Strengthening collaboration between teachers and school librarians

Miller, Jared

CO – Definition of Collaboration

Merga, M. K. (2019). Collaborating With Teacher Librarians to Support Adolescents’ Literacy and Literature Learning. Journal of Adolescent & Adult Literacy, 63(1), 65–72. https://doi.org/10.1002/jaal.958

https://csu-sjsu.primo.exlibrisgroup.com/permalink/01CALS_SJO/1nj5q0c/cdi_unpaywall_primary_10_1002_jaal_958

Essential Question

How can educators strengthen collaborative relationships with school librarians as partners to improve students’ literacy achievement?

Summary

This article explores teacher librarians’ ideas about teacher collaborations around literacy and literature learning, roles in collaborations, and the characteristics of good collaborations. Literacy learning cannot take place solely in the classroom. The author’s intent in this article is to help teachers more effectively collaborate with teacher librarians. Since schools featuring high-quality collaborative environments between teaching staff results in better scores in math and English, it is imperative that collaborative efforts occur between teachers and librarians to make progress in the different avenues of literacy. Site and district based-supports must be in place to help the collaborative process. 

The roles of librarians and teacher librarians differ. Teachers typically must direct their efforts in reading to comprehension and assessment. A teacher librarian has the privilege of having students read for enjoyment and empathy, learning along the way. Teacher librarians may be used by teachers to solve problems, find answers, gather information or resources for units of instruction, or set up learning activities in the library. Effective feedback requires honesty and constructive criticism from the teaching staff. Both teachers and librarians can seek opportunities to enhance the quality and frequency of their collaboration. 

Factors that shape collaboration:

1. Resources
2. School size
3. Staff relationships
4. Leadership/Administration support
5. Time availability
6. Librarian’s teaching load
7. School norms and culture
8. Teacher priorities

Evaluation 

This is a wonderful article that incorporates the thoughts, opinions, and hardships of real teachers and teacher librarians in a variety of school settings. We learn that collaboration is necessary and that, just like athletes cannot get game ready only on the field, students cannot obtain literacy skills needed for the 21st century while kept solely in the classroom. The focus of this article is informing teachers on how to work better with teacher librarians. Though a TL may find the information extremely useful when bridging the gap between classrooms and libraries. The door to collaboration can be opened from either side. I believe that this article helps teacher librarians make the first move in this regard. By providing real world examples and samples from collaborative efforts in many different schools, this article is a fantastic resource for any teacher librarian (or teacher) to get started in finding opportunities to collaborate and create exceptional learning experiences for their students. Additional research on collaboration and learning experiences would be great for even more professional development. 

7 Ways School Librarians Can Build Partnerships With Content Teachers

Leonardo, Alexandra

Collaboration (CO)

7 ways school librarians can build partnerships with content teachers. ISTE. (n.d.). https://iste.org/blog/7-ways-school-librarians-can-build-partnerships-with-content-teachers

This article emphasizes the importance of school librarians taking a proactive and supportive role in building instructional partnerships with teachers to enhance student learning. It begins by recalling the concept of being “aggressively helpful,” meaning librarians actively seek opportunities to provide support and resources beyond expectations.

The author outlines seven specific strategies for secondary school librarians to increase collaboration with teachers:

1. Attend department and leadership team meetings: Librarians can share expertise, suggest technology tools, and advocate for library resources during these meetings.
2. Connect with content teachers: Building relationships through one-on-one meetings and being visible in the school community fosters collaboration.
3. Identify common goals: Librarians should understand curriculum standards and student interests to align resources and support with content area instruction.
4. Provide professional development: Librarians can offer workshops on technology tools, research skills, and digital citizenship to support educators and students.
5. Co-teach lessons: Collaborating with teachers to design and implement lessons incorporating technology tools allows librarians to model effective research and information literacy practices.
6. Use online databases and other resources: Librarians can work with teachers to identify and access resources that support the curriculum and train educators in effective use.
7. Collect and analyze data: Gathering data on library usage and technology integration helps librarians make informed decisions and advocate for resources.

The article stresses that building instructional partnerships requires time and effort but can lead to meaningful outcomes for student learning and success.

The strategies outlined in the article provide a comprehensive approach for school librarians to actively engage in building collaborative partnerships with content teachers. Attending department meetings and joining leadership teams ensures librarians remain informed about teachers’ needs and can offer relevant support. This proactive involvement demonstrates librarians’ commitment to collaboration and their willingness to contribute to the school community. By implementing the strategies above, librarians can play a crucial role in enhancing educational experiences and preparing students for academic and professional success.

10 Tips for Increasing Teacher and Librarian Collaboration in Schools

Morales, Jessica

Topic: Collaboration (CO)

Reference: 10 tips for increasing teacher and librarian collaboration in schools. (n.d.). EBSCO Information Services, Inc. | Www.Ebsco.Com. Retrieved April 22, 2024, from https://www.ebsco.com/blogs/ebscopost/2080337/10-tips-increasing-teacher-and-librarian-collaboration-schools 

Summary: In this article, it presents an overview of how significant the collaboration between a teacher and teacher librarian can enhance student learning. Building these partnerships takes time, but in turn are successful when curriculum delivery leverages the skills and expertise of both instructors. They discuss the top 10 tips on how to collaborate effectively with a classroom teacher. These tips are broken down into 4 categories: Prepare, Advocate, Coordinate, Adjust and Assess.

Evaluation: This article shows how important it is to collaborate with the school librarian. Most classroom teachers rarely ever utilize the school teacher librarian for assisting lesson planning in their classrooms. Some may be discouraged or feel that it’s something more adding on to their plate. However, when reflecting on the tips they share, I find that this may somewhat invite more teachers to successfully collaborate with them. Here are the tips that broken into categories:

• Prepare: Here librarians need to do their homework and get a glimpse of what is available as far as scheduling meetings in or outside or our contractual hours. In addition, keeping up and researching topics that are relevant and current. Lastly, reaching out to fellow teacher librarians from different sites to receive any other input that can help.

• Advocate: Librarians are needing to be proactive and are expected to do their research and know the standards across grade levels. This can help with addressing lesson plans with classroom teachers and knowing the objectives that need to be covered. Moreover, knowing how to market your skills as a teacher librarian. Maybe a classroom teacher needs help building an infographic or newsletter. The big question to keep in mind is, “What’s in it for me?” Finally, possibly hosting professional development workshops for teachers to focus on what students learn content and how to tie in the library’s resources and technology.

• Coordinate: Teacher librarians need to make sure to be flexible when collaborating with classroom teachers. It’s a good idea to focus on maybe one class or even one grade level before sharing with the whole school. Also, being transparent about what your goals are. Some questions can be: “How will instructional duties be shared? What does each party expect from the partnership? How will you know your collaboration is a success?”

• Adjust/Assess: As with any assignment/project, reflection is key when it comes to collaborating. Here teacher librarians can look back and ask, “What went well?”, “What didn’t?” With this, this can help develop a criteria on future collaboration and what to expect. 

High School, Reading, and Collaboration–Mix, Stir, Repeat

Lewis, Kate

Topic: CO

Reference: Hoppe, K., & Wilcox, J. (2015). High School, Reading, and Collaboration Mix, Stir, Repeat. Voice of Youth Advocates, 48(3), 22–24.

Summary: In 2014, a high school teacher and her school’s teacher librarian teamed up to help students improve their reading skills and understanding of the library. This article is told in two parts–The “librarian’s story” and the “teacher’s story.” Each part focuses on different aspects of the collaboration. The librarian goes visit by visit, explaining how each of six class library visits was conducted, and why. The teacher focuses more on the why of the year-long assignment and how it evolved over the year.

Evaluation: This example of a successful collaboration between a high school teacher and a teacher librarian is valuable to both teachers and librarians. It shows in detail how it can be done and explains why as well. The collaborators clearly valued one another’s input and were happy to pivot in the lesson when necessary. In addition, they clearly wanted to repeat the experience when done, as they concluded the essay with how they asked their students for feedback on the whole experience. Showing that it can be done might give a hesitant teacher or librarian the push they need to take the leap themselves. I recommend all librarians considering collaboration share this article with their potential collaborators.