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**Change a Teacher **  Glenna Colangelo F. Robert Colangelo Evelyn Vanegmond Alice Kedves 
 * Introduction **

Before even beginning work on this project, namely approaching a colleague to work through the Concerns-Based Adoption Model (CBAM), it is important to remember the following idea: “Instruction or guidance in the use of information sources by the school library media specialist is dependent upon effective conversational (communication) skills. It has been suggested that the library media center is an agency of communication. Guidance is vitally important” (Riedling, 2005, p. 4)! Though this was written with the student in mind, it is true of our work with everyone. We must be good at communicating. We must begin with the staff. It is our duty to learn where each teacher is, to hear their questions, fears, hopes, and to respond to these. There must be ongoing, open, two- way communication happening for such an effort to result in the desired growth of the teacher, and therefore the students.

“Collaboration is the heart of the teacher-librarian’s role” (Doiron & Asselin, 2005, p.18). We must work with the teachers in order to effectively fulfill our role as teacher-librarian. Asselin, Branch & Oberg suggest that “teacher-librarians provide a leadership role in information literacy and work collaboratively with classroom teachers to ensure that literacy skills are integrated effectively into the instructional program” (2006, p. 7). We must be ready to promote our work, explaining how we can help; making the teachers feel at ease with our proposed role. As teachers, we may not have been trained in collaboratively planning units with the teacher-librarian. We must share this knowledge. “Classroom teachers [often] have undeveloped understandings about how to effectively plan resource-based learning, which actively involves students, teachers, and teacher-librarians in the effective use of a wide range of print, non-print, and human resources” (Doiron & Asselin, 2005, p. 13). It is up to us, as librarians, to show how we can be of genuine help by leading, offering answers, sharing the workload, and providing resources. Teaching using resource-based units is an effective method of ensuring that the curriculum goals are met, that all students learn, and reach their potential. “Teachers and teacher-librarians … plan and teach resource-based units grounded in core curriculum. They also address the skills and strategies that students need if they are to use a wide range of learning resources effectively” (p. 13).

Two important points emerged as we were working through the CBAM with our colleagues: “the importance of attending to where people are and addressing the questions they are asking when they are asking them” (Loucks-Horsley, 1996, p. 1). We have interviewed the teachers we selected to determine what stage they were at, where they would like to be, and have worked to bring them along through successive stages. Included is a report of each teacher’s progress through the stages and our reflection about the similarities we have found while working through this process.

We decided to use resource-based units as the innovation as we all felt that as teacher-librarians, this was one of our strong points. What better way to get teachers, and therefore students, into our school library resource centers than by guiding staff members in the use of this method of teaching? We wanted to show fellow teachers how we could help them in the use of the library collection, both print and electronic. Students generally respond very well to this type of teaching, being more involved and enthusiastic about the learning experience. This results in a better understanding of the subject matter and better retention of the material learned. As the students are more engaged in the lessons there is less disciplining to be done, and the teacher can focus more on the course outcomes and the students themselves. 

 This is a model used for staff development. Diagnostic procedures from this model can be used to identify efforts made towards change and monitor progress. Individuals taking part in this process begin at different stages, and have different needs. It can take from three to five years to progress through to the seventh stage (Munger, 2001, p.1). The following information was retrieved from Munger’s article.
 * Method of Facilitating Change - A Summary of the Main Points of CBAM**

The first stage, Stage O (Awareness), is when the person has little knowledge of, or involvement with, an innovation. The next six stages are divided into the following three categories: Self, Task and Impact.

Self includes Stage 1 (Informational), where the person has some information, and Stage 2 (Personal), where preparations are made for first use.

Task includes Stage 3 (Management), where the person masters the tasks of the innovation.

Impact includes Stage 4 (Consequence), where the person makes changes in the use of the innovation, Stage 5 (Collaboration), in which efforts are combined with those of colleagues, and Stage 6 (Refocusing), where the person evaluates the use of the innovation, makes modifications and seeks new developments.

As the person progresses through the different stages they can pass through six decision points, depending on where they are at the beginning and how far they move through the stages. These decision points are: A – taking action to learn more about the innovation B – deciding to use the innovation C – beginning to use the innovation D – routinely using the innovation and making changes based on evaluation E – making changes for the benefit of the students through collaboration with colleagues F – beginning to explore alternatives

It is important to note that, as with any changes, information must be given in small bits, in a timely manner, and repeated frequently as needed. The person leading the process must be prepared to listen and offer help and reassurance, as well as stress that this will be an ongoing process, with continuing help offered in the future.    Glenna: AAS is the only District 93 school in Kelowna. It has 220 students from Kindergarten to grade 12. The students, who have the right to a French education, have at least one parent who speaks French. In reality, many speak English at home so we at school attempt to provide as much cultural and language experience as possible. A great deal of this becomes the responsibility of the librarian. This is not the easiest task as Kelowna is in “English Canada”. Any resources must be brought in, francophone guest speakers are not easy to find locally, finding specific (for a particular topic) French books at the local public library can be difficult as their selection is limited, and outings where French is spoken must be sought. About a third of our students come from lower income families, which is easy to overlook as the school is situated in the ‘best” part of town. This means that the teachers and teacher-librarian must find ways to enhance the students’ learning with as many enrichment activities as possible, and all of this in French.
 *  Snapshots of our schools **

Fernando: My school population is comprised of approximately 220 students and 23 staff members. The grades are Kindergarten to grade 12. The students come from a wide range of socio-economic backgrounds, from underprivileged to wealthy. This is because it is a regional school and the only Francophone School in the area. As we are in an English speaking milieu it is up to the school to provide as much as possible in the way of library and cultural resources. The staff is comprised of a range of new through experienced teachers. The work of the teacher-librarian is somewhat challenging as the more experienced staff members have to get used to the idea of collaborative planning and teaching. There is a new principal this year; so many changes are taking place. As teacher-librarian, I need to implement changes slowly and with the teachers’ individual comfort zones in mind.

Evelyn: Blue Jay Elementary is an elementary school with about three hundred and fifty students in kindergarten to grade 5. The students come from a variety of backgrounds. About 50 percent of the population’s parents are immigrants from South Asia. Many other cultures are also represented. About 45 per cent of the students are English Language Learners. The past principal has always supported the library with a library technician two days a week. Last year he added a teacher librarian 1 day a week. Most teachers have not collaborated with a Teacher-Librarian before. This school has two major goals for this year: To improve non-fiction reading comprehension through the use of technology and differentiated instruction, and to improve oral language in early primary grades.

Alice: CHSS is a small secondary school on Vancouver Island with grades 8-12 and 365 students. It is located in a small town, and many teachers have taught parents, and even grandparents of the students. The small number of staff is well educated, and most have Masters Degrees. The majority has taught for over twenty years. While most schools have decreased in size, this school has been fairly stable. A few retirements have allowed a small stream of new faces, but for the most part teachers and students have known each other for many years. Seemingly, as with most schools, the school wide goals encompass Literacy, Numeracy, and Social Responsibility. <span style="font-family: "Times New Roman","serif";">

<span style="font-family: "Times New Roman","serif";"> Glenna: My choice of a teacher for this project was dictated by the fact that she is always looking for ways to improve the level of student participation and mastery of learning goals in her class, but was not sure how to go about it using resources other than the text books. She was willing to make changes but not sure how to go about it. I also knew that she would be a wonderful ambassador for me and would talk to other teachers about how I had helped her. This, I knew, was the best way for me to reach other teachers.
 * Application of the Innovations at the Four Schools**

Fernando: My selection of a teacher was based on the fact that this person, though experienced, felt somewhat stressed about teaching this subject, which was totally new to him. He had already mentioned that he would like to be a more “modern” teacher and use more projects as teaching tools; but he felt overwhelmed at the prospect, and was unsure how to begin. Also, his class is “high energy”, and I felt sure teaching him this method would make his students be much more involved. I knew that if I could help him to make positive changes it would lead to other successes.

Evelyn: One of the main reasons I chose the teacher I did was because I knew she wanted to work together to teach a resource-based unit. She had admitted to me earlier this year that she wanted to have her students more engaged in the resources and was unsure to go about it. When I approached her and I showed her the Stages of Concern and Level of Use it was clear to see she was at the beginning levels; she was uncomfortable expanding her repertoire of resources and not sure how to begin.

Alice: I chose my teacher because last June he had mentioned to me that he was terrified to be teaching Social Studies in the second semester. The department head had also mentioned that she was excited that I would be able to help her department members expand their teaching repertoires. Since he had already confided in me, in January, I felt confident asking how his planning was going and invited him to look at some new resources which had just arrived in the library. This visit gave us a chance to flip through the books together and talk about ways he could use them. It also transitioned into my request for "help" with this project.

__Survey Questions:__ 1. What resources do you currently use in your classrooms? 2. How confident do you feel about expanding your use of supplementary <span style="font-family: "Times New Roman","serif";"> resources? 3. Have you used the library much in the past? 4. In what ways do you see the librarian assisting you? 5. What are your goals for your students in this lesson/unit?

<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Level 1 || <span style="font-family: "Times New Roman","serif";">Level 2 || <span style="font-family: "Times New Roman","serif";">Level 3 || <span style="font-family: "Times New Roman","serif";">Level 4 || <span style="font-family: "Times New Roman","serif";">Teacher only uses textbook for instruction and research. Teacher is uncomfortable expanding repertoire of resources. Teacher is unsure of where to start looking for additional resources.
 * Mapping Out the Individual Approach for Each Teacher**
 * Innovation Configuration Map for Resource Based Teaching**

Students are using one text, provided by the teacher. Students are following passively. Students have a glazed expression, and appear to need to be "spoon-fed" the information. Students are often off task. || <span style="font-family: "Times New Roman","serif";">Teacher is coordinating with others (librarian) in using information and resources from the library and media center. Teacher is developing a more open attitude towards using a variety of resources in the classroom, but is not independently selecting sources.

Students are using a few other resources to find the information for the lesson. Students are more alert and responsive to the teacher, the material and to each other. Students rely on the teacher/librarian to provide alternate resources. Students are starting to be interested in researching on their own. || <span style="font-family: "Times New Roman","serif";">Teacher is varying use of the resources to make an impact on students. Teacher is able to independently find and use varying resources which appeal to varying levels of reading ability and learning styles.

The tone of the class has changed as students ask what they will be learning next, engage in the variety of text and non-text resources, and make connections with texts etc they have used before. || <span style="font-family: "Times New Roman","serif";">Teacher continues to plan and refine resource based lessons. Teacher is confidently using resources and is able to explain to neophytes (!!) the whys and hows of Resource Based Teaching.

Students are actively engaged in the lesson. They bring in resources to support their learning, demonstrating that they are making connections between the learning and their out of class or other classes. Students engagement is high and very little off task behaviours are noticed. || <span style="font-family: "Times New Roman","serif";">


 * Generic Group Plan for Our Teachers:**

Developing a rapport with our chosen teacher is a primary consideration. The plan is to spend some time, more than usual, with that staff member either in the staff room, library, or their classroom. By building a deeper relationship and connection, the staff member will be more likely to feel comfortable working with us. Once a rapport is developed a conversation can take place to coordinate how we can be of assistance working with our chosen teacher, helping that individual move along the change process. It is difficult to plan out ahead of time because much of a person's learning is adhoc and "on-the-fly", adapting to the circumstances that happen at each moment. Once the teacher has accepted the challenge of Resource-Based Teaching, our role will be to find a unit that we can help with, and then to find the resources that will support that unit. The goal is not for us to do all the work, but more to guide the teacher as he/she learns the ropes of the project. We are in a way scaffolding instruction, but for an adult. We will look at prior knowledge and see what we can do to add resource-based teaching into the colleague’s current practice, without it seeming too overwhelming. Our teachers will be aware of the CBAM process, and our goal to move them along the continuum is not hidden from them, thus we will be able to share with them how they are moving along, but more importantly, they will be able to self assess and see how their new understandings and confidence are moving them along the implementation spectrum. <span style="font-family: "Times New Roman","serif";">


 * Change in Process Map in Action**

__Initial:__ My staff member (F.M.) is a teacher with seven years of teaching experience. She has always taught in a French language school, at the beginning with very few resources. This has changed over the years and she has also gone from teaching in a multilevel classroom (Kindergarten to grade six) to a grade three at this time. Until our first meeting she relied strictly on the curriculum, mostly on teaching from the texts. She was at Level 0 – Awareness - Non-use (Having little or no knowledge of the library resources.)
 * Glenna:**

__Informational:__ When I began speaking with F.M. about this process she was excited. She is now ready to begin exploring the use of other resources to enhance her teaching and her students’ learning. She is at the informational stage: ready to learn more about this approach to teaching. We chose the Social Studies curriculum as a good starting point as this area needed something to increase the interest level of the students, and therefore their learning curves. We visited the library together and examined the resources available and decided to collaboratively plan a unit on the provinces and territories of Canada. F.M. began asking questions about the presentation of materials, student learning, and the evaluation of student learning. She passed through Decision Point A (Takes action to learn more about innovation.). She was now in Level 1 - Informational Stage (I would like to know more about it.).

__Personal:__ F.M. was concerned about finding the time to implement this new approach to teaching. We took the time for her to express her concerns and I answered as many as I could. I showed her that I was ready to help with planning, teaching, and assessment strategies and she began to feel better about the new approach.

__Management:__ F.M. quite quickly progressed to the next stage as she was deciding to use this method of teaching (Decision Point B). She was at Level 2 – Personal (How will it affect me?). She had definite plans to start using the resources in the library as part of her teaching methods. We had several lunch time and after school meetings to outline her learning outcomes, plan which resources to use, and how to implement the actual lessons. She was at Level 3 – (Mechanical – I seem to be spending all my time getting materials ready). Therefore, I showed her how, as teacher-librarian, I could help. Part of my guidance included helping F.M. with the selection of resources and actually gathering them together and bringing them into the classroom for her. I also gave her some possible methods of assessment, as evaluations for report cards were one of her main concerns. F.M. focused on mastering this method of presenting material to her students.

__Consequences:__ It was exciting to see F.M. pass through Decision Point D-1 (Establishes routine use of the innovation.). She is basically at the first level of the Consequence Stage – Level 4A (Routine – The user is making few or no changes and has an established pattern of use). This teacher is already beginning to talk about other ways she could use this teaching method, both in Social Studies, and in other subjects. She is showing signs of reaching Level 4B – (Refinement – The user is making changes to increase outcomes). I believe she will soon be passing through Decision Point D-2 (Changes in use are based on formal or informal evaluation.). F.M. is making this teaching method part of her repertoire; thus, making it her own.

__Conclusion and Game Plan to Move Forward:__ When we first began this process F.M. had wanted to become proficient in the use of other resources in her teaching. This goal has been reached, and she is now expanding it to include modifying techniques and using them in other situations. She has shown a progression through the stages and is now happily using what is for her a new resource-based strategy. She is excited about making adaptations as she gains more experience and is now a firm believer in the use of our library to augment the resources she uses in her teaching. With continued mentorship F.M. will most likely keep progressing through the stages. She has been a great advocate too. F.M. is telling other staff members about the help I offered her. Interest in the idea of using the library’s resources in teaching is beginning to pick up.

__Initial:__ The teacher I am working with is J. S., who teaches Social Studies 7. J. S. is an experienced teacher who has recently returned to the teaching profession after a six-year absence. At this time he is using a text that is on the Government Recommended Resources list. Until I spoke to him, J.S. had not used any resources from the library. At this point, J.S. fit into Level 0 - Awareness – Non-use – “Having little or no knowledge of the library resources.”
 * Fernando:**

__Informational:__ When I talked to J.S. about my assignment, he was at first reluctant to get involved, stating that he was too busy with too much work on his plate and that he would not have enough time to give me. Later, when I explained to him the advantages and possibilities of working together as a team, and I as a mentor, he showed interest in cooperating with me. With this positive attitude, the indication of movement from one level to the next was identified, crossing Decision Point A – Takes action to learn more about innovation. With this in mind, we were ready to move on to Level 1 – Information Orientation. My colleague was ready and willing to acquire some information of the innovation. Decision Point B – Makes a decision to use innovation, has also been met.

__Personal:__ J.S.’s style of teaching is a bit antiquated and is also lacking in the use of technology. He has a good friendly personality and was very relaxed most of the time when I talked to him. Working together with J.S. was not going to be a problem. J.S. was willing to participate in my project and was showing signs of enthusiasm. With the promise of helping him with the curriculum, and the planning of some units, J.S. was becoming more and more eager to start the process of acquiring some information through the use of library resources. A quick visit to the library after school showed J.S. a glimpse of what was available. He had checked out the contents of an encyclopaedia in regards to the timeline of the evolution of man. He was now at Level 2 Personal – How will using it affect me? He now had definite plans to begin using the innovation.

__Management:__ Presently J.S is not employed full time, but only at 70%. This makes it easier for me to spend more time planning with him. I pulled some resources off the shelves and showed J.S. how they could be used to present the material the students needed to learn to satisfy the requirements of the IRPs. Through working together on this project I was able to show that this was not necessarily a huge time consuming effort. From his initial investigation of an encyclopaedia, we have added numerous books from the library collection to augment the available resources for this unit of study: The Evolution of Man. At the library we have many more resources available to complement this unit and give it more breadth and depth. The decision about which materials to use will depend on J.S., and how far he wants to go with this project. He had now passed through Decision Point C – Begins first use of innovation. Being at Level 3 – Management – I seem to be spending all my time getting materials ready, I showed him how, as teacher-librarian, I could be of help to him. We planned the unit together and he began to teach his lessons. He now passed through D-1 – Establishes routine use of the innovation.

__Consequences__: As J.S. worked through the lessons we had planned together using the resources from the library he realized that teaching was easier this way, and that the students were more receptive and engaged than when he taught solely from the textbook. I have not seen him attempt to make any changes or improvements to the planned unit, but he does seem at ease with it. This puts him at Stage 4 – Consequence – How is my use affecting learners? He is at Level 4A – Routine – The user is making few or no changes and has established a pattern of use. Until now J.S. has not mentioned wanting to make changes or improvements.

__Conclusion and Game Plan to Move Forward:__ The teacher is happy with this new method of teaching which has revitalized his program. He has talked to me about the possibility of my helping him on another project in the near future. Another benefit of our collaborative planning is that J. S. has talked about our work with fellow staff members and some are now showing interest in planning with me. When asked what goal he had, J.S. had stated that he wished to be comfortable using library resources in his teaching. This goal has been successfully reached.

__Initial:__ My staff member (K.W.) is a grade two teacher. She uses the library on a weekly basis for signing in and out books. When doing a unit of study in science or social studies she will look in the non-fiction section of our school library to find some resources. She never looks for resources beyond the non-fiction books. She fits into level I - Orientation - "Acquiring some information of library reference section."
 * Evelyn:**

__Informational:__ I approached this teacher about this assignment and she was immediately interested. We discussed the possibilities about what we could work on together and she was excited. She said she always felt she should be having students find and/or use information from a variety of resources but didn't really know where to start. She had tried to use databases before but ran into some glitches and became frustrated.

__Personal:__ She was a bit concerned about the time it may take but was reassured as we discussed the possibilities of what we could focus on. Once she realized it would be helping her cover curriculum she became quite enthusiastic. K.W. and I have a good relationship and we both knew we would enjoy working through this together. K.W. was moving to Level II - Preparation - "Preparing for first use of library reference section".

__Management:__ We met during a lunch hour to begin planning. It was decided we were going to focus on her "Personal Planning or Health and Career" outcomes because these were the ones she has the hardest time covering. We decided we would begin a booklet called "Taking Care of Me". Each week we would take a different outcome (safety, stranger danger, hygiene, healthy eating, etc) and have students use different resources to find information on the topic of the day. Sources we would use were non-fiction books, videos, Internet, school online databases, and interviewing experts. Pages in the booklet would portray the information we learned in a variety of ways: diagrams, labelled illustrations, note form, webs and paragraphs. We tried to use many non-fiction text features. K.W. was quite excited about covering a variety of outcomes including "finds information from a variety of resources".

__Consequences:__ As our unit is underway I believe K.W. is at level III- Mechanical Use "Focusing on immediate needs of user to master tasks of library reference section". Having a teacher-librarian model how to use the variety of resources makes it much easier for her to see how she will begin using these on her own. Having a teacher-librarian work with her to access the online databases without glitches this time also encouraged her to begin on her own. Both students and teacher are excited to be engaged with the variety of resources and ways to present them. I believe at this point this teacher has skipped Level 4A Routine- "Making few changes in ongoing use of library reference section" and is fast moving to Level 4B "Varying use of innovation to make impact on students" She is beginning to use the resources we have explored in the library for a variety of topics in her classroom. She is especially finding the databases useful in her classroom.

__Conclusion and Game Plan to Move Forward:__ This was a positive experience for both the teacher and myself. As we near the end of our unit she is very excited about what the students have learned, not only about the topic, but also about gathering and presenting information. I was pleased to see how on-board she was with the new technology and how it has become a part of her teaching. An added benefit is that she is talking about the process and results with other teachers who are now interested in working together.

__Initial:__ My staff member (E.M.) has a French teaching background. While he has always been personally interested in history, he has no university credentials or training is Social Studies methods. Due to timetabling difficulties, E.M. was assigned Social Studies Eight. Initially excited about the challenge, he became increasingly overwhelmed as the semester progressed. He said he wished someone had just given him the course to teach, rather than shown him piles of resources and ideas. Since he was used to following a textbook page-by-page and unit-by-unit, he was not adept at planning out a course based on resources and learning outcomes. He fitted into Hords’ “Non-Use” (3) category, as he had no reason up until this point to use resource-based teaching. When I showed him the levels, he agreed with my perception: non-use ... and he chuckled “they should put afraid in there too.” <span style="font-family: "Times New Roman","serif";"> __Informational:__ When I approached E.M. about this project, he was at the “I would like to know more about it” (2) stage. He had not been concerned about library resources in the past, as for French they are not necessary (according to him), so he was interested to find out how the library resources and I could help him with his course. A quick tour of the section of books relating to his course helped him to buy into the idea of creating a unit together. Once again, my role helped him move into the “Orientation” phase, although he did not take the “initiative” (3) himself, he did move along the spectrum. He articulated in the staff room one day, that he was excited to have a change. I was surprised by this, as up until this point I had felt that I was coercing him to do this project with me.
 * Alice:**

__Personal:__ Initially, E.M. was most concerned that working together would take away his personal time. When he realized that I could do a lot of the legwork during my librarian time, he was much happier. He did not seem to want to put in the time to read websites or materials himself, and clearly stated that he did not feel confident looking for appropriate resources. Also, since he was not used to using any resources he had to adjust his world-view about teaching in general. I noticed that this shift of view really caused a great deal of discomfort for him. I find it interesting that Hord has a category for “plans to begin using the innovation”, but without my push, once again, he would not have moved to this phase.

__Management:__ E.M. did not want to spend his time “getting materials ready” (2), so I took on this task. I pulled books that were about his content area and one of the early units in the semester. After school one day, we flipped through the stack of resources, to peruse the content, which helped to build his excitement for the course. I noticed that he did not have experience creating activities for students that use content. For example, he said he had not thought about having students write diaries from the point of view of a Medieval Peasant. He was surprised that I could come up with ideas so easily, but that skill is useful in English (my background area). I was surprised that he is so text activity reliant in language courses.

__Consequences:__ Once the unit was underway, the resources in the classroom, and the students were working away with the activities we had created, E.M. could see how much more engaged the students were with the texts and how their interest level in the content was increased due to the variety of reading material available to them. It was as if suddenly having a choice about where to get the content, the students had been given a new lease on life. E.M. could tell that the collaborative planning was having a positive effect on the learners (2), but at this point he is not able to move to the point of thinking how he can “refine it to have more impact”(2). He was excited to take credit for the project.

__Conclusion and Game Plan to Move Forward:__ On a positive note, E.M. states he is more willing now to look at other areas of the curriculum that we could plan collaborative, resource-based units for again. Also, considering this was his first time planning with another person, never mind using library resources, he did come a long way. I think the benefit in the long run, especially if he stays in the Social Studies department, will be an increase in his repertoire of teaching strategies. Our plan is to sit down and look at the Religions unit. EM came to me this week and asked for help to plan a unit where students work in pairs and present power points on world religions. I did not initiate this step, and it shows he is now working further up the ladder of implementation success. When we looked at the implementation graph, he was surprised to see that he had moved up a step without help, and through our informal discussions he is improving his ability to be more creative with assignments. My goal for him will be to eventually see him able to pick the content, the resources, and the activity without my support. <span style="font-family: "Times New Roman","serif";">

<span style="font-family: "Times New Roman","serif";"> __<span style="font-family: "Times New Roman","serif";">Glenna: __<span style="font-family: "Times New Roman","serif";"> Working through this process has taught me a great deal. Guiding a colleague in the learning of new techniques knowing the stages of The Concerns-Based Adoption Model has helped me do a better job of being a teacher-librarian. This has taught me that I cannot jump to the implementation of a concept if the learner has not passed through the necessary stages of development, crucial when working with staff members or students. I will also share this knowledge with the other staff members.
 * Reflections**

__Fernando:__ Going through this learning process has shown me how following this model is beneficial in my work as a teacher-librarian. I will be sure to go through these steps when working with fellow teachers and students to ensure a good positive outcome to my teaching. This has been a positive experience for both J.S. and me.

__Evelyn:__ Although somewhat daunting at first, this was an enjoyable project. I feel it really helped me to develop as a teacher-librarian by focusing on guiding a teacher forward in their use of our school resources. It is helpful to be aware of the steps as I work with other teachers. This will help my library reach its goal of helping all students become life-long learners.

__Alice:__ I found the chart Levels of Use of the Innovation interesting to compare, as E.M. did not get to the Mechanical (3) phase of implementation. He is still reliant on my guidance. Prior to the project, I had assumed that both charts progressed equally, and my experience has disproved my theory. I enjoyed working with EM and I found his increasing enthusiasm and confidence quite motivating. I can see that working with staff is really the way to prove one’s worth. Students will not promote a service to each other in a way that would buy a librarian more time, but a staff member will thank you at staff meetings, talk about projects with other staff, both of which will have positive echoes for the library program in general. <span style="font-family: "Times New Roman","serif";">

<span style="font-family: "Times New Roman","serif";"> In this project our group worked with two high school and two elementary school teachers. All of the teachers were at beginning levels; three at non-use and one at awareness. All four teachers became eager to participate once they had all of the information about what we were trying to do. They were enthusiastic when they realized that they were not only helping us with our assignment, but also helping themselves teach the curriculum. All teachers needed to be guided through the beginning steps of using the resources to find information. By the end of the units they realized what a positive effect the collaborative planning, and the resulting units, had for the students. Three of the teachers are planning to, or have made, changes in their instruction based on this exercise. All involved found this to be a positive experience. The teachers we worked with are talking about the process with other staff members and are highlighting our roles as teacher-librarians. <span style="font-family: "Times New Roman","serif";">
 * Connections/Correlations Between Subjects:**

<span style="font-family: "Times New Roman","serif";"> In our opinion, resource-based teaching was an excellent tool to demonstrate the CBAM. Working with each teacher, in conjunction with the tool, helped each staff member see that it was 'ok' to be at their current stage of concern. Being able to identify the emotions and concerns at each level helped to develop acceptance and tolerance for ambiguity. All of us took this project to the pragmatic level, and actually applied our plans, rather than simply planning to work with the teachers. While the assignment simply called for us to write plans, we all appreciated the opportunity to actually put the plan into practice. Through this project we all realized how important and significant our role in the library can be. While we may not be timetabled all day every day, our influence can be long lasting when we see how we can positively impact the practice of our colleagues.
 * Conclusion**

<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">References <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Asselin, M., Branch, J., & Oberg, D. (Eds.). (2006). //Achieving information literacy: Standards for school library programs in Canada.// Ottawa, ON: The Canadian School Library Association.

Doiron, R. & Asselin, M. (2005). //Literacy libraries and learning: Using books and online resources to promote reading, writing, and research.// Markham, ON: Pembroke Publishers.

Loucks-Horsley, S. (1996). The concerns-based adoption model (CBAM): A model for change in individuals. Retrieved February 15, 2010, from []

Munger, L. (2001). Monitoring change efforts – Concerns-based adoption model (CBAM). In //Administrator as a change leader.// Retrieved on February 15, 2010, from []

Riedling, A. (2005). //Reference skills for the school library media specialist: Tools and tips 2nd edition.// Worthington, OH: Linworth Publishing, Inc.