Figure 1. Information on the table summarizes levels in the taxonomies by Loertscher (1988): The Library Media Specialist Taxonomy and The Teacher’s Taxonomy of Resource-Based Teaching and Learning. These levels were combined in 2000 version. [Back to Article]
Figure 2. Four models that evolve from the literature reviewed and Loertscher’s (1982, 1988, 2000) Taxonomy. [Back to Article]
Figure 3. Coordination requires one person to manage events, activities, schedules. In this model teachers and librarian work together to ensure efficiency and order. Either the teacher or librarian can become coordinators of events, activities, and schedules for students. Scheduling may help students feel a sense of order but it is unlikely there is a relationship between coordinated events and student academic gains. [Back to Article]
Figure 4. Cooperation/ Partnerships. Teachers and librarian work together but do not have to be involved in joint planning, thinking or evaluation although that would be a natural extension of cooperation. When teachers and librarian engage in joint planning, thinking, and evaluation it improves the learning experience for students. They may share objectives but do not necessarily have to create the learning opportunity jointly. Often cooperation involves dividing the work among participants. [Back to Article]
Figure 5. Model C: Integrated Instruction involves teacher and librarian in shared thinking, planning, and evaluation. As collaborators they come together as colleagues to create a learning experience for the students that will facilitate their learning. They are aware of factors such as individual differences, developmental level, and prior knowledge that might affect the sequencing of material taught. Each collaborator brings to the process their expertise in the subject content, knowledge of standards to be included in instruction, methodology, research process, writing process, etc. The librarian and teacher are able to create a more powerful learning experience together than they could not create individually. [Back to Article]
Figure 6. Model D: Integrated Curriculum involves all the elements of collaboration that occurs in Model C. However, collaboration affects the entire curriculum. Teachers and librarian work to integrated subject content and information literacy in all grade levels. A key factor in ensuring collaboration throughout the school between librarian and teachers is the principal. The principal understands the impact collaboration can have on student academic achievement, encourages collaboration between classroom and library faculty, supports collaboration with resources and schedules designed to accommodate teacher and librarian time needs, provides professional development for faculty on collaboration, and establishes norms for shared thinking, shared planning and shared integrated instruction. To accomplish the enormous task of integrating instruction throughout the curriculum, librarian and teachers are creative in their use of time and resources through such innovation as integrated lessons planning and cross-age instruction. This model has the most potential for improving student learning because it supports conceptual development at al levels of the curriculum, creates a synergy among collaborators that transcends grade level and subject content, and provides multiple perspectives in designing and delivery of curriculum. [Back to Article]
Figure 7. Attributes, activities, and attitude generated from the literature reflect a progression from Model A where the fewer attributes are necessary to Model D where the most attributes are present. There is some overlap among all models depending on personality, previous experience working together, commitment to the event, project, lesson/unit, and so on. [Back to Article]
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