Collaboration

Collaboration is a vital tool that enhances any type of job. Professionals need to build partnerships so that each person's strengths can be utilized to meet the needs of others. In this case the collaborators are classroom teachers and school media specialists (librarians, instructional specialists, teacher librarians--different names, same role).

The cultural inquiry created for first and tenth grade students is designed to engage them in literacy, inquiry and information skills. Teachers have many standards they must address during their classes. Media specialists can be wonderful, supportive resources to assist in meeting the academic standards and, more importantly, the student's educational needs. By joining forces the teacher and media specialist can create rich learning environments for students to develop life-long learning skills. Neither teachers nor librarians have unlimited time or resources. Using each others skills, talents and knowledge can help decrease workloads and stress to ensure that students receive the best learning experiences available. Daniel Callison (2006) writes that, "Collaboration does not take place because one educator needs the other's expertise as much as the collaboration is built on shared goals and knowledge that are enriched by a partnership for instruction." By working together teachers and librarians offer each other reciprocal support so that students benefit.

There are many different ways to collaborate with colleagues. Each teacher and librarian will have to determine what best meets his or her, and the students, needs. For this inquiry I will offer some ideas for ways teachers and school media specialist could collaborate.

1. **Discuss**: Teachers and librarians need to meet several weeks before the unit is to be taught. As librarians we should allow teachers ample opportunity to share the lesson goals, the standards that must be met, and their teaching strategies. Teachers know their students best, have individual instructional styles and standards to which they must adhere. After actively listening to the teacher and reviewing the lesson plan, media specialists should offer their services. Make yourself available to //help// the teacher. Discuss ways to provide the print, online and other resource types that will help the students successfully complete the inquiry. Decide what resources are needed, who will provide what, and how the library will be utilized throughout the process.

2. **Give help**: Present your ideas as suggestions so that teachers do not feel that their hard work is for naught. Offer ideas for ways that you can assist with the instructional times--mini-lessons, individual conversations, facilitating small groups, or teaching components of the inquiry process. You want to present your resources, ideas and assistance so that the teacher and the media specialist work as a //team//. Callison (2006) writes, "Provide the leadership. Library media specialist need to be active in raising expectations about their involvement in the development of curriculum and instruction. Don't wait to be asked. Assume partnership and look for opportunities to plan with teachers. Openly model the process whenever possible." I think that teachers are often overwhelmed and would welcome some assistance planning and implementing their lessons. However, many adults have difficulty asking for help, don't realize what resources the librarian can offer and are overwhelmed by the administrative expectations they must meet.

3. **Be seen**: When classes come to the library to research or use the computers do not sit in your office or behind a desk. Move about, talk with students, converse with the teacher, give instruction, advice, and assistance. If students will be working in the classroom during parts of the inquiry, arrange to be in the classroom. Perhaps take some time to teach a mini-lesson to set students on their way for that day's goal. Be available in a variety of ways to assist the teacher and move the inquiry process forward. A research study revealed that, "...cooperative planning and teaching by the classroom teacher and the LMS [Library Media Specialist] resulted in greater student competence in research and study skills than when either professional taught alone" (Small).

4. **Make contacts**: Don't limit the collaboration solely to the classroom teacher. Meet with social studies, Spanish, and media teachers to gather resources and expertise for various aspects of the inquiry. The media, technology or art teachers could do mini-presentations on ideas for students' final projects. Also make contact with the public librarians. They may have different ideas or resources that can be of assistance to students. Depending on the location, a field trip to the public library could be part of the inquiry so that students realize that there are other places they can gather information and ideas. Many communities have cultural centers or universities. These are also rich sources of expertise, information and materials that can extend the inquiry process. Bringing in resources from outside of the school building also enforces the real-world connection aspect and extends students' information base.

5. **Follow up**: Meet with the teacher after students have completed the inquiry. Share successes and failures. Discuss changes and new approaches for future inquiries. Reflect on the roles that you each had during the process to determine if changes need to be made. Pose ideas for new inquiries. Arrange to meet again before the next class activity so that you can continue to collaborate. Callison (2006) writes, "Together, reflect on teaching and learning. Let the commonalities of experience and mutual concerns serve as the basis for an ongoing dialogue. Occasions for such conversations can be formal or informal. The key is to establish such engagement as high priority." You want to ensure that the teacher feels that he or she can work with you again--on large, as well as, smaller class assignments. Establishing a positive partnership with one teacher can lead to collaborative opportunities with other teachers.


 * Works Cited**

Callison, D. & Preddy, L. (2006). //The Blue Book on Information Age Inquiry, Instruction and Literacy.// Westport: Libraries Unlimited.

Small, R. V. (1997-2012). //The Best of ERIC.// Retrieved from American Association of School Librarians: http://www.ala.org/aasl/aaslpubsandjournals/slmrb/editorschoiceb/bestoferic/besteric