Appendix 1. Sample of Information Literacy and Teacher Collaboration Project Instructions and Assessment Forms

1. Observational Records:

Please keep a formal diary of your observations about both yourself and your teacher behaviors as you proceed through this project. Divide your manual into the following sections and record your observations for each type of behavior there.

A. Observations of Teachers

• Nonverbal behaviors

• Points of agreements

• Points of disagreements

• Issues that required negotiations

• Nature of negotiation resolution

• Indications of satisfaction with process and project

• Important comments made by teacher (positive/negative). See questions in section C below.

B. Student self assessment (record your own behaviors).

Make a separate section for each category and record your observations there.

• Nonverbal behaviors

• Points of agreements

• Points of disagreements

• Issues that required negotiations

• Nature of negotiation resolutions

• Indicators of satisfaction with process and product

• Indicate your feelings about apply social marketing in promoting better collaboration between teachers and librarians

C. Self Refection of Teachers

(At the end of the consulting stage ask your teacher to answer these questions. For consistency, have your teacher write down the answers.)

1. Working with the librarian in this collaboration project was helpful? Comments:

2. Would you be willing to discuss other collaboration opportunities with a librarian should you have the opportunity? Comments

3. Would you take the initative to begin another collaboration project with a librarian? Comments

4. Do you believe that a collaboration project with a librarian has or is likely to improve your teaching effectiveness? Comments

5. Do you believe that this collaboration project with a librarian has or will increase students' achievement levels? Comments

6. Do you see any personal rewards or gratification for you from having engaged in this collaboration project? Comments

7. Would you be willing to enter another collaboration project with a librarian on an equal basis (that is sharing ideas and being willing to adjust your ideas based on input from the librarian about effective teaching strategies based on his/her knowledge of resources?) Comments

8. Do you see any social rewards for your collaboration with the school librarian (recognition from administration, students, other faculty, parents, etc?) Comments

9. Do you feel that currently you would have support from the administration to continue to engage in collaborative projects with the school librarian? Comments

10. Do you feel that you would be effective in the future in negotiation with the librarian in a collaboration project, (asking for resources to be purchased, asking for direct assistance in instructional preparation; logistic support from the librarian, etc.). Comments

11. Generally do you feel that most school librarians have the experience, training, and skills needed to engage in collaboration with you in preparing instruction? Comments

12. Were the promotion techniques based on social marketing as used in this project to encourage teachers to participate in this project appropriate? Comments appreciated.

D. Final product exhibit

After the project is complete please make sure that you give to Dr. Immroth all materials developed in this project.

E. Required forms of consent .

The University requires that all research participants be advised of their rights and assured of confidentiality. Please advise your teacher of this, and make sure that your teacher signs the attached agreement and consent form. 

Appendix 2. Case Report No. 1

Type of School: Elementary collaboration with second grade teacher.

Marketing: Attention, Interest, Desire, Action

Flyer produced interest from second grade teachers for this and project by extension the field supervisor as a result of the publicity and interaction of the teachers-librarian and teacher.

Flyer was good in alerting faculty to resources and services available in the library.

Social marketing help connect teachers to the library for collaboration.

Already existing social networked helped and perhaps even made this possible.

Marketing technique can best result from the targeting of one particular teacher?

Librarians must prove that collaboration is a values investment of time on part of the teacher

Librarians need to bring ideas and examples to teachers along with information that others have collaborated.

Student: Collaboration Project Reaction

Pleased with outcome. Students were observed able to execute research skill objectives of the lesson.

Student Interaction with Teacher

Initial phone reaction was somewhat negative. To student teacher seemed hurried. Student was nervous as this teacher was not generally responses to invitation by field librarian. Student was nervous became she was new to faculty and did not know faculty well. During First part of lesson student was nervous.

Teacher and student agreed on information literacy project—teaching WebCat to second graders and its execution. Agreed that this would be a logical fit into previous work.

Time frame for instruction needed to be reduced because of teacher time schedule.

Time frame needed to be negotiated. Compromised was agreed to.

Teacher seemed skeptical at first of the project. Willing to try it for the benefit it allowed for free time.

As students responded successfully to the instruction, teacher's attitude changed and become positive.

Teacher Reactions

Helpful to know where the books were.

Willing to continue other collaborative projects with librarian

Would be willing to initiate collaboration project, librarians are helpful.

Librarian's collaboration and active teaching helps free her for TEKE skills

Collaborative project with librarians will help students by offering wider awareness

Reward came into giving more time for TEKE skills

Would be willing to collaborate on an equal basis

There may be social reward—not sure

Support from administration to continue collaboration projects

Would be effective in future in negotiate with librarians in collaboration.

Feels that librarians have experience and skills to work in coloration projects for instruction.

Promotion techniques for this project were fine. 

Appendix 3. Focus Groups Scenarios

SCENARIO 1

Put yourself in the place of a librarian:

An experienced teacher of an advanced language arts class (honors class) has come to you with a request for you to gather up and make available all materials on Texas Native American folklore. He/she plans an assignment in which students will be asked to find an authentic Native American poem from a Texas Native American tribe. The teacher plans to have the students write their own poems based on poems they selected, following the styles and motifs of the poems selected. She has given the student 2 weeks to do this.

You, the librarian see some real problems with this assignment. First of all, you know that this type of materials is not readily available in your library and probably has not been widely published outside of scholarly folklore journals which are not well indexed. You know that your collection cannot accommodate this assignment and that it will require extensive searching in a research library. Secondly, you wonder whether these 7 th graders will be able to master the writing of such a poem within the time frame given by the teacher.

How would you as the librarian suggest a collaborative project with the teacher in which you together design a more productive assignment?

SCENARIO 2

Put yourself in the place of the teacher.

You are an inexperienced art teacher and you have been searching for ways to better interest your average students in art and helping them understanding how art is an integrated part of their culture and society. You have two ideas. One is to have students conduct research folklore characters such as Pecos Bill and to design commutative stamps based on their understanding of the characters and their exploits. The second is to have students identify an historic event in history (especially history of minorities and other groups outside the mainstream of standard history) and, in small groups, to have them develop class murals depicting the selected events. You know very little about folklore and your knowledge of this type of history is limited.

You do not know the librarian well, but you feel that this is a project on which you both might collaborate.

How would you go about suggesting this collaboration to the librarian?

    
Appendix 4. Case Analysis Category Sheet

Case no. ________

Type of School:

Nature of Contact and Its Effectiveness

Interactions

Description and Nature of the Product and its Execution (Successes and/or failures)

Student Reactions

Teacher Reactions

Summary

    
Figure 1. A Teacher-Librarian Collaboration Model