news iconBook Launch: October 27 - 30 AASL 15th National Conference & Exhibition in Minneapolis, MN

 

The authors all appeared at the Neal-Schuman Publishers, Inc. booth at AASL where they signed books for the newly released Teaching for Inquiry: Engaging the Learner Within.

 

Visit the publisher online at http://www.neal-schuman.com/

 

Authors also made other presentations at the conference.

 

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Website banner and book cover designed by Marguerite Chadwick-Juner. All other images on this Web site are licensed, in the public domain, or owned by the authors.

Chapter 2 Case Studydetective cap, magnifying glass and eye, and pip

More to the Story

Harry is tring to convince Sally that he can add value to her instruction by supporting students' inquiry and research skills development. He has lots of ideas for doing this but first he has to demonstrate his credibility as an instructional partner. He begins by showing her some examples of 21st-century learning outcomes that he can address in his work with students that complement Sally's instruction. But this might not be enough to convince her.

 

Harry understands that collaboration is a process that requires patience and sensitivity. Classroom teachers are typically not taught to collaborate with each other, much less their librarian, so this may be new territory for them. Collaboration does take additional time and effort so the outcomes must be greater and more powerful with collaboration than without.

question mark with person

Things to Ponder

  1. Besides learning standards, what else could Harry do to establish his credibility with Sally?
  2. What are some useful criteria for deciding with which classroom teacher(s) you might collaborate first?