Thursday, 29 March 2001
10:15-11:50 a.m.

COLLABORATING FOR INFORMATION LITERATE STUDENTS

Collaboration with teachers to incorporate information literacy into educational programs. Panel discusses the exercises and learning tools that have successfully given students opportunities to learn about the research process.

Mary Long, Teacher-Librarian, Wilson Middle School, Plano

Jennifer McCready, Teacher, Wilson Middle School, Plano

Mary Long and Jennifer McCready discussed their close collaboration on teaching units for McCready's social studies classes. McCready determined the subject areas and projects her students were to complete for each unit and Long gathered materials and presented library instruction on the resources to complete each unit. Long used "stations" in the library for each resource. Students moved from station to station at designated times to complete an exercise, examining each resource they would be using for the class unit project. Students were able to work in small groups. A bell was used to signal times to change stations and the student or group which first successfully completed their station work in a period was given the reward of ringing the bell. Parent-teacher days were used to let the parents of students see what the students learned about research methods by having the parents try out the exercises with their children guiding them.

Sara James, Public Services Librarian,
Gladys Harrington Public Library, Plano

Sara James reported on the coordination between the Plano Public Library system and the Plano Independent School District to prepare for homework assignments. A form was developed for teachers to report homework assignments in advance. Library staff were designated as liaisons to particular schools in their branch area. They met with teachers during teacher work days and were able to alert teachers to resources (or the lack thereof) for specific assignments. The library staff were able to anticipate assignments and place key resources on ready reference status for a particular assignment.

Frank Shockley, Professional and Student Services Coordinator/Instructor, Arthur Temple College of Forestry, Stephen F. Austin State University

Karen Wielhorski, Head of Reference, Steen Library, Stephen F. Austin State University

Frank Shockley and Karen Wielhorski worked closely together to create a series of library research exercises for his Forestry 111 laboratory classes (the introduction to forestry). Shockley identified what he wanted his students to be able to do and Wielhorski developed library exercises to teach the skills.