Collaboration between teachers and library staff is essential as libraries strive to support student learning more effectively, and transform their practice.
Library staff are part of the professional literacy team in schools that encourage students to:
- Become more familiar with ‘written, visual and spoken forms of language’.
- Make meaning through exposure to and knowledge of multiple texts in an interesting, supportive library environment.
- Think critically including making judgements about authority, accuracy and currency of information.
- Understand the power relationships in text, reflected in who and what is included and excluded in texts.
21st century school library teams continue to investigate ways to form new partnerships with school management, teachers, and wider school communities.
- Montiel-Overall, Patricia. (December 2006) Teacher and teacher-librarian collaboration: moving towards integration. Teacher Librarian. p28-33.
- Dufour, Richard, Dufour, Rebecca, Eaker, Robert, and Karhanck, Gayle. (2004). Whatever it takes: how professional learning communities respond when kids don’t learn. Solution Tree Press
- The Teacher’s Take, Part 2: The Instructional Role of the School Librarian: Here Carl Harvey, librarian in an elementary school in Indiana, USA, focuses on collaboration and the instructional role of the school librarian. "We bring with us knowledge of technology tools and their applications. The teachers bring with them the curriculum. When we combine all that together, powerful things happen for students!" He encourages school librarians to take the initiative "to be out there actively working to build those collaborative bridges". School Library Monthly, XXVI:5, January 2010. Accessed online, May 2010.
- What Is a Professional Learning Community? “To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.” - DuFour, Richard. Schools as Learning Communities. (May 2004). Educational leadership, 61: 8. p.6-11.