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Introduction: What is collaboration?

Collaboration can be defined as "to work together, especially in a joint intellectual effort." (dictionary.com)

What does collaboration look like? Collaboration between teacher librarians and the school community can take many forms and can have different meanings to different people. While some teachers, librarians, and administrators embrace and support classroom-library collaboration, much resistance, ignorance and confusion still exists. "Collaboration is a key theme that the American Association of School Librarians emphasizes for building 'partnerships for learning' between the school library media specialist and other members of the learning community." (Schultz-Jones, 22) While the American Association of School Librarians recognizes the importance of collaboration, it is necessary for Teacher-Librarians to ensure the school community realizes the benefits gained from collaboration. Unfortunately, the idea of collaboration has not been universally embraced by all educators, and some teachers and administrators are unfamiliar with collaboration and what it entails. Even some teacher librarians are unfamiliar with collaboration and feel intimidated by the concept. There exists a mixed response among teacher librarians as some report actively collaborating with teachers, while others say they feel alone when "pushing their agendas". (McGregor) Benefits of collaboration for: The benefits of collaboration are broad and applicable to all aspects of the school community. It is imperative that positive collaborations are recognized and encouraged.

Students

Teachers While teachers sometimes initially resist collaboration with teacher-librarians, once they realize the benefits for themselves and their students, they tend to become strong and vocal proponents of collaboration. As one teacher commented after collaborating, "We feed off each other. The kids get a lot more individualized attention because they're working with two teachers instead of one. Kids feel the library is their classroom." (Testimonial-- Peggy)

Teacher Librarians Teacher Librarians often stand to gain the most from collaborating with teachers and faculty in their school. As schools continue to face budget cuts and crises, collaborative projects can show everyone from students, to teachers, to administrators, the exceptional worth they can offer. "...as information specialists, school librarians develop a multidimensional social network that enables them to build a presence within the school learning community, and to connect others to information, services and resources." (Schultz-Jones, 20) Administration

Factors to consider in leading collaborative efforts: The principal's take on collaboration the teacher librarian's knowledge of the curriculum The teacher's knowledge and experience The teacher librarian's ability to see the big picture The teacher librarian's belief in his/her ability to lead

Resistance to collaboration

Resistance to collaboration can take many forms. Resistance can come from Teacher Librarians themselves, teachers, and administrators. In order for collaboration to be successful, the reasons for resistance must be addressed, and overcome when possible. "A lot of teachers think collaboration is going to be a lot of trouble so they resist investing the time to work together beyond requesting books that support what they are teaching. (Schultz-Jones, 21) Two of the main reasons teacher librarians resist collaboration are problems with funding and time. As funding sources continue to be cut, teacher librarians often work less hours or have to assume more roles, making them unwilling or unable to assume more responsibilities. Principals and other administrators are key components to the success or failure of collaboration between teachers and teacher librarians. Typically, if a principal has had positive prior experiences with collaboration, they will whole-heartedly support it. If the administration strongly supports collaboration, teachers will usually follow in hand with an open mind. Once the benefits of collaboration are made visible to the staff, they in turn become strong advocates as well. Conversely, if a principal has prior negative experiences with collaboration at their site, they are not likely to support the time and support necessary to make it successful. Reflections

Conclusion