Student Achievements and Collaborations Analysis Research Paper

Abstract

This paper will find out if the collaboration of Media Specialist, Teachers and Administration affects student achievement. It will survey a focus group of 10 students and 2 of their teachers to find out if the use of multi-media in classroom as well as consultation with the media specialist affects student achievement in senior high school. Other supporting data shall be included that will outline the relevance of the use of multi-media not only in the teaching but also in the learning process.

Introduction

Over the years, the role of a librarian has evolved so that the arrival of new materials and various forms of medium aside from the most traditional of them all which is books, has allowed the changes inside the campus library as well as the responsibilities of a librarian. The need for closer understanding and expertise of the library content has become so enormous it could be daunting and overwhelming.

Previously, it was the librarian who was also was the media specialist, handling and cataloging of available resources delivered in the campus library. The librarian also assists the students and teachers in their query about which information or materials are available. But the advent of audio and visual materials has added bulk to the previously printed ones — books, then magazines, newsletters, and many other printed materials. The use of equipment as well as where and how to get materials which are considered valuable forms of teaching and learning resources became important, not only to the students but also to the teachers.

In this scenario, it was inevitable that the media specialist’s role evolves, no longer limited as librarian but as media specialist who should know how to operate equipment and present data and information well to guide teachers, but also inspires learners or students. The role, however, did not end there. The media specialist has to know other details of the resourcing of information: how and where to get materials, which materials suits best the needs of teachers and students, as well as the emergence of new resource materials that is in keeping with trends in campuses and even workplaces, the better of which is to keep the learning populace competitive professionals in the nearest future possible.

After years of working closely with students, teachers, and even the school administration, the media specialist has become a core figure in the campus: he or she has began to become a consultant to everyone, at the same time, a key assistant to teachers in their class presentations, and among students as a learning partner.

This paper will try to find out through a focus group of ten senior high school students and two of their teachers if collaboration of teachers and administration with the media specialist affects student achievement. Its relevance is in pointing out the need for each or every school for a media specialist as there has been in the past a disregard for a media specialist whose tasks were relegated as an extended work for a librarian.

Research Objectives

Specifically, this paper will try to find out:

• The role of a media specialist among teachers, students and the administration
• The role of a media specialist among students
• How the media specialist helps in the teaching process
• How the media specialist helps in the learning process
• Does a media specialist affect student achievement?

Importance of the Study

The relevance of this study is in providing a guide for administrators on the importance of having an independent media specialist aside from a librarian within the campus setting. It will also provide a guide for teachers, students, and administrators on the roles of the media specialist as well as the expectations that every member of the school populace may have from the media specialist.

Conceptual Framework

Statement of the Problem

Does collaboration of teachers and Administration with the Media Specialist Affect student achievement? This paper will outline the relevance and role of a media specialist in the teaching and learning process. It will try to find out if a media specialist is important in the campus setting, aside from the librarian who is in-charge of the library. It will try to differentiate the role of a librarian and a media specialist, which, at most, has been perceived as interchangeable, or the same.

Hypothesis Statement

Collaboration of Media Specialist, teachers and administration positively affects student achievement.

Operational Definitions

Achievement – refers to the positive outcome or learning progress of students in the school setting. Achievement could be reflected in written as well as oral examination but may also be reflected through learning attitude and comprehension of a student not necessarily reflected in his or her examination results.

Administrator – A variant of administration as the person or persons involved, the State University (2008) defines a school administrator as “School administrators make public education work. They serve as administrators for the federal government or the state government; as superintendents working for local school boards; and as principals of individual schools.” In addition, they are said to develop academic standards and programs and allocate funds to the schools.

Aside from the mentioned, they also interpret state policy governing issues on teaching standards, school lunches, and even student transportation running education departments as well as supervise staff members that include teachers and those who work within the campus of his or her jurisdiction. The administration may include school superintendents, district heads, or school principals. They decide a lot of things including use of textbooks, source and allocation of funds, etc.

Audio materials –are those that can be heard including those that may be played on cassette players, disc players, and other forms of equipment and their storage. Resources also include aired commercial radio materials, or even the actual commercial radio program per se.

Computer –a computer is a device or equipment which can be used to manipulates data according to instructions embedded on it dependent on tiny embedded circuits.

Internet – According to Wikipedia, “The Internet is a global system of interconnected computer networks that interchange data by packet switching using the standardized Internet Protocol Suite.” It is a networks of almost countless private and as well as public, academic, business, and government networks with local and global scope interlinked by copper wires, fiber-optic cables, wireless connections, and other forms of technology. It carries a load of information, resources, and services (Wikipedia, 2008).

Library – is a school, public or private place previously physical in nature where one may access resources of information specifically those which are printed. It has evolved to become a source of other forms of information resources and to date, has acquired virtual or internet presence where one may access resources using the internet.

Media Specialist – a media specialist is a professional who has a flexible knowledge on operating resources equipment, as well as sourcing out information materials for use by an individual client or a group of people. The role and job description of a media specialist have continuously been updated and expanding to encompass teaching and administrative roles aside from being consultants to both teachers, students, and the administration.

Multi-media – previously, a television encompasses multi-media with text, visual and aural elements. Today, the computer, with more powerful features, embodies multi-media equipment that allows a lot of information forms and resources accessible from one end point to another. Multi-media may also mean many forms of objects or materials which may be grouped in several similar categories such as solid, liquid or gas but unified in one area, place, or location to be identified at once.

Senior High School Students – the highest level in secondary school, the 12^th grade. It is the last segment of secondary education.

Video – is a form of moving picture, that which is visual, and an evolution of videotaped production which has become digital and may be uploaded, downloaded, stored, and shared via the internet through the use of devices.

Limitations of the Study

The study is limited to finding the perception of students about their learning outcomes and how they may feel about the use of multi-media in their classes and the library or media center. It will reinforce the student self-perception with what will be provided by two of their class teachers. This paper will not indulge in finding out the actual written or oral examination scores as well as actual grades of students as may be given by their teachers during the period of the study. Its focus will be whether use of multi-media and presence of media specialist in the teaching and learning process has a positive effect on the students in question.

Accordingly, this paper will also encompass the use of multimedia among students inside and outside the classroom setting as well as try to define the role of the media specialist in their learning process.

The results may provide a deeper understanding on the role of media specialist and use of multi-media teaching presentation. Likewise, the results of this study may also provide an insight to administrators on the importance or need to hire or employ a media specialist for the school.

A Literature Review

This paper analyzes the perceptions of school principal/s on the role of a media specialist using the paper “Information Power, the Principal, and the Library Media Specialist” by Pamela Pritchett published in 1991. This provides an evolution of the media specialist, from the librarian to a consultant of teachers, administrators and students, as well as a teacher himself or herself. Another paper that outlines and underscores the relevance of a media specialist in the view of a principal is the 1995 paper of Larry Dorrell and Lonnie Lawson “What Are Principals’ Perceptions of the School Library Media Specialist?” This is a very relevant survey on a substantial number of school principals and their actual practices, or even presence of a media specialist, who may or may not be the same librarian in the school library or media center.

Carol-Ann Haycock’s 1991 paper “Resource-based Learning: A Shift in the Roles of Teacher, Learner” outlines the importance of learning and teaching point of view and the role of the media center as well as media specialist in the process. This is relevant in presenting effect of the use of multi-media in the learning process among students as well as in achieving a positive learning outcome.

Michael Lowe’s and Karen Vespestad’s “Using Technology as a Tool to Enhance Teaching and Learning” shares the narration and account of a principal and the media specialist on the spilling effect of one student’s enthusiasm that spread campus and community-wide. This also presents trends that have transpired in the global arena and is closely reflected in the adaptations and changes within the campus programs of which focus is the use of multi-media and its technology in the learning process and education sharing within the community.

Judith Meyers’ very early work “Is Your Media Specialist on Your Administrative Team?” provides the experience and role of a media specialist within the campus setting and how the role has to fit in with administrative tasks. This is supported by Pennock’s 1988 “Trading Place: A Librarian’s Route to the Principal’s Office” that outlines the importance of the media specialist (herein relegated as a librarian) in the administrative process. Pfeiffer and Bennett (1988) also added weight on the close coordination between a principal and the media specialist aside from the role the media specialist have to play with the teachers and students in the campus setting.

All of the mentioned papers provide not only an overview of the important topics that need to be discussed in this paper but answers many of the questions earlier posed, from teaching, learning, collaborating and administering, which are all expected of the media specialist and outcomes of their support in the school.

Donham’s (199) paper outlines and give the nature of learning process in the school setting. Here, the expected output of students from the input of teachers and media specialist collaboration are detailed, providing a positive direction on the paper’s hypothesis.

Research Design

This paper will use qualitative research with a focus group of 10 students and 2 teachers. The number of students was limited to ten to properly record and analyze their self-perception and appreciation of the use of multi-media in the classroom. Likewise, it will be limited to ten students to further note their familiarity with eh library or the media center and the multi-media equipment or materials available therein.

Two teachers will also be asked, although not extensively and without the need for hard evidence such as report card grades or results of written or oral examinations. The limitation has been imposed as there is a relative understanding as well as reflectivity of student participation and learning.

The method has been chosen as such to gain insight and understanding in the most practical way possible. Aside from the practical reasons, it has been noted that the point of view of students has not been given enough highlight and focus when it comes to teaching and learning resources and the topic on media specialist working with teachers and the administration provides a unique vehicle to have this study focus on the opinion of the students.

Methodology

The study will conducted from a group of students with similar subjects, from one school. The students will be in senior high school. It will try to find out their opinion as well as perception on the use of multi-media in the classroom and in the media center or the library as a way to get information and resources.

It will analyze the data through comparison of the number of students who may find the use of multi-media as positive as against negative, as well as note the opinion of the students on which class and teaching setting is a more preferred set-up: which is boring and which is not, what makes a class more interesting or appealing, and use their actual interview answers to the questions given them as data to answer the problem and questions posed.

Two sets of questionnaire, one is interval, answerable by “Always”, “Frequently”, “Sometimes”, “Rarely”, or “Never” that gauges how many finds which. This is measured in a way that a majority or the highest numbers being the choice answer. The other set of question records the opinion of the respondents and answerable not by a word or two but a whole or more than one paragraph. This will all be noted in the gathering of data and discussion.

Findings

The third session had the students answer the questions with ordinal scale sets of answers. The following were found out:

The Media Specialist

Pritchett (1991) focused on the media specialist as an instructional partner to the principals who are in turn expected to accomplish and play the multiple roles at one time. The role of the media specialist is carefully evaluated as well as how one may know that the library media specialist wants to partner in instructional growth.

The paper included the revised national guidelines called “Information Power” for school library media programs (AASL, 1988). The library media specialists are tasked to serve as information specialists and as teachers as well as instructional consultants. As Information Specialist, the library media specialists make resources available and easily accessible to students and teachers as well as manage the selection, acquisition and circulation of resources. In this process, the information specialist uses technological tools to successfully deliver what is expected including computerized encoding, cataloging, and circulation of materials within and even beyond the school building or campus.

As a Teacher, the media specialist works with one or a group of students as well as with one or a group of teachers to facilitate the acquisition of information as well as to have this information fully understood by the end user.

As Instructional Consultant, the media specialist assists in the planning of use of multiple resources so that teachers become dependent on instructional design specialists in the role of the media specialist. The media specialist helps teachers to maximize the use of professional resources available and help them incorporate the best instructional and information in the learning process. They help the teachers teach better as Turner (1985) pointed out. In the process, the media specialist:

• Develop unit objectives that support viewing, listening, reading as well as critical thinking skills of students dependent on their needs identified in the assessment
• Analyze learners characteristics and adopt design and use of media as needed
• Evaluate learning activities and guide in the changes
• Incorporate possible use of types of media
• Choosing the right resources for teaching
• Plan when, where, how and whom presentation will be provided
• Address logistical problems in implementing instructional plans
• Secure equipment, materials as well as services utilized in the process
• Assist delivery of unit content and activities
• Evaluate and modify learning activities in consideration of feedbacks, observation and interaction with students (Pritchett, 1991).

The media specialist is also expected four levels of involvement in the teaching process, from

• no involvement
• passively participates – this is usually on a consultancy level.
• reactively participates – responds to requests for services
• involved at an action / education level seeks every opportunity to participate in departmental, building, district and state curriculum development (Turner, 1985).

Media Specialist in the Administration Team

Meyers (1977) suggested that as early that the media specialist, a competent, innovative media professional should be an important member of the administrative team. As a professional, a media specialist is expected to have finished a master’s degree and recycling his knowledge and new skills strongly committed to improving instruction throughout the school. In fact, after the principal, it was perceived that the media specialist has become the second most important professional in the school for direction and leadership of which selection, ordering and processing of learning and teaching materials depended on.

Aside from the media specialist’s skills in communication, knowledge in instruction during faculty meetings and in-service sessions to lead the school towards new goals made him on top of the situation. His role includes that of budgeting and scheduling of special resources and activities. The media center has become a busy activity hub as learning takes place in it and the media specialist is called upon to evaluate performance of people, materials and equipment, as well as programs (Meyers, 1977).

Meyers (1977) also provided a historical background of the media specialist in the context of school importance. As librarians or audiovisual specialists, they have gained more knowledge as educational leaders posited a high-level integration of media in their programs. But their role has been much preferred outside the classroom setting as teachers, principals, supervisors and students merge in the media center for his invaluable assistance and insight.

Challenges of the Media Specialist

However, in a more recent version, Schon, Helmstadter and Robinson (1991) found that library media specialists perceive principals to “…neither care about the library media programs nor are convinced of the importance of the library media center,” (p 228). It was to be noted that the principal’s support and understanding of the vital role of the library leads for the development of an effective program. Hence, it is also necessary that the principal understands the role of the media specialist within the instructional program (Smith, 1990).

Already, Pennock (1988) himself an elementary school principal, pointed out that there is lack of knowledge between the principal and the media specialist when it comes to their contributions in the instructional process as they seem to work at opposite ends of the school hallway. This perception usually leads to disagreements.

Pfeiffer and Bennett (1988) suggested that lack of knowledge between the principal’s and media specialist’s contribution in the instructional process could have resulted from the lack of professional interchange. Thus, it is important that the principal understands the crucial rile of the school library center and assist the media specialist to improve student learning.

As librarians or the media specialist assume work, they are left out and isolated from the other aspects of the instructional process but this has been seen as an occupational hazard (Edwards, 1989).

In a random study conducted by Dorrell and Lawson (1995) of 77 schools in Missouri, found that only 5 of the schools have a full-time audio-visual staff member and four have a part-time employee. When asked about the importance of their school library program, the principal respondents believe that while a school library program is essential, what they have needs improvement. They also believe that their library budget was inadequate.

The principals also indicated the importance of the media specialist in materials selection, library management, as well as reference or research resource to students. Other above-average expectations of the principals on the media specialists’ role include materials processing, reference or research resource to teachers, reading promotion, public relations and instruction in library science. Production of audio-visual materials, curriculum planning, and instruction in a subject discipline all ranked of average importance for the principals.

The quality of communication between principals and the media specialist in the survey also indicated an above average rating. The principals also believe that the media specialist should receive more recognition (Dorrell and Lawson, 1995). The principals also feel that the media center provides an atmosphere of compatibility or team commitment with teachers although they didn’t need to be directly involved in curriculum planning and development. Overall, the survey found that the media specialist provided adequate service orientation for students and teachers, with adequate audio-visual skills, as well as necessary library skills that promoted reading (Dorrell and Lawson, 1995).

The Media Specialist and Resource-based Teaching vs. Resource-based Learning

In the understanding that media specialists have taken in the role of a teacher, the need to identify resource-based teaching as against resource-based learning is important. Resource-based teaching has the teacher or the media specialist use resources to broaden his or her instructional base so that aside fro textbooks, the teacher or media specialist uses other resources including print (newspapers or magazines), audiovisual resources such as films and videos, and even resource speakers (Haycock, 1991), but more recently, streaming media with the aid of the internet and computer technology. While this may be perceived as media-driven, this approach is teacher-centered of which lessons are geared to passive student absorption.

On the opposite side of the spectrum, resource-based learning has students use resources to broaden their learning base. In the process, they, like the media specialist or teacher, access the same kinds of resources, including the media specialist or the teacher. The focus then is on what the students do with those resources to learn. This has been referred to by Haycock (1991) as “experimental learning” involving students with resources and task of extracting information form these resources. Group discussion activities or peer learning are also considered an informed problem-solving and decision-making process.

This makes resource-based learning as a facilitator for learning and not a way of teaching. The shift of emphasis is geared towards the learner and away from the teacher or media specialist. It is therefore necessary that information literacy include the ability to know how to learn. Haycock (1991) suggested, “The ability t process and use information effectively is more than a means of empowerment for students; it is a basic survival skill for the 21st century,” (p 16).

Haycock (1991) has noted that development of information literacy requires that schools legitimize the teaching and learning process and content which has served as a major challenge in secondary level education where meeting curriculum framework objectives are the main focus.

Already, a major problem in restructuring movement is indicated: teaching content against kids. Actively involving the students has become crucial so that in the process, there is often the shift of focus as students, when taking center and front do not adequately learn what they are supposed to learn. Consequently, the teachers need to retain their roles as facilitators for learning, and so does the media specialist:

• responsible in ensuring that learning occurs by structuring the learning environment
• actively involve in guiding student learning
• active involvement in tracking and assessment of student learning (Haycock, 1991).

It is important to plan a resource-based learning environment where students may inquire, investigate, and develop information literacy so that together or with the teacher, the media specialist assists in:

• establishing learning objectives on course frameworks
• working with students to establish learning objectives and identify information needs
• select or preview available resources to ensure suitability for the learner and meet learning objectives as well as information needs
• designing learning activities and experiences and connects students and resources in a more meaningful way (Haycock, 1991).

In addition, Haycock (1991) suggested a constant interaction with individual or small groups of students by questioning, prompting and assisting at point of need. By questioning, the media specialist facilitates on the student’s ability to find relevant information as well as exceed a passive absorption by making sense of information within the given context or need. By prompting, the media specialist pushes the student to a higher level of understanding. Through assistance, the student is assured of receiving help or guidance in searching for suitable resources, reading, listening or viewing resources and ensuring other proper options.

The Library Media Center

Haycock (1991) emphasized that, “Resource-based learning entails going beyond the classroom and beyond the “research project” approach,” (p 19). Here, the school library media center previously a site for short and mandatory visits for book exchanges or a study hall for research projects, transforms into a learning laboratory where teaching and learning is extended. The role as a laboratory is distinguished from material, a conceptual place from which material resources are used to involve students in thinking and learning. The media specialist not only provides resources but also collaborate with teachers as partners to structure a resource-based learning environment.

The environment facilitates access to a wide range of suitable resources within and beyond the campus. The media specialist is expected to reframe their thoughts, change practice, and continue moving towards the process of extracting and using information. Recently, physical limitation to access resources has been lifted with the use of the internet and interconnected libraries. Haycock (1991) reiterated the importance of knowledge but more essentially, learning within content and empowering students through recognition of skills that increase effective use of information. Here, teachers and media specialists must accept shared responsibility to reinforce information literacy, “so that knowledge and skills become the means students require to reach a desired end,” (Haycock, 1991, p 20).

Trends in Technology in Teaching and Learning

As speedy employment become the economic and end goal of learning institutions, students must be equipped with skills associated not only with academic subjects but also competency to understand and use recent technological hardware, software, programming languages, and even those to come (Lowe and Vespestad, 1999). Already, targets of growth had been focused on student leadership, technology integration and professional development as school-wide technology integration support system aims to empower learners of all ages.

The paper provided by Lowe and Vespestad (1999) underscored the importance of all three targets within the in-campus learning and available technology context in West Junior High School. Aside from the exposure and maximization of technology, another main goal is achieving instructional change through provision of released time for learning, practice with feedback, ongoing coaching, collaboration, mentoring as well as planning.

Technology was integrated into the curriculum through the Building Level Instructional Skills Study (BLISS) in 1998 where the study group was composed of five teachers, the library media specialist, the principal and one district-level instructional coordinators. This signaled the first attempt to consider the use of technology of teaching in a structured manner. Already, the number of teachers has grown to 12 and practiced cooperative learning strategies as well as investigative ways to enhance learning with the use of technology. They also worked with student experts to learn software applications, digitization and web development.

The program also targeted to establish forma collaborative teams of teachers, students and national experts in developing technological resources to infuse technology into classroom lessons and units (Lowe and Vespestad, 1999).

Community outreach efforts were also reported in the paper. 8 teachers, the principal and the library media specialist partnered with Watkins Community Museum, the University of Kansas, and the federally-funded grant SCR-TEC that formed the support network of the local instructional technology and humanities scholars.

Technology skills of students and teachers were graphically identified using the PROFILER as learners respond on-line to a building-wide skills survey. It identified experts in school as well as displayed tutorials for basic computer operations. The teachers also organized websites around themes and topics using TrackStar, a web-based tool designed to help students stay on track and guide the, through a set of URLs or links engaging the students with short assignments as they surf (Lowe and Vespestad, 1999).

Data Analysis

As may be understood on the survey findings, the majority of students in the focus group interview and survey find the relevance of multi-media materials or equipment in the learning process. All of the students surveyed accepted the importance of multi-media, if denied within the campus setting, fully acknowledged in their learning setting, at home with the use of computer and the internet.

In the classroom or school setting, multi-media served as an aide as well as sparking interest in the class discussion. While teacher attitude may at most provide a negative impression among students in a class, the use of multi-media presentation allows a livelier as well as acceptable way for students to connect to the information being shared in class.

Even the teacher’s appearance has been noted by the students as something that stimulates interest in class. This may be included as a visual aid, if need be.

As has been emphasized by 3 of the students, a multi-media presentation makes the history class more lively and participatory. The survey questioning the use the multi-media service of the library provides a relevant insight as to how often the students use multi-media, which 4 answered “frequently.” During the interview, the majority also made it clear to use the internet to gather materials or information when tackling take-home tasks or assignments.

The teachers’ opinions provided additional weight on the students’ opinions of themselves as well as what has been observed by the researchers during the focus group sessions: all the students use the computer, and all of them used the multi-media service. In this process, there is also the acknowledgement to the need of working together with the media specialist. The teachers acknowledge they collaborate with the media specialist not only on how to operate equipment or present their media but also in how to access and use information.

It is a time when learning, professional or personal-wise, has evolved into a another form where even in education, it is possible at one’s own space and time, beyond the classroom as may be said with online schools which use multi-media the most, literally and figuratively. This, however, does not eliminate the need for a professional who understands the ways, means and presence of this form of information and technology. It adds weight to it.

Conclusion

From the findings and analysis of data, it can be concluded that the collaboration of teachers, administration and the media specialist affects student achievement positively. Multi-media use in the classroom inspires student participation and active listening or attention while boring classes may become livelier with a multi-media presentation.

Certainly, the use of the computer, stored resource information and linkages to resources and information has reached a ripe age of exploration and maximization unparalleled in communication and information technology. In an ever-changing learning and teaching setting, classrooms and schools could not afford to be left behind with the end-goal for easier employment of students after formal education. Multi-media have proved to be everywhere, and it could not be prevented away from the classroom and learning setting. This only means that the multi-media specialist has become indispensable in the school setting and that a continuing evolution should be expected ahead.

Collaborative Learning and the Media Center

As education administrators find the importance of having a media center in his contemporary school setting, the importance of the media specialist is also emphasized. This has also been underscored with the fact that there is an underlying need for information literacy and that access to information must be developed efficiently to come up with student graduates ready to make decisions and solve problems in a world rapidly growing with information skills. Media knowledge and access has become a sort of survival skill.

Donham’s (1999) “Collaboration in the Media Center: Building partnerships for Learning,” the learning process needs to be “meaningful” from computation to keyboarding as well as keyword searching which was suggested as “no significance for the learner unless its application is explicit,” (p 20).

In addition, it has to be “authentic” so that there is a real connectedness with the global network of information that is the internet. Donham (1999) also added that learning must be applied so that actual transfer of learning is necessary in the school setting, with the aid of an expert, all fundamental intentions of teaching. “Students need experience applying processes they learn to a variety of context so as to own those processes,” Doham (1999, p 20) wrote. Already, these learning are considered vital in integration with life as so that what is learned can be applied even in new or other mutations of situations and problems.

These are main reasons why the media specialist is in the core of collaborative efforts between teachers and administration, and even students. Information literacy is both the responsibility of the teachers in class and the media specialist in the library or elsewhere. This has become a process of which ability must be developed fully to reach a level of independence as well as social responsibility as has been demonstrated by Lowe and Vespestad’s (1999) actual narration of their school activities and experience. Donham (1999) added, “…information literacy cannot be developed and nurtured in isolation; it needs meaningful, authentic application,” (p 21).

It is understood that information is a commodity which can be most efficient to those who can access it, evaluate it fully, interpret and ethically use it. This further adds weight to the need for collaboration between teachers and the media specialist.

There is a need for the teachers and the media specialist to work together and identify needs of students about access, evaluation, interpretation and application of information. Both need to plan how and when these skills are taught, how these relate to the content area of learning, when to stand side-by-side to aide each other in teaching students in the right time, as well as in assessing the students’ input and output, then, it can be said that the teacher and the media specialist have collaborated (Donham, 1999). The student, thus become information literate and more likely to become competitive as well as use and accomplish tasks those are more advanced or sophisticated.

Common goals were committed by both the teachers and the media specialist. But this must be met in a well-defined communication where both articulates what they want to learn but at the same time risky as they both teach publicly or in the open, try out new strategies, review and evaluate lessons (Donham, 1999). As research have suggested, distinguished successful schools have discussions among faculty members on classroom practice, mutual observation, shared efforts in developing curriculum, as well as shared participation in improving instructions (Little, 1982). These are indicative of what teachers and the media specialist should work on.

Bibliography

Donham, Jean. (1999). “Collaboration in the Media Center: Building Partnerships for Learning.” NASSP Bulletin 83, p 20 – 26.

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Do Not Include This in Proposal… This Is Assignment 4

1. The experience of the majority of the respondents with the use of the library is somewhat satisfying indicating a very positive approach with library use. 3 respondents claimed they had a fair experience while 1 is very disappointed, another disappointed, and another, very satisfied.
2. A majority or 4 of the respondents use the multi-media service of the library frequently. One claimed not to have used it ever which is contrary to what has been observed during the second session when all of the student-participants used the computer and the internet.
3. When asked if their subject teachers use various teaching aids, half of the respondents claimed the teachers use them frequently while 4 claimed to have teachers always use teaching aids.
4. 3 respondents approve of the use of teaching aids by their teachers always, while 2 agree for a frequent use, another 2 agree for use sometimes only and another for rare occasions only. One of them wants his teachers not to use teaching aids at times.
5. 4 respondents also find that frequent use of teaching aids is helpful in their subject discussion. 3 claimed that use of teaching aids always is necessary for their learning, while 2 find that sometimes, it helps. One says that rare use could be helpful.
6. When asked if they consult with their media specialist in using the library, 4 claimed always, 2 frequently and another 2, rarely. One claimed he never consulted with the media specialist.
7. 4 said that their subject teachers frequently work with the media specialist in presenting their subject topics, while 3 said the teachers always do. Another 2 said sometimes only, and one said rarely.
8. When it comes to use and visit of the library a majority or 4 claimed rarely, while 2 each for always, frequently and sometimes.

The additional focus group questions were also asked of the respondents during the successive sessions of which it was found that:

A majority of them find their classes as interesting. “Previously, like several years back, there were neither projectors nor computers inside the classroom. Now, everybody seems to need to have a laptop or a broadband connection, not only in school, but in class and at home,” one of the male participants pointed out. A couple of students, however, disagree it was interesting. “I get bored and sleepy,” they claimed.

When the two who claimed to be bored were asked, how to describe an interesting class, one of them said, “I rather have my teacher without having to read through her PowerPoint presentation. She has to have something which is not written there. One that is already clear and very positive in her head about the subject matter.” The other one said, “Of course, cool, it’s technology! But everybody’s doing and having it. Maybe, I want my teachers to be citing real-life examples instead, describing in detail until everything is clear with the students.”

When asked if they consider an interesting class a productive ground for learning, all of the respondents said yes. When asked why, one of them said, “An interesting discussion makes a positive impression with me.” Another claimed, “Many teachers go monotone and read through their presentation notes, and it is kind of like a drone that makes me sleep…” Another said, “Novelty always catches attention and what catches attention sticks to the head. If the teacher adds novelty in her discussion which relates to the topic or subject, I get, whoa! This is great!”

A favorite class for 3 of the respondents is history. “At least, I have an idea about some of the topics,” one shared and the 2 agreed. One of the 2 added, “Our teacher has a mini-movie, or movie clips shown as part of his lecture, always. Well, at least, it prevents me and my seatmate from sleeping… Well, it was really attention-grabbing, his use of those movie clips. We sometimes get to identify the movie and wonder why, that has been a real part of history?”

One claimed “Physics, because my teacher is good, and she’s pretty!” One of the respondents described her class instead of the subject. “The majority of the students are active and we interact with our teacher like she was our buddy and we were her age!” she said. One of the researchers asked if there was something about her clothes, and she said, “Yes! She was like from a storybook. She has these really conservative-looking clothes from an era, like a Channel maybe, and in striking off-color. Not what the cut should be, like an ocean green or something…”

When asked if they see any comparison between an interesting class and a laidback or uninteresting class, one said, “I had a teacher who just has his lecture notes read, and then write a few keywords in the blackboard. Sometimes, he writes just 3 words in all tracing them repeatedly as he proceed reading his notes. Well, I am not being cruel but I hope it was the last time I had to encounter that teacher.”

“My history class as I said earlier has movies, or movie-clips, and we find it very interesting. If I were to compare it to a subject I don’t like, it was because I don’t like the subject matter, and it is mathematics!” another claimed.

Three students recommended use of visuals to improve an uninteresting class. “Maybe, even the use of slide show, or anything that can be seen, not just heard,” one of them said.

“One of my teachers gives us a cd copy of her lectures so we could review at home or elsewhere.” Another said their teacher have website posting of his lectures. “He had the extra effort to put in links of related topics.”

How do you fare in what you consider an interesting class?

All of them agreed they were doing well in what they consider an interesting class.

How about a less interesting class?

“I really like the English subject, and our teacher sort of just go by her book, and I really wish she gets out of the subject matter once in a while. She’s very traditional. Even in our take-home essays, we are not allowed to use the internet, or internet sources!,” one of the students complained.

Your learning, comprehension and performance are better in what type of class? Why do you say so? Eight of the respondents claimed that they learn and comprehend better in classes where their teachers, “Put in an extra effort to make the lecture interesting.”

One of the students said, “I think in an interesting class, the teacher is dedicated and loves his work. It just shows. He is concerned not only about the mastery of his subjects but of how his or her students could learn better. And with that in mind, he would go another mile in order to make his class better, inspiring participation.”

Another said, “We are teens and we go for trends. One of the teachers I like so much has nothing to do with the subject but with the way she connects her subject with trends. And audiovisuals in her class are quite natural, like, we were at home, just browsing through the net.”

The question about the multi-media form the students find most useful had all of the students answered computer and the use of the internet. All of them also confirmed use or access of their online library as well as school or subject website using the internet. “I use it all the time at home,” one of the more vocal ones shared, which was seconded by all of the respondents”

“The internet is a lot of things to me,” another added. “Not only for meeting curriculum requirements but also for educating myself personally, or probably preparing for a career ahead,” another said. This reinforces the power of the internet access for individual users and how it impacts their lives. “Aside from buying stuffs I’d not be able to buy in my current surrounding, I learn other ways that technology might be able to give me a career someday,” he added.

“Yeah, one downside however, is that you gotta have a working credit card, most of the time,” one of the female respondents shared, to which elicited an approving laughter from all of the respondents.

“Media and technology has advanced in a way that interconnection with whomever we choose and even those we do not choose have dawned. This much defines our current state that we are all affected by multi-media in one way or another, inside the classroom, in the library, or elsewhere. It’s awesome, but scary, too,” another male respondent said.

The last question whether the students have ever consulted a media specialist had all of them answer yes. The follow-up question yielded a variety of answers. “I had a presentation to make in class as part of my report, and I asked assistance from our media specialist on how to better present my discussion. It was very helpful, and I had a good grade,” one answered.

Another added, “Definitely, the media specialist guided me through the use of library online. From then on, I never stepped in the library except when (you/researcher) asked me to.” Three others also acknowledged the assistance of the media specialist in obtaining online information and materials for school use.

In considering of the above answers, it was found that modern classroom settings use a great deal of multi-media materials in teaching and learning, and media specialists are useful and frequently consulted by teachers and students alike. However, a great deal of multi-media linkages and use also occur in the private time of students which is considered another learning process as mentioned by Donham (1999). The interview showed that the students are not left behind when it came to access and use of information to their advantage. This implies a readiness to a global work or business setting which one could not evade no longer.

Teachers’ Answers

As for the answers of the 2 teachers when asked of the observed learning attitude of their students who participated in this focus group survey, both teachers answered a noted positive attitude from the majority of the students. According to one of the teachers, 7 out of 10 were always ready to listen and participate in the class discussion while the other said that she noted some 6 of them as active participants in the class.

The same numbers of students were also said to have shown eagerness in the use of multi-media in the teaching presentation.

When asked what other observable learning results were noted of the said students, the teachers confirmed updated knowledge of technologies, knowledge on access and use of information.

“One cannot but wonder sometimes to themselves, if you are a teacher, “How much information and knowledge about multi-media am I left behind?” one of the teachers shared. “So, what I do, I also keep myself updated and our media specialist helped provide me information, links and even guidance in the use of technology and information. It is a big deal in this age that teachers are updated; otherwise, there are times when we have to accept that students are more knowledgeable about other information available online. It could be embarrassing but knowing how to properly deal with it makes it another learning day in class. They share knowledge, too, and that is laudable enough. They learn, we learn.”

The other teacher agreed. “If we deny what the students share, it complicates as well as makes our position condescending. Teaching is also about sharing and learning. It’s collaboration as you said.”

Conclusion

Learning trends and practices so much like history and science evolve. As students are exposed to various forms of reality, they, too, are expected to be educated and familiarized with existing if not new and up-coming materials that are or would soon become a major part of their daily life.

The classroom and the library should be in keeping with what is new, useful or practical. It is therefore necessary that ways and means of improving learning experience of students should be a trend that must be embraced by many school administrations.

In consideration of the above findings, this research concludes that there is a positive effect of media specialist collaboration with teachers and administration. This study further recommends a more active role of media specialists in the classroom and library setting to influence students into exploring the maximum benefits they could derive in the library and classroom.

Data Analysis

As may be understood on the survey findings, the majority of students in the focus group interview and survey find the relevance of multi-media materials or equipment in the learning process. All of the students surveyed accepted the importance of multi-media, if denied within the campus setting, fully acknowledged in their learning setting, at home with the use of computer and the internet.

In the classroom or school setting, multi-media served as an aide as well as sparking interest in the class discussion. While teacher attitude may at most provide a negative impression among students in a class, the use of multi-media presentation allows a livelier as well as acceptable way for students to connect to the information being shared in class.

Even the teacher’s appearance has been noted by the students as something that stimulates interest in class. This may be included as a visual aid, if need be.

As has been emphasized by 3 of the students, a multi-media presentation makes the history class more lively and participatory. The survey questioning the use the multi-media service of the library provides a relevant insight as to how often the students use multi-media, which 4 answered “frequently.” During the interview, the majority also made it clear to use the internet to gather materials or information when tackling take-home tasks or assignments.

The teachers’ opinions provided additional weight on the students’ opinions of themselves as well as what has been observed by the researchers during the focus group sessions: all the students use the computer, and all of them used the multi-media service. In this process, there is also the acknowledgement to the need of working together with the media specialist. The teachers acknowledge they collaborate with the media specialist not only on how to operate equipment or present their media but also in how to access and use information.

It is a time when learning, professional or personal-wise, has evolved into a another form where even in education, it is possible at one’s own space and time, beyond the classroom as may be said with online schools which use multi-media the most, literally and figuratively. This, however, does not eliminate the need for a professional who understands the ways, means and presence of this form of information and technology. It adds weight to it.

Conclusion

From the findings and analysis of data, it can be concluded that the collaboration of teachers, administration and the media specialist affects student achievement positively. Multi-media use in the classroom inspires student participation and active listening or attention while boring classes may become livelier with a multi-media presentation.

Certainly, the use of the computer, stored resource information and linkages to resources and information has reached a ripe age of exploration and maximization unparalleled in communication and information technology. In an ever-changing learning and teaching setting, classrooms and schools could not afford to be left behind with the end-goal for easier employment of students after formal education. Multi-media have proved to be everywhere, and it could not be prevented away from the classroom and learning setting. This only means that the multi-media specialist has become indispensable in the school setting and that a continuing evolution should be expected ahead.

Recommendation

As information technology and communication, the components of media, assumes a bigger role not only in the personal setting but also in society as a means to socialize as well as earn, or provide means for economic survival, schools must as early acknowledge and work on having their own media specialists. Teachers on their own may be left behind to what is new, trendy or generally acceptable in society, which may affect their teaching process, with students as the receiving losing end.

The consideration of a media specialist working closely with teachers and students as well as with the administration will streamline the teaching and learning process, progressively. However, as constant changes occur not only in the campus or school setting, it is inevitable that continuing update on the knowledge of media specialists be implemented.