Co-creating better classrooms: innovative teacher–librarian partnerships
Document Type
Paper presentation
School Name
De La Salle University
School Code
N/A
Abstract / Executive Summary
Teacher–librarian collaboration has been widely recognized as a key strategy for strengthening information literacy instruction and supporting student research skills. However, despite its documented benefits, collaboration between teachers and librarians remains unevenly implemented in many educational institutions. This action research study examines the opportunities and barriers influencing teacher–librarian collaboration among librarians from Philippine academic and basic education institutions. The study is grounded in Montiel-Overall’s Teacher–Librarian Collaboration framework, which conceptualizes collaboration as a continuum ranging from coordination to fully integrated instructional partnerships. Data were collected through a descriptive survey administered during a professional seminar attended by librarians (n = 266). Quantitative responses were analyzed using frequency distribution, while open-ended responses were examined through thematic analysis. Findings indicate strong readiness for collaboration, particularly in the presence of shared commitment to student learning, positive professional relationships between teachers and librarians, and opportunities for librarians to participate in curriculum development. However, several institutional barriers persist, including heavy workloads, limited recognition of librarians as instructional partners, and minimal involvement in instructional planning. Thematic analysis further revealed that respondents emphasized the need for communication mechanisms, curriculum integration, administrative support, and professional development to sustain collaborative practices. The study highlights the importance of institutional structures that support collaborative planning and instructional partnerships. Strengthening teacher–librarian collaboration contributes to Sustainable Development Goal 4 (Quality Education) by improving teaching and learning support systems and SDG 17 (Partnerships for the Goals) by promoting professional collaboration within educational institutions.
Keywords:
teacher–librarian collaboration; school libraries; holistic learning; instructional partnerships; sustainable development goals
Co-creating better classrooms: innovative teacher–librarian partnerships
Teacher–librarian collaboration has been widely recognized as a key strategy for strengthening information literacy instruction and supporting student research skills. However, despite its documented benefits, collaboration between teachers and librarians remains unevenly implemented in many educational institutions. This action research study examines the opportunities and barriers influencing teacher–librarian collaboration among librarians from Philippine academic and basic education institutions. The study is grounded in Montiel-Overall’s Teacher–Librarian Collaboration framework, which conceptualizes collaboration as a continuum ranging from coordination to fully integrated instructional partnerships. Data were collected through a descriptive survey administered during a professional seminar attended by librarians (n = 266). Quantitative responses were analyzed using frequency distribution, while open-ended responses were examined through thematic analysis. Findings indicate strong readiness for collaboration, particularly in the presence of shared commitment to student learning, positive professional relationships between teachers and librarians, and opportunities for librarians to participate in curriculum development. However, several institutional barriers persist, including heavy workloads, limited recognition of librarians as instructional partners, and minimal involvement in instructional planning. Thematic analysis further revealed that respondents emphasized the need for communication mechanisms, curriculum integration, administrative support, and professional development to sustain collaborative practices. The study highlights the importance of institutional structures that support collaborative planning and instructional partnerships. Strengthening teacher–librarian collaboration contributes to Sustainable Development Goal 4 (Quality Education) by improving teaching and learning support systems and SDG 17 (Partnerships for the Goals) by promoting professional collaboration within educational institutions.
