A Theoretical Understanding of Teacher and Librarian Collaboration (TLC)

Montiel-Overall, Patricia

doi:10.29173/slw6962

Cited by 22 publications

(15 citation statements)

References 27 publications

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“…A theoretical model was proposed, distinguishing cooperation (least structured and formalized), coordination, and collaboration (most structured and formalized). Montiel-Overall (2017) discussed collaboration between teachers and librarians as "a trusting, working relationship between two or more participants involved in shared thinking, shared planning and shared creation of innovative integrated instruction" (2017, p. 260). Kammer and Moreland (2020) similarly used the term collaboration to describe mutual relationships between schools and public libraries.…”

Section: Conceptualization Of Collaboration and Partnershipsmentioning

confidence: 99%

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Yuen¹,

Liew

2022

Journal of Library Administration

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Scholarly investigations into the extent and nature of schools and public libraries collaborating in the "maker/making" space are scant. This research sets out to address this knowledge gap, by investigating the perspectives of public libraries' staff: How public libraries and schools have worked together on makerspaces and "making" programmes, the motivations for and the nature of collaborations, and challenges that need addressing for successful collaborations, and their perceived outcomes of such collaborations. This study shows how through collaborating with schools, public libraries can make meaningful contributions to social and digital inclusion in their communities, fulfilling their roles as social institutions. Our findings highlight the importance of contextual flexibility to be considered in such collaborations, with partnering organizations negotiating a suitable model for working together. The roles and contributions of each party involved could be considered across spectrums of engagement, planning, resource-sharing, and activities, depending on the contextual needs, priorities, and requirements of the partnering institutions. We discuss how these can be achieved through dialogic communication for sustained partnerships.

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Section: Conceptualization Of Collaboration and Partnershipsmentioning

confidence: 99%

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Yuen¹,

Liew

2022

Journal of Library Administration

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“…Findings from this research suggested that one of the most important factors is administrative involvement. Montiel-Overall (2005) stated that when the administrator is involved, the teacher-librarian and the class teacher truly collaborate. Haycock (2007) reported that school climate and time for planning were two important factors for joint planning, along with professional knowledge about the curriculum, library resources, instructional design, and delivery.…”

Section: The Practices Of Teacher-librarian and Teacher Collaborationmentioning

confidence: 99%

Practices and Barriers of Inter-Professional Collaboration with Teacher-librarians and Teachers: A Content Analysis

Stewart¹,

Deans²

2021

slw

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Thematic content analysis was used to identify the practices, and barriers of inter-professional collaboration among teacher-librarians and classroom teachers. Twelve structured research were identified and information regarding the themes was extracted verbatim. The data collected on practices were analysed to see how they correlated with to Loertscher and Koechlin’s (2016) conceptual framework for collaboration and co-teaching among teacher-librarians and classroom teachers. The barriers were examined and analyzed to gain an understanding of suitable recommendations to alleviate same. It was discovered that the involvement of school administration in the collaborative process; the presence of curriculum integration; and the provision of a common space for teaching were important practices for successful inter-professional collaboration. On the other hand, the lack of understanding of the role of both professionals and the workload of teachers were identified as some of the barriers. It was recommended that these can be alleviated if each professional spends time to know about each other’s job description and learn how to integrate the library seamlessly into the curriculum so that the workload of the teacher is not increased.

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“…Considerable anecdotal and empirical information exists about conditions for collaboration (Mattissech & Mosner, 1992), best practices for collaboration (Falwell, 1998), environmental conditions that improve teacher and librarian collaboration such as flexible schedules (Rowe, 2007), characteristics of successful collaboration (Callison, 1997), levels of collaboration (Loertscher, 1988(Loertscher, , 2000Montiel-Overall, 2005, 2008, and innovation and creativity resulting from collaboration (Doll, 2005;Farmer, 2007). However, almost no information is available about educators' awareness of the role of librarians as collaborative partners in developing and implementing curriculum.…”

Section: Problem Statementmentioning

confidence: 99%

“…An extensive body of literature on teacher and librarian collaboration (TLC) has developed over the past twenty years (Bush, 2003;Callison & Morris, 1989;Copland & Messner, 2004;Doll, 2005;Haycock, 1999;Montiel-Overall, 2005, 2008a, 2008bOberg, 1995Oberg, , 1996Russell, 2002;Shannon, 2009). Information exists on best practices for collaboration including environmental conditions, flexible schedules (Gavigan, Pribesh & Dickinson, 2010), on principal support (Farmer, 2007;Morris, 2007;Oberg, 1995Oberg, , 1996Shannon, 2009), on characteristics of successful collaboration (Kim & Ju, 2008), on time considerations (Callison, 2006), on levels of collaboration (Loertscher, 1988(Loertscher, , 2000Montiel-Overall, 2005, 2008a, 2008b, and on characteristics of highly collaborative teachers and librarians (Bush, 2003;Montiel-Overall, 2008a). The literature on teacher and librarian collaboration indicates that sharing knowledge and information can maximize time, materials, and expertise (Callison & Preddy, 2006).…”

Section: Teacher Librarian Collaborationmentioning

confidence: 99%

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Further Understanding of Collaboration: A Case Study of How It Works with Teachers and Librarians

Montiel-Overall¹

2007

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Collaboration between teachers and librarians is considered an essential element of school librarians' work. This case study examined a collaborative effort between teachers and librarians from diverse areas of expertise who collaborated in designing professional development workshops for a group of elementary school teachers and librarians. The purpose of the study was tofurther understand the process of teacher and librarian collaboration, and to evaluate the collaborative process using a proposed model of teacher and librarian collaboration.

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A Theoretical Understanding of Teacher and Librarian Collaboration (TLC)

Cited by 22 publications

References 27 publications

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Practices and Barriers of Inter-Professional Collaboration with Teacher-librarians and Teachers: A Content Analysis

Further Understanding of Collaboration: A Case Study of How It Works with Teachers and Librarians

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