Rethinking collaboration
How librarians can work best with teachers to enhance learning.
Sally Flint of the British and International Schools Library Network stops to think about the best way librarians can support their colleagues, and asks herself what does best practice really look like?
Do we need a reset?
Recently, I listened to a great podcast (FOSIL, Education and School Libraries) with Elizabeth Hutchinson in her series  Informed Librarian Conversations. She was speaking with Darryl Toerien about fostering deeper connections between librarians and teachers. Elizabeth is a school library specialist trainer and runs a membership called Engaging and Empowering School Libraries. She has for a long time championed the importance of libraries in education. Darryl, Head of Inquiry-based Learning at Blanchelande College in Guernsey and former Head of Library at Oakham school, has long been an advocate of the synergy between inquiry-driven education and the school library.
Their conversation made real sense, so I was really taken aback by Darryl when he asserted that “many librarians don’t know how to help teachers.”
“We do!” I thought, mentally defending librarians everywhere. But as I reflected, I could start to see what he might be getting at. Time constraints, misunderstandings, or simply not realising communication is necessary can all stand in the way of effective support.
If I am honest, I hold my hand up as someone who has gone overboard and rushed into initiatives that were maybe not quite so helpful as I had originally thought, or which simply overcomplicated an idea that would be best kept simple.
Striking a balance
This led me to think about how we, as librarians, can help teachers in a meaningful way: I knew if some things had not worked as well as they might, others had hummed along. Might there be a common thread to explain why they were a success?
Having thought a bit more, here are some things that have gone really well for me:
1. Developing library skills as part of project-based learning
As a Secondary School librarian, I worked with the Head of History to develop a project-based unit specifically designed to teach both library and historical skills. By integrating traditional library skills—like research strategies — into the assessment rubric, we ensured these competencies were valued and prioritised. Embedding library skills into projects enhances the subject skills being taught and reinforces their importance for the whole curriculum. Ideally, this approach should extend to multiple disciplines, making library skills a cornerstone of cross-curricular learning.
In the process I found I could help students build essential skills like evaluating sources, digital literacy and mastering citation techniques that are central to extended pieces of work. I also learned that while whole-class teaching can be useful, smaller group sessions often provide more targeted support for students who need extra help. Tailoring the approach and drawing on teachers’ knowledge of their own class members’ needs, ensures every student gets the guidance they require to succeed, something that colleagues really value.
2. Working closely with the teachers of literacy
A shared, school-wide approach to teaching literacy across the curriculum is always going to be valuable, so working with teachers who have this at the top of their agenda will pay dividends. Working with words is what we do in the Library. Whether through guided reading programmes, small group sessions for students needing extra help, or simply making library visits a highlight of the week, librarians create opportunities for learning language. These activities, when aligned within a whole-school literacy curriculum, demonstrate how librarians can be both facilitators and collaborators in the learning process. The focus should, I think, be on enhancing students’ exploration while strengthening their reading skills.
3. Understanding the resources teachers need and how they are used
Librarians can save teachers valuable time by sourcing high-quality resources—from books to digital content—and purchasing thoughtfully designed packages that align with classroom goals. Getting best value means listening to colleagues. But curation alone isn’t enough: we must also teach students how to evaluate and use these resources effectively. Visiting classrooms to understand what’s being taught and connecting it to broader library skills can make this support even more impactful.
4. Getting involved in school-wide professional development
Librarians don’t always realise the key role they can play in supporting teachers beyond curating a good PD collection. They are part of professional development themselves. I’ve tried to do this by editing, supporting, and leading a journal where teachers shared academic papers and/or reflected on their master’s programmes. This gave educators an outlet to grow while fostering collaboration. By actively participating in such opportunities, librarians highlight their expertise and contribute to broader school goals.
5. Being proactive
Teachers can reach out to librarians for support, but as Darryl Toerien suggested in the podcast, librarians must also take the initiative to connect with teachers, aligning the skills they wish to develop with classroom goals. Just as we encourage collaboration among students, we need to model this same teamwork between educators and librarians for the sake of our students.
6. Start with a conversation
Looking back, the most effective initiatives were truly collaborative and started with a conversation rather than just a handout. I think this will be true for all of us, whatever the curriculum—be it the International Baccalaureate, British Curriculum, American Common Core, Cambridge International, or another framework—librarians are uniquely positioned to provide teacher support by listening and then responding. A collaborative approach also ensures library skills enhance and seamlessly integrate with classroom goals, helping both educators and students succeed.
And so . . .
Reflecting on how librarians can help teachers, it is clear that even if we don’t have all the answers, librarians do play a vital role in supporting the wider school curriculum. The debate about whether we are teachers or something slightly different is important, but perhaps less essential than the fact that we are integral to developing inquiry and interdisciplinary learning.
As Elizabeth and Darryl made me realise, this kind of mutual collaboration strengthens the entire educational experience. By working together, we create more effective and engaging learning environments for everyone and ensure that our libraries remain the magical places that we want them to be.
Thank you both.
Sally Flint is the coordinating lead of the British and International Schools Library Network. Find out more about their work and how you can become part of this new online community of school librarians see: https://consiliumeducation.com/bisln/
Elizabeth Hutchinson and Darryl Toorien are the organisers of a new symposium for inquiry-based learning and librarians taking place online on February 8th. For more information see: https://fosil.org.uk/event/fosil-symposium-2025/
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