Roadblocks to Collaborative Practice

Montiell-Overall (2005) states that the most effective collaboration occurs when its participants engage in "intellectually challenging endeavours" where they create something better than they could create individually (p. 29). The definition put forward in Information Power: Building Partners in Learning (1989) emphasises "active, genuine effort and commitment by all members" (p. 51). These lofty goals make it sound imperative for improving information literacy across the school wholistically as well as contributing to increased student and staff learning outcomes.

ASLA's "Standards of professional excellence for teacher librarians" encourages excellent TLs to "collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes"

Oberg (2006) and Haycock (2007) see the Principal as the key to enabling collaboration with their power to introduce flexible timetabling, routines for collaboration which include TLs, and evaluation of that collaboration. The Principal is often unaware of what the library program can achieve. In light of this, the TL should ensure that the library's goals and endeavours match the goals of the school and reflect the Principal's goals. TLs should be able to effectively communicate this to the Principal using relevant research (p. 26). Hara (1997) is more specific saying the shared view should extend to "resource based and inquiry based learning being crucial for improvements in information literacy and then curriculum content"

As all participants have to respect each others abilities and experience, TLs should increase their knowledge of curriculum issues if their goal is to collaborate with teachers and be able to intervene if they see a problem which they can help solve (Macgregor, 2003). If TLs share the same teacher concerns of lack of student motivation, gaps in student learning and motivation, then they increase their visibility to teachers (p. 206).

Kearney (2000) asserts that TLs need to adopt a leadership role. Despite the Principal's importance, TLs can instigate change by creating a sense of urgency and grassroots support in other teachers so that collaboration is more likely to eventuate (Macgregor, 2003, p. 205.) Todd (2008) found in a study that starting collaborating on something familiar with a small number of participants was an effective way of modelling collaboration, but didn't often result in a trickle on effect (p. 20).

Montiel-Overall (2005) suggests that in educational literature there is little discussion of collaboration between teachers and TLs (p. 25). Increasing their professional credibility would be one way for TLs to increase teacher & Principal awareness of the issues and possibilities (Oberg, p. 2006, p.16). One important roadblock to collaboration is the scarcity of research about TLs and teachers collaborating (Montiel-Overall, 2005, p. 26)

TLs may find collaboration difficult to achieve because they don't have sufficient IT skills (especially in softwares which promote collaboration) or skills in collaboration. Oberg (2006) encourages TLs to use their professional networks to increase these skills (p. 17). Gibson-Langford (2007) adds that TLs need to be aware of the theoretical underpinnings of collaboration so that the building blocks are in place for successful collaboration (p. 24).

With the knowledge economy and information overload upon us and time pressures on teachers and students overwhelming, collaboration between educational professionals, especially when managed from school leaders, sounds non-negotiable.

Lots to think about with regards to what TLs can do, Anna