Describe an effective collaboration between a teacher librarian and a teacher or teachers that you have participated in or observed. In your opinion, what are some necessary factors for effective teacher / teacher librarian collaboration to occur? What are some challenges and obstacles that can hinder or prevent effective collaboration between teachers and teacher librarians?
Challenge: Using only 140 characters (length of a Tweet), what key piece of advice would you give a new teacher librarian eager to collaborate with his/her colleagues?
Network! Network! Network! What I have found most productive is for a teacher-librarian to approach his/her colleagues. Impromptu conversations either in the morning, recess, lunch, after-school…whatever it takes to promote collaboration and enrichment for your students. When I became a teacher-librarian, my first goal was to meet with one teacher who I knew would be excited for a collaborative project. It is most effective to have one teacher promote the teacher-librarian as well as the library. When more staff members see the finished projects and listen to conversations from the students/teacher/teacher-librarian, they will slowly approach the teacher-librarian to participate in collaborative projects. At least that was my initial experience. Now…I’m busy and have to put some plans on hold.
Necessary factors for collaboration to occur:
1) discuss possible projects using technology,
2) plan — which prescribed learning outcomes, how to assess, time-frame,
3) be open — discuss positives, areas for improvement, what to accomplish next time,
4) be APPROACHABLE
Hindrance:
1) having a previous teacher-librarian who had strict rules during library time,
2) not promoting collaborative projects/technology tools.
Mike, I really like your approach of starting with one person who is open to collaboration and allowing word of mouth and the successful collaborative work to speak for itself. It’s a very doable first step in a potentially overwhelming big picture. As well, as you point out, you recruit an ally. I also agree that the TL previously in the role has an impact on the expectations and collaborative culture a new TL walks into. Question for you: do you have an example of a successful collaboration between a TL and teacher(s)? Perhaps one that isn’t typical or highlights some of the practical considerations/challenges (e.g. high need classroom, provincial exam anxiety, etc.)? It could even be a one time interaction with the seed of deeper collaboration planted.
An example of what happened in our Library: Our T-L reached out to the upper elementary teachers to get helpers in the library – she spoke with a few of the classes about how the students can be a library monitor. In exchange, these students get to have tea with the T-L in the morning! This group is full, as you can imagine. It is a connection between the teacher and the T-L that allowed for such a successful program.
Devon,
Currently, I am collaborating with a Grade 3 teacher on a solar system. The class is high-needs – no support with a multitude of IEPs. What we found works best is to the split the class in half. We teach the same lesson – she is in her class while I’m in the library. We debrief weekly on what worked well and what we could have done different. Since I have the “high-flyers” I integrate technology in the lesson (eg. SMARTboard, ipad, etc.) to engage the kids.
I’ve worked with the Grade 3 teacher for the past four years. She knows how I teach and sees how engaged the students are with me.
That’s an excellent example of collaboration that is realistic and relevant for many of us teachers (I’ve taught alt. ed for the past 7 years). Sometime I find the mainstream examples too idealized to relate to. Thank you!
Twitter Challenge Accepted:
Atten: New T-Ls – connect with staff to build relationships. Demo the need for collaboration. Equals enriched learning from Ss. #LLED469
Bravo!!! Love the ‘demo’ emphasis.
As Mike noted, the important feature for me, as a classroom teacher, is the disposition of the T-L to be open to teachers’ ideas. I LOVE when I go to our T-L with an idea and she makes it better with literature connections. I also love when we have extra time in the library to research our topic ideas.
Well said Danielle. I appreciate your specific example of your TL enriching your ideas with literature connections. However, I understand that elementary schools rarely have full time TLs anymore. Can this be a challenge to successful collaboration? Why or why not? Does anyone know middle schools have full time TLs or does it vary? I’m used to secondary situations.
Devon, it is true that many districts have eliminated T-L positions. Further, as Mike noted in an early discussion, T-L positions are often cut. Administrative tasks take up a lot of the time, which leaves very little time for collaboration. We are very lucky to have a 0.9 FTE T-L, but even then her time is limited (time is always filled, not matter how much there is; actually, more is placed on the plate as more time is alloted). However, we meet over lunch to chat. Again, it is the willingness to collaborate (as Mike noted) that makes the difference.
Our previous librarian was not a T-L, but a MLS-trained Librarian. It took a long time for the culture to change in our school: from one where the library was “just there” to one where “we are there” (i.e., the library is an integral part of every classroom and each teacher’s planning mind). It took a dedicated and willing (and hard-working!) T-L to effect change. She went beyond the hours allotted to make the library a part of each classroom.
Danielle, thank you for such concrete examples. It’s amazing how much time administrative tasks can take up. It would be interesting to see what percentage of their time TLs find is taken up by these tasks. Hmmm…..again, TL disposition seems to be the dominating factor re: collaboration….
Wow… 0.9FTE in the library. In my district, the norm for an elementary teacher-librarian is 0.4FTE. To receive full time status, many of us must work at numerous sites.
Excellent point on “changing the culture,” Danielle. So true. At my new school, this is what I have achieved. Currently, the library is busy. I had a colleague approach me last week and mentioned that very comment. He and the other intermediate teachers DID NOT use the library for 2 years because the previous t-l did not want to collaborate.
I am currently working in a school where the TL is very open to collaboration and available to the teachers. However, I have also worked at schools where nobody collaborates with the TL. This year I have been able to work with the TL on a number of occasions and we are in the middle of collaboratively planning two more projects for my class: Genius Hour and an ancient civilizations inquiry project. Some of the factors that are making this possible for me this year that didn’t happen in previous years are the TL being available, approachable, and willing to try anything. I can always find the TL before school, during breaks and after school, and she is very easy to talk to. Also, I can go to her with any crazy idea I have and she will talk it through with me and find a way to make it work! Our admin is also very supportive of collaboration, and they will help make it work in whatever way they can. If this means that meetings need to be arranged and teachers need to be released from their classroom, then they make this happen. This school has a fantastic culture of collaboration that I have really embraced. One of the projects that I have collaborated on this year was an Ancient Egypt project for my class. Together with the TL and the art teacher, my students took on a role in Ancient Egypt, and created a journal with illustrations and in-role writing responding to what we learned. My students and I have all benefited greatly from the collaboration that I have been participating in. It has created richer experiences, learning and projects and greatly increased engagement.
I think that some people are hesitant to collaborate for a number of reasons. As a new teacher, I think it is easy to feel like collaboration is admitting that you don’t know how to do something or that you need help. You want to prove yourself to the admin and other teachers, show that you are a good teacher and know what you are doing. However, I think that being open to collaboration would actually show what a good teacher you are. Also, collaboration may seem like more work, you have to find the time to meet and plan and it may seem like it will be a waste of time. In fact it is the opposite and when you collaboratively plan and teach you share the work load. Finally, being open to collaboration is related to personality. One of my peers and I were talking about collaboration this morning and she shared that she is not so into it. I asked her to explain saying I wouldn’t judge her, she shared that she doesn’t want to feel like she is a bother to others and take up their time. She wants to be able to feel like she can contribute and reciprocate the efforts and not just take from people. Until she feels like she is at a point that she has something to give, she doesn’t feel prepared to collaborate. These are feelings that may come up whenever you move to a new school. It is difficult to feel like you are just trying to figure out the school and meet the staff and jump into collaboration all at the same time.
Sorry, I may have just rambled, I hope this makes sense!!
Tweet: TLs–collaboration happens by being available&open to new experiences&conversations with Ts. Ss will benefit from your perseverance! #LLED469
Nicole, your breakdown of possible challenges for effective TL-T collaboration is thoughtful and provocative. I think you’ve touched on some intriguing aspects of teacher culture: anxiety around being a good teacher and concern/stress around increased workload. I think (this is just my opinion!) that the conflicting beliefs that we should be both the expert and open to collaboration coexist in our teaching culture. What do you think?
Excellent point about different personalities as well and a very good reason to ‘differentiate’ so all teachers can find a way to connect to the TL and the benefits of the Learning Commons. I wonder what this might look like . . . For example, if online conversations allow the quieter students an avenue to participate in class discussions (re: former conversation on blended learning), what would this look like for teachers?
Bravo re your Tweet! Your statement “conversations with Ts” is especially striking. It all starts there after all. Thank you!
Great question and fun tweet challenge (although I am notorious for never staying within 140 characters).
Advice to a new teacher librarian: Sometimes teacher librarians (especially if you used to be a classroom teacher) have to re-adjust their teacher persona. You are a global teacher now, you don’t have a class you have a whole student body. You don’t have a classroom anymore, it is everyone’s classroom. You probably won’t be creating and planning based on something you would want to teach but something you are adapting and accentuating for the teacher. This takes some getting used to. But can be incredibly rewarding, at the same time, to serve in the above mentioned capacities.
Tweet:
Celebrate the small class demo, the impromptu ?, the quick walk in the library asking 4 an idea but no invite2 co-plan. This is collaboration