Lessons in Collaboration:
Inquiry Blog 3
In their roles as managers of resources, leaders in technology, and coordinators for the school community, teacher-librarians are uniquely situated to develop the abilities and skills of members of the school community. Collaboration involves direct co-operation with a teacher, but much of the work for the teacher-librarian can also occur before or after the teacher-librarian communicates with a classroom teacher. Strategies for collaborating can be split into three main timeframes; these being Collaborating in Preparation, Collaboration in Action, and Collaboration in Reflection (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.). There are several strategies and tools that TLs can use to ensure that work with teachers proceeds smoothly.
What Can Collaboration with a Teacher-Librarian Look Like (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).
Collaboration
Collaboration in Preparation involves the preparation and management of tools and resources so that they are ready for integration into a classroom teacher’s practice. This includes acquiring resources, gathering resources, making resource lists/special collections, evaluating and curating websites and apps, managing devices, and co-planning lessons, units, and inquiries (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).
Collaboration in Action requires working with a classroom teacher to provide instruction to teachers. This includes topics like information and media literacy, book talks, makerspace activities, literature circles, award book programs, and inquiry (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.). The format for delivery can vary between providing a venue, co-teaching, or direct instruction.
Collaboration in Reflection means the work that takes place after collaboration which is used to either further learning or identify how collaboration can be improved in the future. This includes networking, monitoring, debriefing, and assessment (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).
Issues and Solutions
Collaboration can be difficult, with both external and internal constraints that affect successful cooperation between TLs and classroom teachers. Kammer, King, Donahay, and Koeberl note that there are several constraints, especially in time and environment, which are outside of the control of either the TL or classroom teacher (2021). For successful collaboration they suggest that TLs need to communicate their services, believe in their abilities, and ensure that they have a shared vision with the classroom teachers. They also state that administrator support is vital and there is often more room for collaboration with special projects and new programs (Kammer et al., 2021).
In A Theoretical Understanding of Teacher and Librarian Collaboration, Patricia Montiel-Overall defines a theory of teacher and librarian collaboration (TLC) that seeks to maximise student learning (2005). This theory attempts to aid in collaboration even when the TL and classroom teacher have differing world views. This theory is split into four models, Model A: Coordination, Model B: Cooperation, Model C: Integrated Instruction, and Model D: Integrated Curriculum based on the levels of involvement between TLs and teachers (Montiel-Overall, 2005).
In 10 Tips for Increasing Teacher and Librarian Collaboration in Schools, Ross offers 10 tips to assist in TLC. These tips are (Ross, 2022):
- Do your homework
- Read the latest research
- Look to your fellow librarians for guidance
- Be proactive
- Market your skills
- Lead professional development for teachers
- Be flexible
- Start small
- Articulate clear goals
- Measure your success.
Teacher-librarians need to be proactive in order to ensure collaboration with teachers. These models and tips should all assist TLs with coordinating learning among the school community. We have to keep in mind, however, that there are factors outside of our control and some constraints might mean that some projects aren’t possible. We also have to remember that partnerships involve more than one participant, and collaboration can’t be forced.
Works Cited
Kammer, J, King, M, Donahay, A, and Koeberl, H (2021). Strategies for Successful School Librarian and Teacher Collaboration. School Library Research, v24. https://eric.ed.gov/?id=EJ1292862
Montiel-Overall, P. (2007). A Theoretical Understanding of Teacher and Librarian Collaboration (TLC). School Libraries Worldwide, 11(2), 24–48. https://doi.org/10.29173/slw6962
Ross, T. (2022). 10 Tips for Increasing Teacher and Librarian Collaboration in Schools. EBSCOPost. https://www.ebsco.com/blogs/ebscopost/2080337/10-tips-increasing-teacher-and-librarian-collaboration-schools
Surrey Chapter of the BCTLA and the Surrey Teachers’ Association. (n.d.). What Can Collaboration with a Teacher-Librarian Look Like?. BCTLA. https://bctla.ca/wp-content/uploads/2019/02/teacher-librarian-infographic-final.pdf
Hi Dan,
You’ve got a great graphic there in the “What Can Collaboration Look Like” image. I actually think that’d be a great one to print out and post in the SLLC – or at least hand out to colleagues. I also enjoyed reading the 10 Tips for Increasing Teacher and Librarian Collaboration in Schools; definitely some great ideas listed there too. The one that stood out to me was “market your skills”. I wrote this on another blog, but I really think there are some classroom teachers who just don’t know how to use a TL to their advantage, or rather, are unaware of what/how a TL can support/collaborate with students. I think marketing your skills to classroom teachers would really help!
-Jessica S
Hi Jessia,
my district used that infographic to design their own collaboration infographic… although I think Surrey’s is still better 🙂
Thanks for such a great infographic and also tips on how to bypass the time and environmental constraints. The list your provided from Ross (2022) is a helpful reminder that collaboration is not just an individual effort. I think for most TLs, point #7- be flexible is most key since anything can happen, even if you complete all the other points on the list. Covid, for example, really put a damper on the time, resources, and mental willingness to work together. However, since Covid, there has been a noticeably larger connection through using technology (following blogs/ twitter feeds, breaking out in groups on Zoom, online conferences, etc.)/ I guess people are social-beings so naturally they will find ways to collaborate, even if only virtually.
Hi Dan,
You’ve got some really good ideas and resources to help understand collaboration. I especially appreciate the information from the Surrey Teacher Librarians Association. The stages of collaboration are very helpful. You are right that collaboration doesn’t work in every situation, and sometimes we have to find other ways to provide leadership in our schools.
Anne Appenheimer
Dan, I really liked your approach to this blog post about collaboration. I tend to think about collaboration in action more than collaboration in preparation and reflection. So it was good to be reminded of this. I appreciates the 10 tips outlined here as well. Number 8, start small, is a good one for me to remember as I tend to go “all in” with collaborative projects and sometimes bite off more than I can chew. Great post. – Elizabeth Vaesen
This is a well-structured post that shares strong strategies. I appreciate your focus on collaboration. The Surrey infographic and the 10 tips are great takeaways for your reader. Tip number 5 resonates with me. My TL mentor told me that the best thing about being a TL was getting to see all the gifts your colleagues bring with them into the classroom and then understanding how you might use the skills you have to lift them up.