Introducing collaboration ……underconstruction

Fullan, M. (1999). Chapter 3: “The deep meaning of inside collaboration. In Change forces: The sequel”, (pp.31-41). Are schools so fundamentally different from business firms that any comparisons are misleading? Certainly in one sense they are in similar predicaments.

Senge, P. (2007). Chapter 1: Give me a lever long enough … and single-handed I can move the world. In The Jossey-Bass reader on educational leadership, 2nd ed. (pp.3-15). We can build learning organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free and where people are continually learning how to learn together.

Fullan provides some of the theory that underpins the need for collaboration and should be read in conjunction with the reading by Senge. Senge has been a touchstone writer in the learning organisation debate. You might like to consider how a learning organization can be compared to the elements of an information literate school community

Collaborative Planning and Teaching (CPT) (also referred to as Cooperative Planning and Teaching) is the term given to the collaborative practice undertaken by the teacher librarian. Collaboration is seen as a key ingredient in those organizations (including schools) that are labelled as ‘learning organisations’. The key characteristic of learning organizations given by Senge (above) are developed by Watkins and Marsick in the tables below.

Charles Sturt University (2012). Module of readings Information Literacy Topic 5. Retrieved May 14, 2012 from Charles Sturt Interact ETL401

Table 1

Table 2

The material on learning organizations is important because it provides a strong theoretical base from which to argue that schools that do not foster and support collaborative practice are unlikely to provide a workplace that is conducive to the outcomes that governments want from their investment in schooling. Schools that underplay collaboration are likely to focus on classroom management and teacher routines rather than on learning. The role of the teacher librarian is maximized in an atmosphere that encourages team work and experimentation and where learning is highly sought after.

Charles Sturt University (2012). Module of readings Information Literacy Topic 5. Retrieved May 14, 2012 from Charles Sturt Interact ETL401

The Teacher Librarian and Teacher as collaborative partner

Valenza, J. K. (2010). Manifesto for 21st century school librarians. October, VOYA Magazine: Kurdyla Publishing. This article is a summary list of what, why and where of a Teacher Librarian responsibilities, information pathways and resource utilities. It is an amazing reference resource.

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration, School Libraries Worldwide, 11(2), 24-48. Teacher and librarian collaboration (TLC) is considered essential to support the changing
population of students, complexity of educational issues, and increased information.
However, collaboration has yet to be clearly defined for teachers and librarians. This article
discusses four models of teacher and librarian collaboration (TLC) previously
proposed by the author (Model A: Coordination, Model B: Cooperation, Model C:
Integrated Instruction and Model D: Integrated Curriculum) and identifies five constructs
in the models that can be used to evaluate the effect of each model on students’
academic achievement. This article argues that high levels of the five constructs (a) interest,
(b) level of involvement, (c) improved learning, (d) innovation, and (e) integration
in TLC may have the most effect on students’ academic achievement.

Todd, R. J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28. This paper documents key findings from a research study which sought to understand more fully the dynamics of instructional collaboration between teacher librarians and classroom teachers. The concept of instructional collaborations classroom teachers and teacher librarians is not new and its advocated as a central practice of teacher librarians (Bishop, 2003).

Bishop, K. (2003). Connecting libraries with classrooms: the curricular roles of media specialist, Linworth Press, Worthington, OH.

Harvey, C.A. (2004). The Rookie: A primer to help you survive your first year with flying colours, School Library Journal, 50(9), 50–52.

Gibbs, R. (2003). Reframing the role of the teacher-librarian: The case for collaboration and flexibility. Scan, 22(3), 4-7.

Harada, V.H. (2004). Action research: How teacher-librarians can build evidence of student learning. Scan, 23(1), 27-33. This article documents an action research project and provides a useful model of inquiry learning through the school library. Its personal nature, as well as the collaborative, diagnostic and reflective process clearly provided a rich learning experience for the students and an opportunity to gather meaningful evidence of learning outcomes.

Brown, C. (2004). America’s most wanted: Teachers who collaborate. (1), 13-18. Teacher Librarians are continually seeking opportunities to collaborate with the classroom teacher, most of us have experienced the professional satisfaction resulting from a successful project and we’ve also endured those that were stressful and less productive that anticipated, we have been taught the importance of collaboration in library school and by a society that puts high value on partnership and team endeavors.

Williamson, K., Archibald, A., & McGregor, J. (2010). Shared Vision: A Key to Successful Collaboration?. School Libraries Worldwide, 16(2), 16-30.


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