Serving up a Smorgasbord of Collaborative Practice: Keys to Approaching Collaboration in Your School and How to Encourage Teaching Colleagues to Participate in This Journey with You

Collaborative practice which acknowledges differentiated learning needs of students, diverse long term educational outcomes, and acknowledges the respective skill sets of both teacher and librarian in delivering a curriculum which embraces the future focused needs of 21st century learners--to be literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge, informed decision makers, and active participants in their future world. Looking at the journey of two school library managers and their diverse school communities, both involved in the Otago/Southland Information Literacy Project from June 2007 to November 2008. This project, commissioned by the National Library of New Zealand in collaboration with the Otago University Education Department and the New Zealand Ministry of Education, involved the participation of librarians and teachers from seven schools from the Otago and Southland regions of New Zealand looking at a collaborative approach to student learning outcomes and focused on year 8 students. Collaboration in the case studies outlined has resulted in improved communication and understanding of expertise between teachers and librarians, and in improved learning outcomes for students. The work is just beginning, and as the information environment continues its exponential expansion, the combined strength of collaborative teaching will share the burden between teachers and librarians. Both parties bring individual strengths to the partnership, and each party also learns from the other, benefiting the professional practise of each. Students are better served by working with two professionals, and the benefit of seeing their teachers working collaboratively, as we so often expect them to do, cannot be overstated.