Collaborative Partnerships with School Librarians in Fixed Rotation: A Qualitative Study
Loading...
Authors
Anderson, Janice
Issue Date
2025-08
Type
Dissertation
Language
en
Keywords
School Librarian , teacher , Collaboration , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
This qualitative case study explored how school librarians working within fixed schedule rotations in Texas elementary schools build and sustain collaborative partnerships with other educators. The study addressed the problem that fixed library schedules often inhibit collaboration between librarians and classroom teachers, limiting the development of a collaborative school culture. Grounded in standards from the American Association of School Libraries (AASL), the Texas State Library and Archives Commission (TSLAC), and the Texas Education Agency (TEA), the study aimed to identify strategies and interventions that enhance collaboration despite these constraints. The study focused on 14 TEA-certified school librarians with master’s degrees in library and information science working in a large metropolitan area. Data collection included interviews, focus groups, and artifact analysis, such as lesson and collaboration plans. Interviews were conducted using Riverside.FM. A hybrid analysis process combined Delve software with manual methods like printed transcripts and researcher note cards for thematic coding. Findings revealed that while fixed scheduling presents substantial barriers to collaboration, such as a lack of shared planning time and isolation from classroom instruction, librarians still find meaningful ways to collaborate. These include informal communication, partnerships with ancillary educators, and asynchronous instructional tools. These practices show that collaboration is possible, even when institutional scheduling structures are rigid. The study offers several implications for practice. School leaders should intentionally support librarians as instructional partners by including them in planning and professional learning opportunities to help teachers better understand how librarians support instruction and curriculum. Future researchers can build on this study by expanding stakeholder perspectives, comparing scheduling models, and examining the relationship between collaboration and student outcomes.