huge mental processing and searching skills gradually improve with age (Georgas, 2014; Puustinen & Rouet, 2008). Students of all ages lack competency in information literacy skills (Chu et al., 2011; Probert, 2008; Rempel, Buck, & Deitering, 2013). There is a gap between the importance of information literacy skills and the actual skills that students can demonstrate (Julien & Barker, 2009). Students lack the ability to select search terms, evaluate web sites, correctly cite sources, and when choosing sources they do not apply the best evaluation criteria, but choose sources based on convenience and accessibility. (Julien & Barker, 2009; Rempel et al., 2013; Spring, 2010). INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 20 The most basic information skills consist of finding information, assessing its relevance, then presenting it in a way that answers a specific question (George & Munshi, 2016; Julien & Barker, 2009; Probert, 2008). For students to be successful academically they need to be able to define problems, formulate questions, then locate, evaluate, and use information from a variety of sources (George & Munshi, 2016; Probert, 2008). Puustinen and Rouet, (2008) claim the process of using informational skills is cyclical in nature. It includes identifying a search goal, selecting a source, extracting relevant information, integrating the new information into previous knowledge, and repeating the previous steps until the search goal is met. Information literacy skills enable learners to extend investigations and become more self-directed, which leads to greater control over their learning (Pinto et al., 2010). The digital revolution has fundamentally changed learning and “Massive digital choice in particular has created a paradigm shift in information-seeking and using behavior which in turn, has an impact on teaching and learning” (Spring, 2010, p. 158). Historically, information literacy skills were taught through students passively listening to a lecture but recent studies have indicated that inquiry-based learning is more effective than a lecture in promoting deep thinking and the ability to apply knowledge and reasoning skills (Chu et al., 2011). Inquiry-based learning is an approach that uses questioning to get students actively involved in their own learning. Through the process of inquiry, students are actively constructing knowledge, identifying problems, collecting information, and solving problems they encounter (Chu et al., 2011; Julien & Barker, 2009). Inquiry-based learning helps students take charge of their own learning by giving them a chance to select topics that are personally relevant (Chu et al., 2011). Explore. Discovering and innovating in a growth mindset are the skills targeted in the standard explore. A mindset is an attitude or belief about intelligence and abilities. Students with INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 21 fixed mindsets believe their abilities are unchangeable and apply less effort to succeed, while students with growth mindsets believe their abilities are affected by education and life experiences and their abilities can be developed through effort and practice (Claro, Paunesku, & Dweck, 2016; Hochanadel & Finamore, 2015; Reid & Ferguson, 2014; Robinson, 2017). Students with a fixed mindset are afraid of making mistakes and avoid difficult situation due to fear of failure, while students with a growth mindset are willing to take risks and increase their abilities by seeking out challenging tasks (Bedford, 2017; Claro et al., 2016). With a growth mindset, success is about learning and becoming smarter, so students with growth mindsets are more worried about learning than getting a specific grade (Reid & Ferguson, 2014). Hochanadel and Finamore (2015) claim that students who persevere through challenges when faced with adversity have grit and developing grit can help students change a fixed mindset. Having a fixed or growth mindset has a profound effect on learning, achievement, and motivation (Hochanadel & Finamore, 2015). Motivation is affected by attitudes, thus a growth mindset has significant impacts on motivation (Bedford, 2017). Learning behaviors are influenced by mindset and promoting a growth mindset can lead to student achievement and success (Robinson, 2017). Academic achievement is influenced by structural factors such as socioeconomic background, as well as psychological factors like mindset. A student’s mindset can have a positive or negative affect on their academic achievement regardless of their economic status (Claro, Paunesku, & Dweck, 2016). In an environment where grit and growth mindset are fostered, students persist through challenges and increase learning (Hochanadel & Finamore, 2015). To help create a growth mindset, students should be taught about brain development (Bedford, 2017). A growth mindset can be developed by teaching how, when faced with INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 22 challenges, the brain is capable of change and by praising the process of learning rather than the intelligence of the student (Reid & Ferguson, 2014; Hochanadel & Finamore, 2015). Using project-based, hands on learning can eliminate the tendency of students falling into a fixed mindset (Reid & Ferguson, 2014). Robinson (2017) suggested seven tips to promote a growth mindset: • Teach about brain development. Students become engaged in learning when they realize they can get smarter through hard work and practice. • Create study tools that incorporate active learning methods. Active learning methods such as memory retrieval, elaboration, reflection, and generation increase knowledge retention. • Normalize mistakes and failure. Risk of failure increases as students get older. To promote a growth mindset, teachers can share their mistakes with students. • Reframe language when communicating. When speaking with students use language to frame success. Emphasize process so students will understand that their abilities will grow with practice. • Practice positive self-talk. Teach students to use growth mindset statements instead of fixed mindset statements. • Use data and reflection to set growth-oriented goals. Use graphs and charts to make progress visible. • Involve students in tracking progress and setting goals to invest them in their learning process. Students can reflect on goals and evaluate their progress as they learn and review. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 23 Engage. The standard engage focuses on safe and ethical creating and sharing within an interconnected world. To develop ethical concepts, students must have social interaction between their surrounding environment and other students (Ma, Wan, and Lu, 2008). Active and experiential learning are methods that can powerfully engage students in learning. These methods allow students to draw on their own experiences to learn how to analyze, synthesize, and evaluate. These methods help students use their personal experiences to relate to and understand ethical theories. When students draw on personal experiences, they are more successful at learning ethics (Voss, 2012). Cyber ethics is the moral choices of internet use (Kruger, 2003). Using new technologies provides valuable opportunities to engage students in personally relevant experiences where they can develop cyber ethics (Voss, 2012). Today’s students are digital natives that have been continually exposed to multimodal technologies and fearlessly use these technologies in their everyday lives (Kimball-Lopez, Cummins, and Manning, 2016). Ohler (2010) claims there are challenges in helping digital natives find balance between personal empowerment and community and global responsibility. Today’s students are not just consumers, but are producers of digital media (Kimball-Lopez et al., 2016). The opportunities and challenges of living in the digital age calls for character education. We need to teach students how to engage in a safe and healthy digital lifestyle (Ohler, 2010). The digital age has provided increased opportunities for student learning but it has also brought additional challenges to academic honesty. Students are developing a careless attitude towards cheating and this deterioration of ethics is correlated to advancing technologies, specifically the internet. Illegal downloading causes loss of income for many internet based INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 24 professions, but it also affects consumers because the lost revenue means less development for internet-based technologies (Ma et al., 2008). There are many factors that contribute to academic dishonesty. Students refer to the convenience of being able to copy and paste from a website and say the pressure to achieve often pushes them to cheating, while a lack of punishment for digital cheating is also connected to academic dishonesty (Ma et al., 2008). Students have a very limited understanding of the concept of plagiarism (Evering & Moorman, 2012; Ma et al., 2008). The internet can be viewed as a constructivist learning environment where students engage in meaningful learning that is relevant to their own personal interests, which can, in turn, form a social community that encourages plagiarism. While interacting with each other through the internet, students develop a shared understanding of what is acceptable. (Ma et al., 2008, p. 199) Evering and Moorman (2012) agreed that the concept of plagiarism is socially constructed and not universally recognized. Creating a code of conduct for internet or computer usage can help students understand cyber ethics. Teachers can explain copyright and software licenses and work cyber ethics into lessons by using specific terms in vocabulary lists and showing students how to properly cite sources (Kruger 2003). Other ways to reduce academic cheating and plagiarism include; engaging students in assignments that are personally interesting, teaching students how to document sources, having strict academic honesty policies in place, teaching a clear definition of plagiarism, and using antiplagiarism software in combination with punishment (Ma et al., 2008; Evering & Moorman, 2012). If students are engaged in inquiry-based learning then the learning becomes personally relevant and reduces the need to plagiarize (Evering & Moorman, 2012). To INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 25 make instruction relevant and interesting educators can allow students to demonstrate learning using new technologies that support collaboration and let students make connections with their experiences outside of school (Evering & Moorman, 2012). The school library offers access to resources and technology which provides opportunities for students to connect what they have learned in the classroom to real-world events. The library becomes a third space for learning, where students can link their academic knowledge to self-directed, personalized learning (AASL, 2018). School Library Standards Across Content Areas Libraries encourage innovation and exploration in all curricular areas (Loertscher & Harlan, 2017). School libraries are designed to be integrated with other content areas (Burns & Mardis, 2018). Learning across content areas cultivates students’ abilities to synthesize knowledge and increase critical thinking skills (Mahoney & Brown, 2013). The AASL Standards (inquire, include, collaborate, curate, explore, and engage) are applicable not only in school library curriculum, they also have an impact across content areas. Inquiry-based learning is highly motivating for students and is a way of educating students in different subjects (Ostergaard, 2016). Looking at inclusiveness, a healthy school climate is the foundation for all learning. Feelings of connectedness is a predictor of success both in school and life (Warner & Heindel, 2017). Collaboration is powerful “both among subject areas and among learners” (Haring & Kelner, 2015, p. 68). According to Michael (2006) students learn more when they collaborate. When students curate, they make meaning for their selves by collecting, organizing, and sharing resources. Teachers can provide verbal and visual models of problem solving and organizational steps across disciplines to help students become more conscious of the process INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 26 (Boller, 2008). The standard of explore deals with innovation and mindset through the lens of experience and reflection. Creativity is linked to innovation and fostering a creativity mindset can help students make connections across interrelated concepts (Orr & Kukner, 2015). Interdisciplinary learning emphasizes higher order learning and student engagement. Students must synthesize perspectives from multiple disciplines to construct knowledge then engage to integrate this knowledge to construct new perspectives on problems or scenarios (Stentoft, 2017). INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 27 PURPOSE The profession of school librarianship is constantly realigning its work with societal, social, and educational change (AASL, 2018). The AASL has recently revised the school library standards to enable school libraries to better help 21st century students become college and career ready and remain life-long learners. Ongoing revision and evaluation of school library standards is critical to the profession, so in September 2015 AASL began to remodel its learning standards (AASL, 2018). These new standards provide an outline that can be used to create valuable learning experiences to prepare college and lifelong learners (Mardis, 2017). School libraries are designed to be integrated with other content areas (Burns & Mardis, 2018) and the new library standards can be used to create lessons that will combine the library standards with other content area standards. The purpose of this project was to conduct an individual case study to discover the process, features, and pedagogical outcomes of a collaborative work effort between a teacher-librarian and a teacher utilizing the new AASL Standards in combination with the state core content standards. The information gained during this study could be used to implement the process of collaboration on a larger scale, expanding into various other content areas and/or educational settings. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 28 METHOD School libraries are learning commons where knowledge is actively created to reinforce the skills necessary for life-long learning. The national school library standards should be used as a framework for preparing learners for college, career, and life. This case study examined the process of collaboration between a teacher-librarian and an English Language Arts (ELA) teacher using the new AASL Standards Framework. Grounded theory offers a systematic, yet flexible guideline for collecting and analyzing data to construct theories. Constructing theories from data is a useful approach to investigating an area that is relatively un-explored (Arthur, Waring, Coe & Hedges, 2012). Since this was the first time this type of project was attempted at our school, grounded theory was the appropriate process to analyze the gathered data through. Participants Participants in this study included a secondary teacher-librarian and an ELA teacher, who both worked at the same Northern Utah Junior High School. Participants were females in their mid -thirties to late forties and were willing, for the first time, to engage in the collaborative effort. Materials Informed Consent forms (Appendix A) disclosed the purpose of the study, as well as information about the procedures. Benefits and risks of participating were listed on the consent forms. A descriptive question matrix (Appendix B) was created to aid in making descriptive observations. Audio recordings were made during the planning sessions and both the ELA teacher and the teacher-librarian completed reflective journal entries during this study. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 29 Procedure The teacher-librarian contacted an ELA teacher at the Northern Utah Junior High School and asked if the ELA teacher was willing to collaborate on a case study to explore the process of collaborating to combine the new AASL Standards with ELA content standards. AASL Standards are required but often overlooked in the curriculum mapping at the school. The teacher librarian provided an informed consent form to the ELA teacher disclosing the purpose of the study (Appendix A). The teacher-librarian set up planning meetings with the ELA teacher to identify a concept or skill that the ELA teacher’s students were struggling with. The ELA teacher said her students consistently struggled with finding relevant information. The teacher-librarian and ELA teacher developed a strategy or approach using the new AASL Standards to support students learning to find relevant information. Data Collection and Analysis The VoiceMemos application on an iPhone was used to make audio recordings of all sessions. Both participants were provided with the descriptive question matrix (Appendix B) to aid in creating a reflective journal using a Word document on the Microsoft Teams application. The research period for this study was the first term of 2018. Planning meetings were scheduled as needed but occurred at least once a week. All planning meetings were recorded, and both teachers completed reflective journal entries after each meeting. The risks of possible anxiety and discomfort due to sharing personal information in the reflective journal and being included in audio recordings was prevented by building a trust relationship with the teacher and storing the data on a password protected computer. In this study, data were analyzed using the process of grounded theory and viewed through the lens of discovering the three conclusions of collaborative work: the process, INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 30 features, and pedagogical outcomes that were defined in the purpose section of this case study. Audio recordings were transcribed and copied, along with the reflective journals, into Word documents. The documents were then uploaded into NVivo 12 and were analyzed line by line into categories (nodes). Initial analysis produced 44 categories, which were then refined into the six categories (discussion of lesson planning, participant concerns about resources, participant questions about resources, participant suggestions about resources, preparation for lessons, and standards associated with project) with the highest results. These categories were then further analyzed and re-coded according to the purposes of the project with the idea that the major themes imbedded in the project would emerge. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 31 FINDINGS The purpose of this project was to conduct an individual case study to discover the process, features, and pedagogical outcomes of a collaborative work effort between a teacher-librarian and a teacher utilizing the new AASL Standards in combination with the state core content standards. The themes that emerged from the data were analyzed in context with each purpose of this project. The teacher librarian initiated this project, so her voice was heard dominantly throughout the dialog. Discover the Process The main themes that emerged in discovering the process include collaborative lesson planning and pacing, classroom management and organization, sharing and adapting resources, and reflection and communicating ideas. A crucial part of learning in a 21st century classroom is using collaboration (McGlynn & Kozlowski, 2016). Collaboration is to work effectively with others to broaden perspectives and work toward common goals (AASL, 2018). This was evident in the theme of collaborative lesson planning and pacing. The teacher-librarian and the teacher worked together to plan and design lessons. In the initial planning stages, there were a lot of questions that allowed for the teacher-librarian and the ELA teacher to give and take in leading the direction of the project. Respecting the expertise of each was evident in the following opening discussion: *TL = Teacher Librarian *ELA = English Language Arts Teacher TL: Do you have a lesson coming up that focuses on this, or an area that focuses on this that would be a good fit for me to help with? ELA: I don't have anything put together yet for that, but I think maybe that would be a good thing to work with you and see. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 32 TL: This was one of my thoughts, I really like how you have them read this, but I had thought about if you do have something online, so they can be in touch with the technology. The collaboration continued with lesson pacing. TL: Do you generally know what you do after you teach that lesson if it's only taking the 20 minutes and you have an 80-minute class? Do you know off the top of your head what you do after that or is that something that you put together? TL: We need to figure out and talk about what to do the other half of the period and if there's anything I can do to reinforce or help with that lesson. TL: Depending on how far apart these are on the schedule, we might be able to just do this lesson and then talk about how it went and see if we need to do a follow-up to that, or if you felt like that went good and we can just keep going. These findings agree with the observations of Osman et al. (2011) and Van Leeuwen et al. (2015) that collaborative learning is a constructive, interactive, and self-regulated process. Through constant communication and collaboration, the teacher-librarian and the teacher used the self-regulated process of planning tasks, monitoring their performance and reflecting on the outcome. The learning environment is both physical and virtual (Kohout & Gavigan, 2015). The school library is a learning commons that supports both formal and informal learning (Hyman, 2014). Loertscher and Koechlin (2014) suggest that the responsive nature of the learning commons means it will never remain static. The physical space of a learning commons should be flexible and respond to ever-changing needs (Cohen, 2015; Diggs, 2015; Kincaid & Pfau, 2015; Loertscher & Koechlin, 2014; Mueller, 2015; Stephenson & Stone, 2014.) The theme of INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 33 classroom management & organization concurs with these findings. The library had a larger more flexible space that could be adapted to meet the needs of different lessons and activities. Many of the discussions between the teacher-librarian and the teacher focused on the organization and adaptability of the students and the physical learning environment. TL: So, will you be doing it as a group or how do you foresee yourself doing this? Are they reading it as individuals? TL: How do we want to group the students? Do we want table numbers put out on all the tables so that you can group them and assign them a number? TL: We’ll need to figure out exactly how we want the room to look because my group that I'll be working with, I will be talking with them and I know you’ll have a group you will be talking with at the same time. We'll have to figure out how to make it work. We might need to move tables or have different sections so we're not talking over each other. So that's something to keep in mind, depending on how the resource lesson goes we might find that it might be beneficial when doing collaborations to go into the teacher's classroom for some lessons as opposed to having the class here. One of the main themes that emerged in discovering the process was sharing and adapting resources. This correlates with the standard curate, which relates to making meaning for ourselves and others by collecting, organizing, and sharing resources of personal relevance (AASL 2018). The teacher-librarian and the teacher actively worked to collect, organize, and share resources for the lessons they were planning. Resources included handouts, audiovisual materials, books, computers, and people. Parts of the lessons depended on having more than one teacher available to help with the lesson. Some of the resources (books and computers) were only available in the library, so sharing was a critical part of the lessons. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 34 TL: I have a fabulous lesson that I can do on that at the very beginning because it helps them to even know where to go to find good credible sources for their research. That would be the first step and then pulling relevant information. TL: Do you have you already have lessons that you use to teach them to pull relevant information or do you just use annotating? TL: I would be interested in seeing how you start with that onion lesson and then how we can build upon it. ELA: I’ve set up stations in the past for other lessons but found that there were challenges in managing all of the groups myself and answering questions. It was much smoother having another teacher in the process. The process of sharing resources was cyclical in nature, as described by Puustinen and Rouet, (2008). At each meeting the teacher-librarian and the teacher would identify goals, select sources, extract relevant information, and integrating the new information into previous knowledge. The students did not have access to computers in their classroom, so they were not able to have hands-on practice with the content they were being taught. The library offered them this opportunity. TL: For your one class it would work great after we do the lesson to reinforce, if we have them get on the computer and say, “okay now go to the library catalog and start doing some initials things”. I might be able to even come up with an activity where I have them log on and search for certain things to give them hands on [practice] and solidify what I just taught them. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 35 TL: I want to gather my resources for the Credible Sources lesson I have and go over the lesson with the ELA teacher. I would like to get her thoughts and ideas on the lesson to see if it we should adapt it to better fit our needs. Inquiring, thinking critically, identifying problems, and developing strategies for solving problems is important in a complex society (Garside, 1996). Critical thinking is the capability to recognize and challenge assumptions and look for different ways of thinking (Radeloff & Bergman, 2009). Critical thinking plays a major role in the theme of reflection and communicating ideas. According to Marin & Halpern (2010) when introducing critical thinking skills, prior knowledge should be integrated, and reflection should be encouraged. The teacher-librarian and the teacher each had different background knowledge and needed to use communication before this prior knowledge could be integrated. TL: Explain what annotating means because your terms are different than my terms? TL: So maybe it would help me if you could explain what are some things you have done in the past? Garside (1996) claimed that critical thinking is developed when people have the opportunity to check their understanding through discussion with others. The teacher-librarian and teacher used meeting times and reflective journals to check their understanding through discussion. TL: When I was reflecting on stations last week I started looking at the six library standards. I was realizing that whatever we do to break out into the stations really could tie into some of these standards, such as collaborate if we're doing little groups and curating because one of my ideas might tie into that. TL: When you generally do their research projects, do you give them a guideline saying you need a book source and an online source? What are the guidelines you give them? INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 36 ELA: We decided that this would be a good place to start using both ELA and library standards to implement lessons to focus on our goals. These findings agree with Garside (1996) that group discussions can provide some essential elements in developing critical thinking, in that they provide an opportunity to interact with each other, vocalize thinking, and see how other thought processes work. To engage critical thinking, reflection should be encouraged (Marin & Halpern, 2010). It was during reflection that the teacher-librarian and teacher realized that they had been modeling critical thinking throughout this case study. TL: Originally My goal was tying the library standards to a lesson that we do for students. What I'm realizing now is a lot of these standards are fitting into the process that you and I went through trying to get things set up for the students. We had to inquire, we had to think critically to begin. “Where do we start?” “What's the problem?” “Where can we go?” I'm realizing that these questions or these library standards fit not only the learners, but the teachers in collaboration. TL: We definitely did inquiry when we started the process as even throughout because we modified [sic]. We were thinking critically about that resource I found originally for the asking good questions. We looked at that and knew it needed to be modified. Features and Pedagogical Outcomes An analysis of the features and pedagogical outcomes showed three main themes. The distinguishing features were broken into the themes of managing physical aspects and focusing on standards, while the pedagogical outcomes focused on insights gained. One of the main features of this case study was managing physical aspects, including the learning environment and the students. Loertscher & Marcoux (2015) found the transformation INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 37 of the physical space to a learning commons contributes to student learning and the users have a major role in shaping the participatory learning environment. Several difficulties arose during this case study, including a lack of space to allow for intended activities and an insufficient number of computers available for class use. Reflecting on a lesson that was taught during this case study the teacher expressed concern over the behavior of the class due to the physical space. ELA: Normally in my classroom it's dead silent for the warm up so it's funny how you put them in a different environment and they just think it's playtime. TL: Environment does make a big difference in the way your class reacts. I don't want it to disrupt your class. I'm trying to make this as less invasive as possible and more helpful for your class. ELA: I think having them at the tables was hard. TL: You usually have them in desks right? ELA: Yes. TL: So that's something to keep in mind depending on how the resource lesson goes we might find that it might be beneficial when doing collaborations to go into the teacher's classroom for some lessons as opposed to having the class here. This study found, as with Loertscher & Marcoux (2015), personal expertise and leadership help guide the always changing environment of the learning commons. Another part of managing physical aspects was student grouping. A crucial part of learning in a 21st century classroom is using collaboration (McGlynn & Kozlowski, 2016). While working on a lesson plan the teacher-librarian and the teacher wanted to organize stations to give the students a chance to collaborate and work individually. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 38 TL: If they're going to work on individual computers we're going to have to break them into three groups. TL: If we do three groups we’re only going to have about 10 minutes in the rotations. I thought about having some kind of scavenger hunt for them using the sources that I show them. I love your idea of pulling the relevant information. So those are two activities. ELA: If we have a third one, it's probably going to have to be self-run because there's only two of us. ELA: I could have them do a KWL well just a KW. TL: So one group will be some activity with asking good questions and filling out a modified KWL, then a second group would be working with you on pulling relevant information, and the group with me would be doing some kind of scavenger hunt. ELA: Relevant sources can be more collaborative but the KWL group will be working independently These results support with the idea proposed by Osman et al. (2011) that in collaborative learning, emphasis should be placed on learning-centered instruction using strategies which engages in cycles of collaborative work and individual evidence gathering. Another main feature was the theme of focusing on standards. This case study examined the process of collaboration between a teacher-librarian and a teacher using both the AASL and the state core content standards. Learning across content areas cultivates students’ abilities to synthesize knowledge and increase critical thinking skills (Mahoney & Brown, 2013). Teachers sometimes lack awareness that the library has content standards and many times teachers are not willing to give up their class time to collaborate on something they do not value. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 39 In this case study, the teacher-librarian and teacher became familiar with the standards by first, reading and discussing the various standards. TL: These are the six standards for library media skills. There is a depth with each skill. Under inquire they kind of went with, first you're going to think, and then to get deeper into inquire you're going to create, and then you're going to share, and then you're going grow. They've done a depth with each standard. TL: DESK is Davis essential skills and knowledge standards, right? ELA: Yes. TL: And that's based off of the Utah State Standards for English Language Arts, right? ELA: Right, the common core. Then the teacher-librarian and teacher identified a goal to focused on. TL: What I thought we would do is maybe today we could determine a skill or an area where your classes typically struggle. Then I thought maybe together we could come up with the goal of what we want to do to help your students and figure out some action steps. ELA: Something every year with all grades that fits research. I thought that out of all categories it fits best with what you do, relevant information. When it comes to any type of writing, if they [students] are given a passage set and they are supposed to answer a question about it, they just think as much as they can put in there is going to increase their score. They don't understand the relevant part of it. Choosing what is relevant and getting rid of what’s not relevant. The teacher-librarian and teacher located the library standard and the common core standard that would best fit the goal of choosing relevant information. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 40 ELA: Okay under curate on this first one it says determining the need to gather information, identify possible sources of information, making critical choices about information sources to use. Yes, that could work. TL: It did feel like this one fit best to your situation here, so if we're looking at the standard, the library standard of inquire, with the domain of create. TL: Is there a specific standard that this relates to on your desk or Utah common core? ELA: Yep, it's under research to build and present knowledge. This is the eighth grade. TL: Perfect, let's focus on 8th grade classes then. ELA: All right, and the one (standard) we specifically talked about is the State Common Core For writing 8: gather relevant information. TL: OK so that's our goal to help your class figure out choosing relevant information. ELA: So the writing standard 8 and 9. Nine is to draw evidence from literary text to support analysis. I think those two okay. TL: Which is good because it teams up with inquire & create. Stentoft (2017) suggested interdisciplinary learning emphasizes higher order learning and student engagement. Students must practice critical thinking by synthesizing perspectives from multiple disciplines to construct knowledge, then engage to integrate this knowledge to construct new perspectives on problems. This study followed this process in focusing on both sets of standards. The pedagogical outcomes of this study focused on insights gained. Many of the insights gained during this study dealt with the ability of standards to bridge all content areas and the benefits of collaboration. TL: I'm realizing that these questions or these library standards fit not only the learners but the teachers in collaboration. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 41 ELA: This lesson is incorporating inquiry, collaboration, curating, exploring and engagement, all while we are focusing on specific ELA goals. TL: Any content area is going to be doing some kind of inquiry. They're going to be doing some kind of including, collaborating, curating, exploring, and engaging. ELA: We both felt as though it was a success, but that it would’ve been beneficial to have more time in the computer and relevant information stations. I’ve set up stations in the past for other lessons but found that there were challenges in managing all of the groups myself and answering questions. ELA: The biggest change regarding our future collaboration will be having more concise and informal conversations due to time constraints. These thoughts concur with Ostergaard’s (2016) idea that inquiry-based learning is highly motivating for students and is a way of educating students in different subjects. These findings also agree with the observation that collaboration is powerful among subject areas and learners, (Haring & Kelner, 2015) and students learn more when they collaborate (Michael, 2006). Implementation The main themes of implementation were communicating, adapting, and evaluating. The overwhelming theme of implementation was communicating, specifically on lesson planning and resources. Communicating about lesson planning focused on the main topics covered during lessons and the pacing of lessons. TL: I have a fabulous lesson that I can do on that at the very beginning because it helps them to even know where to go to find good credible sources for their research. That would be the first step and then pulling relevant information. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 42 TL: Next time we will discuss the breakout activities and maybe you can bring your stuff for your relevant information activity to show me what you'll be doing. I will also have an outline of what we're going to do for a scavenger hunt on the computer and I will have whatever materials I can pull together for asking good question. You bring the information that you have for your relevant information lesson and bring your modified KWL. TL: Do you have a lesson coming up that focuses on this or an area that focuses on this that would be a good fit for me to help with? Well right now we're starting personal narrative, which is a totally different genre and then we'll be doing our little mini Poe research. At that point I will be doing the CRAAP lesson talking about research and relevance and so a little bit down the road yes. ELA: We decided we will schedule two class periods on back to back days for each of the classes, so we can do the Onion lesson followed by the research sources lesson. Communicating about resources focused on finding or creating lesson materials and having them ready for the lessons. The teacher-librarian and the teacher each had different resources they had used in the past and by communicating they were able to see which resources would work together to better meet the objectives of the lessons. TL: I will bring and show you the guided notes I will have students use and you will bring your research packet TL: In my research lesson I have a handout that tells them the password and the steps to getting to Utah online and the database that they will want to use. TL: I am going to email the research questions to you. I am going to make copies of the guided notes and the instructions for Webpath Express will be on the back. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 43 The theme of adapting focused on changes that could be made to resources or future lessons to increase their effectiveness. The teacher-librarian and the teacher continually adapted resources and lessons, usually as a result of reflection and evaluation. TL: I can go back and redo this [handout] and then have you look at it on Monday and if it looks good then I will email it to you and then we will have it ready for Wednesday. So for next time on this I will definitely revise the research questions and then have you look over it. ELA: I also modified my research journal to include sources in both of these databases. TL: So that's something to keep in mind depending on how the resource lesson goes we might find that it might be beneficial when doing collaborations to go into the teacher's classroom for some lessons as opposed to having the class here. ELA: I also decided that for our collaborative research in the library, I’m going to assign seats in order to be proactive about minimizing behavior problems. The evaluating theme focused on the resources used for the lessons, the progress of the lessons, and the standards covered in the lessons. New resources for lessons were frequently being discovered so evaluation was important in making decisions on which resources would best meet the lesson objectives. TL: I do know when I was reflecting on the last meeting I started thinking that I needed to make sure I could be prepared and have the library prepared for doing this type of lesson, so I started thinking about resources. I know you're going to be doing a mini research thing on Poe, so did you know what types of sources you use? When you generally do their research projects do you give them a guideline saying you need a book source, an online source? INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 44 ELA: The teacher-librarian brought a handout on how to ask questions when researching that she found on a website that is geared towards college students. I identified the section that would be useful for 8th graders, as I found that some of the information is too complex at the junior high level. The teacher-librarian is going to finalize the handout before our next meeting. Evaluating the progress of the lessons was a necessary step in determining if the goal regarding the concept or skill identified at the beginning of this study (finding relevant information) was being achieved. TL: After reflection, some questions I want to discuss next time include discussing the Onion lesson in greater detail (what set up needs are, will they stay in the library the whole time). Is there something specific I can help with during this lesson? TL: Last time we talked about the class will stay in the library after the onion lesson and finish a previous lesson. We talked about for our resources lesson for the relevant information section, you have some articles and questions you got from the district student SLO’s and you're going to follow the I do, we do, you do model. Students will be put into groups to collaborate for the we do section. On the asking good questions, the article needed some adjusting for 8th graders and then you're going to put it on the back of your modified KW. We talked about how I will be focused on creating a list in Webpath Express because there's not enough time to use Gale and Webpath Express. The purpose of this project was to conduct a case study to discover the process, features, and pedagogical outcomes of a collaboration between a teacher-librarian and a teacher using the AASL Standards in combination with the state core content standards. Evaluating the standards covered in the lessons was an essential part of the process. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 45 TL: As I use the descriptive question matrix to reflect upon this meeting I am excited to see that so many of the library standards are interacting with the dimensions of social situations in the research sources lessons combined with the station activities. This lesson is incorporating inquiry, collaboration, curating, exploring and engagement, all while we are focusing on specific ELA goals. TL: We were thinking critically about that resource I found originally for the asking good questions. We looked at that and knew it needed to be modified. Collaborate, that's definitely what we were doing. We were working together for common goals and I think we saw that in the students also, at least in your group. Curating, collecting, organizing, sharing resources, we did that because we looked up resources on Gale and the onion. These findings show that to implement a collaborative case study between a teacher-librarian and a teacher, communication about lessons and resources is critical for success. Adaptation of resources and lessons is a necessary step to achieve the lesson objective, and evaluation of resources, lessons, and standards is a continual part of the process. Summary This individual case study was conducted to discover the process, features, and pedagogical outcomes of a collaboration between a teacher-librarian and a teacher using the AASL Standards in combination with the state core content standards. The themes that emerged from the data indicated that this process included collaborative lesson planning and pacing, classroom management and organization, sharing and adapting resources, and reflection and communicating ideas. The features consisted of managing physical aspects and focusing on standards, while the pedagogical outcomes focused on insights gained. Furthermore, to INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 46 implement a collaborative case study between a teacher-librarian and a teacher, communication is critical, adaptation is necessary, and evaluation is a continual part of the process. Limitations and Recommendations This case study was a collaboration between a teacher-librarian and a teacher and time was a major limitation. At the end of this study the collaborative relationship was still in the early stages. Time is needed to build relationships and help them to mature into something natural and not forced. In this study, there was only enough time to develop two collaborative lessons. The ability to investigate collaboration in depth could have impacted the results. The emerging themes could have changed if there was time to do more collaborative lessons. The benefits of this study include increased awareness of library content standards and collaboration between teacher-librarians and ELA teachers, and the possibility for the study to be replicated in other content areas and other contexts. 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Leader to Leader, 2015(78), 7-13. doi:10.1002/ltl.20198 INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 55 APPENDIX A IRB STUDY # 18-ED-006 WEBER STATE UNIVERSITY INFORMED CONSENT Incorporating the National School Library Standards into Secondary School Libraries You are invited to participate in a research study of Incorporating the National School Library Standards into Secondary School Libraries. You were selected as a possible subject because you work at Fairfield Junior High. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Shannon Dewsnup. STUDY PURPOSE The purpose of this study is to conduct an individual case study to discover the process, features and pedagogical outcomes of a collaborative work effort between a teach and teacher-librarian utilizing the new AASL Standards in combination with the state core content standards. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of two subjects who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: The teacher-librarian will set up planning meetings with the ELA teacher to identify a concept or skill that the ELA teacher’s students are struggling with. The teacher-librarian and ELA teacher will develop a strategy or approach using the new AASL Standards to support student learning in the identified concept or skill. The VoiceMemos application on an iPhone will be used to make audio recordings of all sessions. Both participants will use the descriptive question matrix to aid in creating a reflective journal using a Word document on the Microsoft Teams application. The research period for this study will be August 22, 2018 through October 26, 2018. Planning meetings will be scheduled as needed but will occur at least once a week for at least 60 minutes and will last for nine weeks. All planning meetings will be recorded and both teachers will complete reflective journal entries after each meeting. RISKS OF TAKING PART IN THE STUDY: The risks of participating include the possibility of being uncomfortable sharing personal information while completing a reflective journal and anxiety from being included in an audio recording of planning meetings. INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 56 BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. ALTERNATIVES TO TAKING PART IN THE STUDY: Instead of being in the study, you have these options: you can choose not to participate or stop the study at any time. COSTS/ COMPENSATION FOR INJURY There is no cost to participate in this investigation. In the event of physical injury resulting from your participation in this research, necessary medical treatment will be provided to you and billed as part of your medical expenses. Costs not covered by your health care insurer will be your responsibility. Also, it is your responsibility to determine the extent of your health care coverage. There is no program in place for other monetary compensation for such injuries. However, you are not giving up any legal rights or benefits to which you are otherwise entitled. If you are participating in research which is not conducted at a medical facility, you will be responsible for seeking medical care and for the expenses associated with any care received. CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published and databases in which results may be stored. Shannon Dewsnup and the university investigators overseeing her research will have access to the reflective journals and audio recordings. All data will be stored in a password protected computer for three years Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Shannon Dewsnup at 801-336-7181or the researcher’s mentor, Dr. Louise Moulding at 801-626-7665. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 57 decision whether or not to participate in this study will not affect your current or future relations with Weber State University. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date:________ (must be dated by the subject) Printed Name of Person Obtaining Consent: Signature of Person Obtaining Consent: Date:________ INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 58 APPENDIX B INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 59 APPENDIX C INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 60 INCORPORATING THE NATIONAL SCHOOL LIBRARY STANDARDS 61