Research Finding:
Teachers and teacher-librarians who collaborate
do so with school support and focus more on student
achievement.
Comment
Where teacher work patterns are cohesive and collaborative
schools are more effective.
This high level of professional community both promotes,
and requires, collaboration among school community
members.
Changes in teaching practice resulting from collaboration
between teachers and teacher-librarians include a move
from isolationism, integration of many resources to
better meet a wider variety of student needs, incorporation
of technology in lessons and better understanding of
mutual roles and responsibilities.
Collaboration between teachers and teacher-librarians
is enhanced by flexible scheduling, the sharing of
ideas and resources, partnerships in teaching, and
a focus on student achievement.
Collaboration is inhibited, on the other hand, by
lack of time, commitment to the status quo and a lack
of resources.
Teacher-librarians struggle with the need to be teaching
partners while at the same time maintaining effective
and efficient information centers for students and
teachers.
Sources
Beaird, Marilyn Miller. (1999). The effect of increased
collaboration among the library media specialist
and school personnel on perceptions of the roles
and responsibilities of the library media specialist.
Ph.D. dissertation. University of North Texas. 140
pages.
Slygh, Gyneth Liljeblad. (2000). Shake, rattle
and role! The effects of professional community on
the collaborative role of the school librarian.
Ph.D. dissertation. University of Wisconsin-Madison.
130 pages.
