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With the goal of developing a library learning commons as the “physical and virtual collaborative learning hub of the school” (Canadian Library Association (2014), one must ask the question: what is important in sustaining collaboration and networking in the library? Effectively being able to collaborate with teachers and students not only reinforces the role of the teacher-librarian as an educational leader but also is a determinant in increasing student achievement (Canter, 2011).  Suggestions as to how a teacher-librarian can sustain collaboration and networking are found below in bold font.

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With the goal of developing a library learning commons as the “physical and virtual collaborative learning hub of the school” (Canadian Library Association (2014), one must ask the question: what is important in sustaining collaboration and networking in the library? Effectively being able to collaborate with teachers and students not only reinforces the role of the teacher-librarian as an educational leader but also is a determinant in increasing student achievement (Canter, 2011).  Suggestions as to how a teacher-librarian can sustain collaboration and networking are found below in bold font.

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To further develop both collaboration and networking, there are certain characteristics, responsibilities and roles that a teacher-librarian must possess and follow in order to achieve this collaboration and be viewed as an educational leader. These characteristics and roles pertaining to collaboration and networking can be found below the connecting suggestions, highlighted in green.

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To sustain collaboration and networking a teacher-librarian needs to know: 1) what the community (staff and students) need; 2) how the library is being used and what resources are being accessed; 3) what is lacking in the library and how to improve upon it.

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To sustain collaboration and networking a teacher-librarian needs to know: 1) what the community (staff and students) need; 2) how the library is being used and what resources are being accessed; 3) what is lacking in the library and how to improve upon it.

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Knowledge is the teacher-librarian's greatest tool and in order for teachers to collaborate and other teacher-librarians to network, they have to know that a teacher-librarian either has the knowledge at hand or knows how to access it effectively. A teacher-librarian needs to know how to advocate for his/her role and the role that a library learning commons can play in a school and, the best way to achieve that is by: understanding what students and colleagues need for collaboration; keeping abreast of which resources are used and how to promote the most appropriate resource for the learning; and speaking to students and teachers to ask their opinions about what they feel is needed in the library thus, allowing them to take some ownership over the space (Diggs, 2011).

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To sustain collaboration and networking a teacher-librarian needs to  understand the value of sharing the space.  It should not be the domain of the teacher-librarian but a space for everyone - students, teachers, and the community. 

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To sustain collaboration and networking a teacher-librarian needs to  understand the value of sharing the space.  It should not be the domain of the teacher-librarian but a space for everyone - students, teachers, and the community. 

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In order to help achieve this goal, the teacher-librarian needs to be flexible as a collaborator and leader.  The teacher-librarian would need to develop a welcoming space, both aesthetically and in mood.  If the teacher-librarian were to host TL meetings, staff development and/or student activities in the library commons, it would reinforce the understanding that the library is for all while underpinning the "teacher-librarian as an educational leader" role (Church, 2004).

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To sustain collaboration and networking a teacher-librarian needs to build positive relationships with all members of the school community, including parents, teachers and administration.  

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To sustain collaboration and networking a teacher-librarian needs to build positive relationships with all members of the school community, including parents, teachers and administration.  

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To support this goal, a teacher-librarian has taken the time to master the content objectives and core competencies of the curriculum to assist with new and sustaining initiatives that involve the community as a whole. Showing teachers, not just that you can, but that you also want to collaborate, has been identified as being a positive learning experience by improving teacher job satisfaction (Hayes, 2014).

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To sustain collaboration and networking a teacher-librarian needs to foster an environment of learning together and collaborative professional development.

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To sustain collaboration and networking a teacher-librarian needs to foster an environment of learning together and collaborative professional development.

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Although from everything I have read and learnt in this course a teacher-librarian should have superhuman powers, the reality is that they are, in fact, human and may not know all the skills or technologies available. Instead of viewing this as a "failure" it is the perfect opportunity to extend professional development and learn together. Not only does this, once again, build collegiality, but it also demonstrates to other teachers that teacher-librarians are not "all-knowing" and are willing to learn and try, whether a success or not!

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To sustain collaboration and networking a teacher-librarian needs to be welcoming and be AVAILABLE.

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To sustain collaboration and networking a teacher-librarian needs to be welcoming and be AVAILABLE.

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Saying YES is key to becoming a successful teacher-librarian.  Even when time is tight, I notice that my TLs always find time to accommodate my requests or needs.

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To sustain collaboration and networking a teacher-librarian needs to  plan and collaborate with teachers on how to best use information technology and digital resources.  

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To sustain collaboration and networking a teacher-librarian needs to  plan and collaborate with teachers on how to best use information technology and digital resources.  

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A teacher-librarian is the school's media specialist and with that title comes the responsibility of being able to demonstrate how to incorporate technology into teaching and learning.  In taking on this role, the teacher-librarian should be aware of BC Education's Digital Literacy Framework (https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy) and BC's New Applied Design and Technology Curriculum.  Collaborating with teachers on technology supports both learning and relationship-building. Russel (2004) sees teacher-librarians as "instructional consultants" and "curriculum partners" whose working together is reflective of a "collaborative relationship where the teacher and library media specialist are viewed as equal contributors".  The ideal situation would be where teachers initiate collaboration on information systems, technology and digital literacy instead of teacher-librarian initiation.

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Connection to Essential Question: "How can collaborating with my TL support my instructional curriculum while not increasing my workload?"

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Connection to Essential Question: "How can collaborating with my TL support my instructional curriculum while not increasing my workload?"

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This learning curation prompt directly addresses my essential question while also supporting student achievement.  If teacher-librarians can see themselves as teachers, information specialists, program administrators and instructional partners (Cooper & Bray, 2011), then classroom teachers will begin to perceive collaboration with their schools' teacher-librarians as "opportunities" rather than "more work". Teacher-librarians can help pilot new ideas, assist with inquiry-based learning and try out new technologies without adding undue burden to the workload of the classroom teacher...it just takes a little collaboration time and some snacks!

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Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa:ON (p.4-25)

Canter, L., Voytecki, K., Zambone, A., & Jones, J. (2011). School librarians: The forgotten partners. Teaching Exceptional Children, 43(3), 14-20.

Church, A.P. (2004). Library Media Connections. Leverage your library program: What an administrator needs to know, 22(6), 31-33.

Cooper, O. P., & Bray, M. (2011). School library media specialist-teacher collaboration: Characteristics, challenges, opportunities. TechTrends, 55(4), 45-55.

Diggs, V. (2011). Teacher librarians are education: Thoughts from valerie diggs. Teacher Librarian, 38(5), 56-58. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/875201232

Follett. Future Ready Librarians.  Retrieved from: https://futureready.org/librarians

Hayes, T. (2014,) Library to learning commons. Retrieved from http://www.cea-ace.ca/education-canada/article/library-learning-commons

Province of British Columbia. (2017). BC’s New Curriculum. Retrieved from https://curriculum.gov.bc.ca

Russel, S. (2004) ERIC Digest.Teachers and Librarians: Collaborative Relationships. Available at: https://www.ericdigests.org/2001-2/librarians.html