Collaborationand

Practitioners

Carol A. Doll

Professor

School of Information Science & Policy

University at Albany

Information Power, 1998

School library media specialists should:

“Collaborate regularly with teachers and other members of the learning community to develop curricular content that integrates information-literacy skills, to plan instructional activities, and to identify resources that support and enhance the curriculum.”

American Association for School Librarians and Association for Educational Communications and Technology, p. 64.

Definition

“Collaboration is a dynamic process designed to achieve a shared goal.”

Welch, p. 73

“In the best of collaborative situations, there is coplanning, coimplementation, and coevaluation.

Callison, p. 37

Enabling Collaboration • Find a common goal

• All should understand the role of each

• SLMS ensures all understand the role of SLMS

• Common vocabulary is mandatory

• Everyone is equal in status

• Atmosphere open and receptive to all contributions

• Attitude of respect for all

• SLMS prepared for all meetings

• A leader assumes responsibility

Visionary Leader

• Maintains focus• Assures standards are maintained• “Convener of collaboration”• Provides incentives• Action oriented• Connected to the school community• Persistent

Doll, et. al., p. 3.

Emergent Characteristics

• Valuing of this interpersonal style

• Trust

• Sense of communityFriend and Cook, p. 9 – 11.

Factors Influencing Collaboration

• Resources

• Time

• Money

• Knowledge & expertise of SLMS & teachers

• Space

Administrators

According to Jehl and Kirst, the principal "must be an active participant, …serve as an advocate, …reorganize and link key teachers and other staff, …[and] act as an 'enabler.'"

Jehl and Kirst, p. 160 – 1.

Working with Administrators

• Explain the role of the SLMS

• Use the job interview to gauge administrator support

• Share Information Power: Building Partnerships for Learning

To Get Principal Support

• Ask him/her to attend project meetings

• Create a MOU for what the project will provide and what the principal will provide

• Ask for recognition of participating teachers

• ID information/data that can be used elsewhere

• Ask to limit the participation of teachers on other projects.

Howley, et. al.

With or without active support from an administrator, the SLMS can begin to work with individual teachers (as long as there is not strong and active opposition to the idea of collaboration)

Working with Teachers

• SLMS must proactively seek collaboration with teachers

• Sources of teacher/SLMS resistance– Don’t understand SLMS role– Used to working alone– Don’t have time

Keys to Successful Collaboration

• Flexibility

• Good communication skills

• Good problem solving skills

• Development of an action plan

• Evaluation, monitoring, readjustment & feedback

Welch and Tulbert, p. 369

First Steps

• Get to know the school community and its people

• Publicize the SLMC and its resources

• SLMS returning to a school where he/she previously taught has unique advantages

First Collaboration

• Identify a teacher to work with – Volunteer– Mentor– Teaching a new unit– Innovator

Invite that teacher to collaborateDoll (2005), p. 35 - 7

Plan for Success

• Work with teachers to identify and overcome objections before they arise

• Devise a plan for collaboration – Examine the situation– Build agreement on desired outcome– Plan and teach the lesson(s)– Evaluate

Opportunities & Constraints

• Opportunities– Freedom– New roles– Support

• Constraints– Autonomy diminished– Existing roles continue– Devalued roles of others

Bouck, p. 51

What Collaboration Looks Like

There have been several models developed to explain collaboration. The scheme I like best has been proposed by Monteil-Overall.

Monteil-Overall’s Models

• Coordination

• Cooperation/Partnerships

• Integrated Instruction

• Integrated Curriculum

Suggested Steps

• Develop a common language (e.g., translate Information Power

• Engage more groups like IRA and NCTE• Lead professional development for teachers• Research collaboration that works• More individual efforts between SLMS and

teachersGlick, p. 5

Conclusion

“The most promising formula for successful information literacy instruction is a combination of an energetic, knowledgeable, open-minded, and committed library media specialist; a flexible, confident, team-oriented staff;

a risk taking principal who understands change, how to manage both people and budgets, and the advantages and needs of an integrated resource-based instructional program; and a system for providing regular collaborative planning time during the school day.”

Farwell, p. 30.

“Collaboration is marriage without sex, and subject to many vexations. But pay no attention to them, because in one respect at least it is wonderful. The total result is frequently far more than the combined abilities of two people might give you.”

George S. KaufmanThe Writer’s Almanac, November 16, 2006