What cAN collaboration with a

Teacher-Librarian look like?

Colla
bor
ati
on
in
Acquiring Resources Pr
e
Assessment Gathering Resources

pa
n

ra
tio

tio
Debriefing Making Resource
ec

n
Lists/Special
Refl

Mentoring collections
n in

Evaluating and
Networking curating websites
Collaboratio

and apps

Managing
Devices
Inquiry
Co-Planning
Award Book Lessons, Units,
Programs Inquiries

Literature Circles

Maker Space Information

Activities (ADST) Media Literacy
Book Talks

Coll
a boration in Action

PRODUCED BY THE SURREY CHAPTER OF THE BCTLA

AND THE SURREY TEACHERS’ ASSOCIATION
Collaboration is an explicit part of every teacher-librarian’s job with a range of the resources in their collections, allowing them to
description, and scheduled activities may take a variety of forms. All speak passionately and informatively about diverse examples. Allowing
collaborative activity aims to support and extend learning opportunities. teacher-librarians to feature texts at differing reading levels, this “book
All collaborative activity is valuable. chat” format models critical and creative thinking skills, honours student
choice, and offers exposure to different voices and themes.
The examples of collaborative activity which follow is not a prescriptive
list. Collaboration looks different in every school community, and is Literature Circles
dependent upon the needs of all the learners involved. Some teacher-librarians share responsibility for promoting and
facilitating literature circles, a format which offers flexibility for students
COLLABORATION AS PREPARATION to choose books to read that may appeal to them for different reasons.
Acquiring Resources Activities include book exploration, group discussions and project work.
The core of a strong school library is a collection of resources that
enable student learning. When selecting new materials, teacher- Inquiry
librarians respond to both student interests and teacher needs, as well Teacher-librarians champion inquiry, instructing and participating in
as to evolving curricula and topics in education. On an ongoing basis, all stages of the process, curating and using resources with teachers
teacher-librarians curate collections which consider current resource and students, and providing opportunities for the sharing of student
requests and anticipate emerging and future needs. work. Inquiry is as powerful in kindergarten as it is in grade 12, and is
accessible to all students, wherever they are in their learning.
Gathering Resources
Frequently, teachers need library resources for short- or long-term Award Book Programs
classroom activities. Teacher-librarians use their specialized knowledge Teacher-librarians actively support four award book programs in Surrey:
of texts and library collections and familiarity with OPAC searches to the Surrey Schools Picture Book of the Year, Surrey Schools Book of the
provide the resources most suitable to the task and learners involved. Year, Surrey Schools Non-Fiction Book of the Year, and Surrey Teens Read.
Informed by curricula, this may include adapted forms (such as Teacher-librarians promote student participation in these programs and
audiobooks and DVDs) and alternate text selections. Teacher-librarian may recommend listed titles to teachers.
familiarity with newly published resources enhances learning activities
for both students and teachers. Maker Space Activities (ADST)
Teacher-librarians support the integration of ADST into the new
Making Resource Lists curriculum in many ways. These may include providing venues and
For ease of use, and to support classroom learning, teacher-librarians opportunities for hands-on student creation activities (textiles,
curate and make available lists of resources designed for a specific papercraft, blocks). It may include exploring the new robotics equipment
purpose. Resource lists can be accessed at school or offsite by staff and and coding applications with teachers and their classes and clubs.
student users, and describe and locate key selections on topical areas.
Teacher-librarians gather print and digital resources for specific lessons COLLABORATION IN REFLECTION
and units, create Research Guides on unique topics, and provide support Assessment
with access and use of available resources. Again, such work considers Some teacher-librarians share responsibility for a variety of forms of
both current usage and provisions for future needs. assessment, both formative and summative. This might include providing
feedback (written or oral), more detailed conferencing with students and
Evaluating & Curating Websites and Apps teachers, and, in some cases, evaluating student work.
Many teacher-librarians share responsibility for instruction on critical
evaluation of digital resources, including websites and apps. Teacher- Debriefing
librarians have specialized knowledge and experience with current Debriefing and reflection with colleagues is necessary to understand
tools and resources in this emerging area. Teacher-librarians preview the challenges and successes of any collaborative experience, and to
and select websites and apps for specific lessons and units and to improve future collaborations. The format depends on the personalities
promote independent research and learning. involved: email, conversation, surveys. Often, a thoughtful debrief can
lead to the inclusion of more colleagues in future collaborations.
Managing Devices
Many teacher-librarians share responsibility in their schools for the Mentoring
management of devices such as ipads, laptops, digital cameras and Through their knowledge of curriculum and resources, and their own
printers. To facilitate access to and use of these devices, teacher- prior teaching experience, teacher-librarians are well-positioned to
librarians may maintain booking calendars, manage distribution and assist teachers new to a specific grade level, subject area, or simply new
storage, and troubleshoot problems. to teaching. Together, they may develop lesson plans and build units.

Co-Planning Lessons, Units, Inquiries Networking

Having experience with a wide range of grades and subjects, teacher- On an ongoing basis, teacher-librarians support and build relationships
librarians extend ideas from teachers and help develop lessons, with colleagues throughout the school community, creating
units and student activities. These can range from planning the math opportunities for new kinds of shared work, and bringing colleagues
lesson required to measure for hula hoops to helping students access together.
community resources for an inquiry project.
CONCLUSION
COLLABORATION IN ACTION Collaboration is a complex and vital component of every teacher-
Information Media Literacy librarian position. The success of the library, and its ability to deliver
Teacher-librarians help teach research skills such as how to locate the many programs and services available, requires a high degree of
information, differentiate fact from fiction, properly use search terms, collaboration. The new curriculum demands this too, as personally driven
make a bibliography and access digital resources such as databases. learning, inquiry research models and knowledge creation becomes the
They may also show students how to use different digital tools like norm for B.C. students. All stakeholders (administrators, parents, teachers,
Prezi, Google Slides, etc. education assistants and students) are best served when collaboration
and communication are allowed to flourish and effective partnerships
Book Talks develop within a culture that supports them.
Many learning activities require students to explore different text
styles and genres. Teacher-librarians are informed about and familiar