LIBE 477C: Reading Review Part B

Collect, link, annotate and publish descriptions of about 3-5 different resources that you have found useful in better understanding your topic(s) from Part A. 

Below you will find the resources that I have chosen for this portion of my reading review. After selecting over ten resources, then are the four that I feel will assist me in my project down the line. Each of these resources has a different focus for my research, so if I mention a negative aspect of this resource that is so others have a clear picture of the resource as a whole. These are still the four best and varied resources for me to work with. 

Resource #1
Henry, J. & Meadows, J. (2008) An absolutely riveting online course: nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology. 34(1). Retrieved from 
https://www.cjlt.ca/index.php/cjlt/article/view/26431/19613 on May 13, 2018.

An excellent literature review that provides a very focused nine principles of working with and in online courses. The article provides both insight into online courses where it defines principles for better understanding (Principle 2: In the Online World, Content is a Verb), as well as providing tips for creating a strong online course (Principle 5: Sense of community and social presence are essential to online excellence). While this is a very nicely written overview with a wealth of knowledge and nicely boiled down tips, it somewhat lacks in the practical side of things. At time it mentions specific details, such as how the integration of audio clips adds to social presence (Henry, Meadows 2008), however many of the "Principles" remain unaccompanied by clear examples. The article remains useful as an overview and its extensive bibliography. 

Resource #2

Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.

This resource is a research study that features student teachers who were using blogs for the purpose of reflection and community building during their teacher training. The study focused on the use of blogs to build community and critical reflection within the teacher training candidates. The study found that the blogs were in fact an effective tool to create community and allowed the discussion to be more critical than it may have been in a face to face setting. The study also noted that the ability to weave various resources directly within the blog made them a useful tool for creating a dynamic conversation and presentation of ideas. 

I am interested in this in part because a number of my courses have utilized blogs lately - this course to the fullest extent - and I am intrigued by the possibility of using blogs in the classroom. As I will discuss further with Resource #4, I believe that adding a layer of weight to students' work with the possibility of publication and more eyes viewing their progress increases the intrinsic motivation of the learner. There are more challenges with blogs in the K-12 system than there are in Post-Secondary and I would be interested to learn more about the logistics from any colleagues who have used blogs in their classroom. 

Resource #3

Tekiner Tolu, A. (2013). Creating effective communities of inquiry in online learning. Procedia-Social and Behavioural Sciences. 70(25), 1049-1055. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042813001584 on May 13, 2018. 

This resource discusses the Community of Inquiry (COI) model and how it can effectively be implemented in an online setting. A nice graphic is used (see below) to demonstrate the inter-connectedness between the cognitive, social, and teaching presence within the COI model. 

After a quick but thorough discussion of the theory of COI, the implications are addressed; that is, some practical techniques and strategies are offered for those wishing to implement COI into a blended or strictly online model. Some clear suggestions are provided such as utilizing online forums and video introductions to create a sense of community and connection. Overall I found this article to be useful in discussing the COI model and offering some actual strategies for implementation.

Resource #4

Desai, R. [CenterStage] (2013, September 10). Khan Academy Gamification: Making learning fun. [videofile] Retrieved from https://www.youtube.com/watch?v=2EZcpZSy58o on May 13, 2018.

Discusses gamification and how learning can be represented through badges. This short four minute video explains how Khan Academy has utilized gamification to encourage students to continue their learning journey - even across subjects. This video is short, to the point - and can help you get inspired about making learning fun again - exactly what I was looking for!

I like the idea of using games and levels to represent student learning. This could be used to represent specific achievements such as reading levels (I have seen this done in Elementary school), or potentially even with PLOs! However, this video really got me thinking about the potential of making the learning products more important. Rather than have students complete an assignment that the teacher grades, hands back and is forgotten - why not work on a product that could be published? If students know that more eyes will be viewing their work, perhaps they will take more pride in its completion? This could tie into the blog resource mentioned above, or students could use their English class to create a school newspaper. I believe it is important for students to have a more tangible idea of how far their learning has come, gamification is certainly one way to do that!

LIBE 477 - Special Topics: Reading Review Part A

I find this first assignment quite exciting; in short we get to explore an area of digital technologies that relates to an area of personal interest in our own teaching. I wasn't quite sure how to start this assignment but I latched onto this prompt from the instructor: "Share with the class via your blog, your early brainstorming of thoughts for this section. " What better way to begin than to A) do an actual brainstorm and in doing so B) work with a new tool! I decided to make a word cloud of my initial thoughts...

For a bit of context, my most recent employment was in a Distributed Learning environment. I'm not entirely sure where I will be in September so for the sake of bringing focus to my work I will assume that I am once again in a DL environment. For this posting I was teaching Senior Humanities as well as working with K-9 students in a home school environment. One of the advantages of DL is the wide use of technology - so I am excited to explore what a more effective use of digital technologies can bring to this flexible environment. 

In creating the word cloud I brainstormed a bunch of words that seemed related, and once I looked at my list I decided that it needed a focus. Through a course in inquiry that I completed in the fall, and beginning Will Richardson's ebook (inspired by this TED talk) I love the notion of "making learning fun again" and possibly utilizing an inquiry approach. In this past year I became a mom and I have been able to look at learning and discovering in a whole new light; my son learns with glee. Learning isn't a chore to him - he absolutely loves to discover the world around him and he bring his curiosity to his exploration of the world. These experiences and insights helped me narrow my focus and make these words large in the word cloud. I believe that collaboration and innovation will make us all better teachers and learners so I bolded these words as well. Tools that might be useful such as Google Classroom, TED talks, and Minecraft I made slightly larger too. I'm not really sure how to go about bringing an inquiry approach to DL in a way that is still manageable. I'm not entirely sure where this literature search will end up but I am excited to look into what is new in the DL world in terms of digital technologies!

Resources Used

Daly, Heather. (2018). Assignment 1: reading review part a and b. In LIBE 477 96C Course Module. Retrieved from https://canvas.ubc.ca/courses/6803/pages/assignment-1-reading-review-part-a-and-part-b?module_item_id=413964 on May 8, 2018.

"Free Online WordClouds Generator." (2016). WordClouds: Zygomatics. [Software] Available from www.wordclouds.com

Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere. [ebook] Retrieved from iBooks. 

Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere. TED Talks. Retrieved from https://www.youtube.com/watch?v=Ni75vIE4vdk on May 8, 2018.

Evaluation Plan to Improve Reference Services

Assignment 3:

LIBE 467 63D

Natasha Stutz

March 15, 2018

Note: As I am not yet employed as a Teacher-Librarian, this evaluation plan is based off a fictional library here in the South Okanagan. The library will henceforth be named the South Okanagan Library (SOL for short). 



Context

The SOL is comprised of approximately 1500 students in grades 9-12. It is located near the city center and is one of two secondary schools in Penticton. The school is run on a mixed linear and semester system, the linear classes being reserved for the grade nine and ten students. Each day consists of four periods roughly eighty minutes in length, with two nutrition breaks and a forty five minute lunch break. The first period starts at 8:30 and the last ends at 3 pm. The library is on the second of three floors in the school and is open from 7:30 am - 4:00 pm.



Analysis of the Reference Center

The SOL is staffed by two part-time Teacher Librarians and one full time Library Technician who also services other schools in the district. The layout of the library is a large open room with the reference desk in one corner beside the entrance. The fiction books are arranged along the perimeter wall according to genre, and the non-fiction/reference section is arranged in short stacks in diagonal opposition to the reference desk. At the end of each non-fiction stack there are displays for reference books including several Atlases, Dictionaries, and Thesauri.

There are five student computers setup along one corner nearest to the entrance of the adjacent computer room. The computer room's main access is through the library and the booking sheet is located at the reference desk. Aside from the Reference books just mentioned, the main reference collection is contained online. Resources available online include the Ebsco Research Databases (EBSCOHost), Gale, Media Smarts, and World Book; each of these subscriptions have been chosen at the district level. 

The aspect of the Reference center that I have chosen for improvement is visibility and accessibility of the Reference Services area. While the bulk of the Reference Collection is hosted online there is no signage indicating how students should access the collection. Off campus access has not yet been linked so students are only able to use the databases from the library itself. For a school of 1500 students with one computer lab accessible from the library, limited access to the online databases is not acceptable. Additionally, it is unclear on signing on to a computer how to access the databases, so clearer markers must be made here as well. The Teacher-Librarians are currently doing an excellent job in terms of extra hours of accessibility as the library facility is open well in advance and after school hours. 

Rationale

Accessibility to the reference collection needs to be improved so that those students who are unable to complete coursework during allotted school hours can continue that work at home. Additionally, off-campus access would aid teachers in preparing for lessons. One of the core components of selecting resources is ensuring "that the resources are easily accessible by staff and students"(Evaluating, Selecting and Managing Learning Resources: A Guide, page 87). Currently, students and staff are limited to using the reference collection on campus; as the reference collection is primarily online - this should not be the case. While the Library has extended operating hours to allow students extra opportunities to access the collection, those students who are restricted by bus schedules may still have a difficult time accessing the resources when needed. 

Action Plan

1.  The first step would be a self-evaluation of my reference services area as a whole - although accessibility definitely needs to be addressed and is what I'm choosing to focus on here, I would take this opportunity to determine whether there is anything missing from the reference collection itself, as well as whether other changes should and could be made at the same time. 
2. The next step I would take before I undergo a major change would be a Peer evaluation: as I am a new Teacher-Librarian I would seek out another TL in the district for assistance in the upgrades; what do they think of my reference area, what are they doing with theirs? 
3. Before implementing any major changes I would survey the staff as well. What do they hope to see in the Library? How often do they use the Library facilities? Have they used the reference databases within the school? 
4. I would want to ensure that students can access the resources as easily as possible immediately so I would create signage around the computer area detailing how to correctly login. I would also create research slips that would detail how to access the databases, and tips for effective research. 
5. Contact with IT personnel would help in terms of ensuring that students can login to the databases off-site, as well as being able to access and edit the school website with reference information. 

Timeline

A reasonable timeline for this change to begin to be implemented would be over the course of one to two semesters. I would hope to get correct signage installed within a week or two so the area immediately becomes more effective for student and teacher use; a self-evaluation could be completed within that same time period. The peer evaluation would be slightly dependent on the schedule of the peer, but I would hope to schedule that within a month and send out the staff survey at that same time. I have learned to always allow extra time for IT changes as they are quite busy so I would allow two months for contact with the IT person and plans for making the databases available off-campus. 

Realistically, as each student will need a login and password information to access the databases off-campus, it could take quite awhile to communicate and setup this information. Once it is set in place it could be part of the new student Library Orientation that occurs in September; until that point I would hope to choose a class such as the English classes, for a quick library research orientation. During this orientation we would discuss how to access the Reference Collection in school versus at home, proper research methods, and some tips and tricks to remember down the line. I think it is realistic that the quick research orientations would likely not be completed until the second semester of this change, marking the full implementation of this plan one school year. 

Resources Consulted

Beaudry, R. "Lesson 7: Evaluating Reference Services". Canvas.ubc.ca, 2018. Retrieved Feb 5, 2018, from https://canvas.ubc.ca/courses/1667/pages/lesson-7-evaluating-reference-services?module_item_id=161521

ERAC. (2008). Evaluating, Selecting and Acquiring Learning Resources: A Guide [PDF]. ERAC.  Retrieved March 15, 2018, from https://www.bcerac.ca/resources/whitepapers/docs/ERAC_WB.pdf

Riedling, A. M., Shake, L., & Houston, C. (2013). Reference skills for the school librarian: Tools and tips(3rd ed.). Santa Barbara: California.

Images

Accessibility Speech Bubble: "Skills Training Partnership." Accessibility for Ontarians with Disabilities Act (2012). Retrieved 15 March 2018, from http://stp-pac.ca/stp-reg--blog/the-accessibility-for-ontarians-with-disabilities-act

Printable Timeline Clipart Timeline Clipart #7926 « ClipartPen. (2018). ClipartPen. Retrieved 15 March 2018, from http://clipartpen.com/clipart-pen/printable-timeline-clipart-7926/

Rice, M. (2018). Action Plan for Implementing Modifications in the Classroom - Your Therapy Source. Your Therapy Source. Retrieved 15 March 2018, from https://www.yourtherapysource.com/blog1/2016/10/03/action-plan-implementing-modifications-classroom/

Theme 3: Reference Material ~ The Final Blog Post

I walked (clicked?) into this course with a rather outdated view of references resources thinking of the dusty old, forgotten books that you weren't allowed to remove from the library. With that view in mind, I wasn't entirely sure how this course could possibly be useful for our techno-centered research methods that we are finding in our schools today. 

First of all, I wasn't exactly sure what reference materials even were; sure, Encyclopedias and Dictionaries - but what else? I was pleased to find that our very first lesson answered this query: "[reference materials] can be defined as materials, from book to periodical to photograph, designed to be consulted for definite items of information rather than to be examined consecutively." (Riedling, 18). While seeming quite straightforward, I still found my head to be a bit muddled with that definition until we worked with it a bit more doing discussion topics on specific reference materials - ie. this theme helped clear things up for me!

Secondly, it was becoming increasingly rare in my personal school experience to actually consult a physical book / journal for reference - why have a whole course around this topic if it wasn't being used anymore? I was delighted to find, as I have been throughout my LIBE Diploma thus far, that our instructors are staying very current in terms of teaching practices, methodologies, and what actually works today. What that meant for this course is that instead of just discussing which print Encyclopedia is worth purchasing, we discussed whether it made more sense to make a one-time purchase of an Encyclopedia set, or commit to an annual subscription of an online version, as well as explore the merits of crowd-sourced references such as Wikipedia. So for the purpose of brevity (something I am working on - I promise!), I'm going to just touch on a few of the highlights from this theme. 

Digital Resources, the Deep Web
This lesson if anything has taught me the vital role that reference resources play over simply "Googling it". I admit that I had not fully bought in until I realized how much information is available but often locked through database barriers and secured networks. This secure information - published journals and the like - is the kind of quality information that we want our students using to conduct their research. This video is gives an excellent explanation of what the deep web is in just over two minutes. 

Databases
I was once again pleasantly surprised by the discussion thread for this week. We were encouraged to check out our local library's research offerings - something I had never even considered prior to this week's lesson! I was very impressed that with just the use of my library card login I had access to many research journals, full documentaries and more! This was an important reminder of the tools that are available to us if we just seek them out - I had not considered using the public library to access databases - an eye opener!

Encyclopedias 
The video below really sums up my thoughts and the take-aways from this course in terms of Wikipedia's credibility and usefulness. It's short - and excellent: watch it!

Final Thoughts
I had no idea that in the world of reference services there would be so much new knowledge and practice! I love that as a Teacher-Librarian you are being forced to change and adapt to the new situations in the teaching world but also the tech world. All in all I've learned a ton (mostly in this course specifically!) and found that each discussion topic and assignment added some knowledge, tools and value in my journey to being a Teacher-Librarian. I am so glad that this course has far-surpassed my expectations - and I have learned that once again, it is best not to judge a course by its title. 

Bibliography

Mashable. "What is the Deep Web?" March 2014. Web. March 4, 2018. https://www.youtube.com/watch?v=_UOK7aRmUtw&

Databases | Penticton Public Library. (2018). Penticton Public Library. Retrieved March 7, 2018. http://www.pentictonlibrary.ca/databases

Riedling, A. M., Shake, L., & Houston, C. (2013). Reference skills for the school librarian: Tools and tips(3rd ed.). Santa Barbara: California.

Seeker. "Is Wikipedia a Credible Source?". October 2013. Web. March 4, 2018. https://www.youtube.com/watch?v=jHrGsxSpM5E

Assignment 2: Collaborate with a Teacher and Evolve their Practice February 22, 2018

Preamble

The following is the draft of plans to assist two separate teachers in evolving their
practice in regards to the effective use of reference resources. It should be
noted that these plans will likely evolve after interaction with the teacher and should
be considered flexible. The two teachers mentioned are fictitious and not intended to
represent real individuals, but rather be an example for how this type of collaboration
could work. The model used is the Concerns-Based Adaptation Model.

Teacher A Current Approach

Teacher A, hereafter known as Sarah Jones, is a Social Studies teacher whose course-load consists of
two blocks of Social Studies 9, and two blocks of Social Studies 8 on a semester system. Sarah is in the
second year of her career, and this is her first year teaching the Social Studies 9 curriculum. She
completed her teaching degree with a focus in Elementary education, however her History minor has
allowed her to successfully post to this Social Studies position.

Aside from having students complete work from the Social Studies 9 textbook, she also has students
complete one research project in the Library. Sarah has very little background with providing students
with effective research project, and the project that students are to complete is an “All About…” project
with a First Nations focus; students are to choose a First Nations group and complete a poster about said
group. Sarah has booked the Library for three classes for research time, and then students will complete
the remaining work in the classroom. Sarah did not discuss the project ahead of time with the Teacher-
Librarian aside from ensuring the Library was free for the chosen blocks. Upon entering the Library, Sarah
directed her students to the Non-Fiction area with First Nations materials and then gave her students
some time to look at the material.

Sarah is currently at a Non-Use or Level 0 in terms of effective use of reference resources and her
awareness level is 0, based on the Concerns-Based Adaptation Model. While she does have students
complete a research project, the use of reference resources is rather ineffective as Sarah is not teaching
students what to look for in a resource, how to narrow down the information that is found, or how to use
different types of resources. Aside from providing a generic assignment outline and directing the students
to the correct area of the Library, Sarah’s involvement is quite minimal as she simply does not know
what effective research looks like for middle school students.

Teacher A Plan

After observing Sarah and her students working in the Library for their “All About First Nations” project, I
have determined that both Sarah and her students could be using the reference resources more
effectively. I have devised a gentle, non-confrontational plan to bring more awareness around the effective
use of references resources without making Sarah and other teachers feel like they are targeted or that
they are doing something “wrong”.

• The first aspect of my plan is to create signage and brochures around the Library (assuming there

isn’t any already), giving tips on research skills, note-taking templates, and Bibliographic guides

(see link for sample)

• I give a brief introduction of myself and the Library at the next staff meeting outlining some of the

resources the library has to offer, and highlight my willingness to work with other staff members.

• Update the Library website so that the research section contains online links to databases, has

information about logging in off-site, as well as information on good research practices. An

excellent example of this can be found here.

Possible Limitations

The main limitation that I foresee in guiding Sarah, and teachers like her, to evolve their practice is
reluctance on the part of the teacher. Change is difficult and teachers may not know where to begin, and
may feel embarrassed or awkward that the Teacher-Librarian senses something that needs changing
within their practice. It is for these reasons I chose to start guiding Sarah without even approaching her.
Once Sarah begins to show some interest in altering her practice then I would begin to contact her more
directly. I would hope that in making more information about reference services clearly available for Sarah
and her colleagues, she would move to Level 1, or possibly even Level 2 of the Concerns-Based
Adaptation Model.

Teacher B Scenario

Teacher B, David Hall, is a grade 12 Chemistry teacher at a 9-12 high school. David has taught
Chemistry courses for roughly seven years, focusing primarily on the senior level. Recently, David has
developed innovative experiments for the lab portion of the course; however, the content/classroom
portion of the course has remained grounded in the textbook. David has heard from one of his Senior
Science colleagues that they have recently completed a inquiry research project in the library in
collaboration with myself, and David is interested in learning more about this. As David has never taught
research skills before he is struggling with where to begin and has contacted me for help. David would
rate at a level 1/ 2 for Levels of Use as he is interested in learning more about using reference services
in an effective manner, and integrating them more thoroughly into his course plan, and has definite plans
to begin doing so. He is at the Informational Stage for Levels of Concern according to the Concerns-
Based Adaptation Model.

Teacher B Plan

I would hope that as soon as I had completed a successful research project with another colleague I
would share this success at a staff meeting so that all staff members would be aware of the possibility of
working together. After sharing this success I would survey the staff for those who might be interested in
future collaborations. I would also be interested in offering a school level Pro-D sharing the details of the
collaboration for those who are interested in learning more. Hopefully, after learning more through the
staff meeting and Pro-D, staff members such as David would approach me about beginning a
collaborative unit/ lesson.

Once David approaches me, I would set up an initial meeting so we can discuss what he hopes for the
students to get out of the research project (the Objectives stage of Haycock’s Collaborative Planning
Process). After realizing that David has little to no experience with teaching research, we decide that I
will come into his classroom to do a couple of mini-lessons on effective resource selection and proper
research strategy so that the students can start their project on the right track. As a Science teacher it
could be easy to assume that students get their research skills in other courses and you can easily just
jump into working on the project without reviewing these skills, however this would be a mistake.

It should be noted that working with a colleague who is quite unfamiliar with research and reference
resources to an inquiry based research project is quite ambitious. Unless this particular school has
allotted some collaborative release time to work on such projects, it may be more realistic to slow the
timeline of this project down and work towards this project for the next semester or school year.

Innovations and Possible Limitations

In this scenario I would make use of a number of innovations to make the collaboration process
smoother. I would survey the staff members using an online tool such as Google Forms that gives me
immediate feedback and is simple for staff to respond to. If the teacher I was collaborating with had a
website I would assist him in adding a research section to the website highlighting the research
strategies that we have explored in class. On the website I would have any handouts used embedded,
as well as online tutorials such as this video on making better searches using Boolean operators.

I believe the main limitation in working with a colleague at this level would be the scarcity of time. It’s
difficult to have an adequate amount of time to plan projects in advance. To overcome the time crunch
there are a number of possibilities:

• Approach the administrator for collaborative release blocks which have been encouraged in a

number of districts

• Start working on collaborations well ahead of time. If this semester is planned - start on a project

for next semester.

Summary

Working with other colleague always presents unique challenges, and specifically guiding them to
improve an area of practice can be particularly challenging. I believe that the most important part of any
collaborative plan is allowing room for flexibility and a willingness to meet the individual where they are
at. If we want them to eventually get to Level 6 of the Concerns-Based Adaptation Model but they are currently at Level 1 - we need to work on Level 1 first.

References

Clark, Sarah. (2016, January 20). Online Research: Tips for Effective Research Strategies. Retrieved
from https://www.youtube.com/watch?v=LTJygQwYV84 on February 24, 2018.

“Concerns-Based Adaptation Model (CBAM): A Model for Change in Individuals”, (2005), National
Academy of Sciences. Retrieved from  http://www.nationalacademies.org/rise/backg4a.htm on February
25, 2018.

Ken Haycock. "Collaboration: Critical success factors for student learning" School Libraries Worldwide
13.1 (2007): 25-35

Langley Secondary School Library. (2015). Library.langleysecondary.com. Retrieved 26 February 2018,
from http://library.langleysecondary.com/

“Resource Sample.” https://i.pinimg.com/originals/0a/11/c1/0a11c1c806fcb99f798df8b28ec7f8cd.jpg

Theme 2: Managing and Evaluating Reference Services

In this theme we covered a variety of topics such as the reference interview (Lesson 5), managing the collection (Lesson 6), and evaluating reference services (Lesson 7). I feel that there is so much here that we could dig into it could be a course in itself. However, for the purpose of this blog, I am going to focus on just a few key points. 

The area that I really want to address is cooperative program planning as discussed in Lesson 5. In my experience as a student, the notion of teachers collaborating with the Teacher-Librarian simply didn't exist. The library was a place to check out books for pleasure reading, and was also the home of the computer lab if we needed to conduct some research online. It seems that the author of our text may also view the library as a place for students to work rather than for teachers to collaborate as there is very little mention of this topic in our text. 

I had the pleasure of working one block at a library that was just transitioning into a Learning Commons in Merritt Secondary School. There I was witness to a young enthusiastic Teacher-Librarian who was quite keen to implement all of the best ideas that I am now learning in the Diploma Program. I remember watching her co-teach a research unit with a Chemistry teacher and thinking, from the teacher's perspective, how neat it would be to have a research expert on my side for that kind of unit. Then I was baffled that she was marking all of the student bibliographies - wasn't marking the teacher's job? I had so much to learn. 

It is through my experience in courses such as this that I am learning the importance of working together - and how much better teaching and learning can be if each individual brings their own expertise. In fact, reference services will be enhanced overall if we work together. 

This video, on how the International Space Station would not have been possible without collaboration, demonstrates in part the power of synergy. Synergy is the idea that our sum is greater than our individual parts. I believe that when we collaborate in the classroom, Learning Commons, or elsewhere we have a synergistic effect where the result is greater than what could have been accomplished alone. 

So, now that I am fully on board with collaboration how can I go about getting started in a meaningful way? I have "collaborated" before and it ended up being extremely time consuming for both parties with very little extra benefit. Thankfully, our instructor has introduced us to Haycock's Collaborative Planning Process:

• Objectives
• Content
• Sequence
• Methodology
• Activities
• Evaluation

While many of these stages will have sub-sections - each of these stages need to be covered. I appreciated that we were pointed towards these stages as it gives those of us with little cooperative planning experience a place to get started. 

References

Haycock, Ken. "Collaboration: Critical success factors for student learning" School Libraries Worldwide 13.1 (2007): 25-35

Nguyen, Tien. "The incredible collaboration behind the International Space Station." TEDEd. Sept. 2015. Web. January 31, 2018. https://ed.ted.com/lessons/the-incredible-collaboration-behind-the-international-space-station-tien-nguyen#watch

"Collaboration" Image: Murphy, Sean. "Michael Schrage on Innovation, Collaboration, Tools and Incentives." SK Murphy Inc. June 2009. Web. Feb 6, 2018. https://www.skmurphy.com/blog/2009/06/28/michael-schrage-on-innovation-collaboration-tools-and-incentives/

"We are Librarians" Image: Pathak, Santosh. "Reference Services in Libraries." March 2016. Web. Feb 6, 2018. https://www.slideshare.net/santoshpathak58173/reference-services-in-libraries