This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 4: Collaboration

In this module, you will explore the role of librarian and teacher collaboration in the inquiry process in schools without a fixed schedule. Librarians do not have access to learners without the cooperation of a classroom teacher. To learn more about how teachers perceive school librarian collaboration this week, you will interview a teacher after you engage with the readings on collaboration and its role in the inquiry process.

In many schools, collaboration is a necessity. If librarians want to teach in a flexible schedule, they only have access to students at the will of other educators. In a fixed schedule, there is often limited time; collaboration can increase the time that librarians have will learners or that learners have with inquiry.

Regardless of your schedule, collaboration is much more important that having dedicated library time. When librarians and teachers collaborate, learners benefit from seeing how inquiry and information literacy is relevant to the content in their classes and everyday lives. The most exposure learners have in different contexts and situations, the more likely they are to generalize concepts into their lives and future academic experiences.

In addition, collaboration is an advocacy opportunity, a time for the librarian to share with other educators all that the library has to offer the school community in the form of information, resources, and instruction. Further, a study by DeJohn et al. in 2016 demonstrated that teacher self-efficacy was increased when educators collaborated, meaning that they were more confident in their own skills when they worked together. Zaretsky, in a 2007 study, reported that collaboration improves inclusivity.

There are many models and methods for collaboration. Just as with inquiry models, no one approach fits all situations. The important thing is to build relationships with those you wish to collaboration with; whether that is other educators, traditional knowledge bearers, community stakeholders, or learners themselves.

Module Objectives

  • Interview a classroom teacher about inquiry-based learning and school and librarian collaboration.
  • Generate strategies for improving the collaborative culture of the school community.

Think

Inquiry Spotlight

Weaving is a common art form in many Indigenous tribes. In the video, How to Twine with Tlingit Weaver Stacey Williams, Tlingit weaver Stacey Williams shows young weavers how to create a yarn basket with a paper cup. Consider how an art project like this could be enhanced to become an inquiry project. Once learners master the basic principles, challenge them to use their skills to weave something more complex, or to add patterns. This type of project-based inquiry is perfect for teaching problem solving. And what better way to connect with the local art community! 

Create

Interview a classroom teacher of any grade level from any school about their experience with inquiry-based learning and collaboration with the librarian. You may conduct your interview in person, via videoconference, on the phone, or via email. Use the following questions as a starting point, and feel free to add your own:

  • What is your position on inquiry-based learning?
  • Are you familiar with the library standards for your state?
  • In today’s educational climate, is inquiry-based learning easy or difficult to implement? Why?
  • Have you had experience collaborating or co-teaching with a school librarian? If so, how was that process? Did the collaboration result in deep learning for students? How was this assessed?
  • Have you collaborated with other educators, community members, or elders? What sparked those collaborations? How was that process?
  • What are some of the barriers to collaboration?

Share

Post twice to the #collaborate discussion board. You may respond to the initial thread and then to one classmate or respond twice to your classmates. Be sure to add something substantive to the discussion. Remember to include citations to the relevant literature to support your assertions. Address the following:

  • Summarize your interview, being careful to keep your subject anonymous, and reflect on the stance of the classroom teacher from your vantage point as a (future) librarian.
  • What surprised you? What do you wonder about? As the librarian, how would you work with this teacher? What models or theories of collaboration and co-teaching would you apply? What strategies or approaches would you use to encourage collaboration with this teacher?
  • How can you work with other educators to ensure that learners, through voice and choice, have an opportunity to be designers and problem solvers? How can you encourage other educators to collaborate with the school librarian?
  • How can you build relationships with local knowledge bearers and elders in your community?

Grow

Visit the class Q&A discussion board. Post one or more questions you have about inquiry. Each question should be a new thread. Respond to at least one of the posted questions from your classmates with your insights, ideas, or suggestions.