Discussion Question 2: Why is it so difficult to get your teaching colleagues to buy into the idea or construct of "information literacy" and to adopt a research model ?

Because I've only recently joined this course I jumped into the conversation rather late about why it is difficult to get teaching colleagues to buy into adopting a research model and the issue of reluctance on the part of teachers to collaborate has come up. Some of the reasons raised in this discussion thread are a reluctance to share ideas, an unwillingness to share control, a resistance of change, fear of appearing less competent, ego, and lack of time. I added that what collaboration can sometimes mean to a busy teacher is adding work onto their shoulders by extra planning and preparing.

I think Andrea and Brenda both mentioned important points in overcoming these obstacles. Brenda, by taking the lead and sharing her lesson plans and taking ownership of the workload and planning, she is opening up the doors for collaboration and hopefully future reciprocal collaborative efforts in the future. Teachers are busy and by the TL offering to do a bit more of the workload at the start is a gesture that will hopefully be returned by the teacher later on.

One thing that Brenda said is, “I find it ironic that teachers would use the excuse that they are too busy with content to come to the library. Don't they realize what an incredible resource you are and that you can actually alleviate some of the burden?” I don’t actually believe that many teachers do realize this. I didn’t know it was the role of the TL to collaborate with teachers until I started taking these library courses and I have been teaching for close to 20 years!

Andrea said, “I also think it is key to provide examples of how a TL can work with teachers.” I think this is very important. James indicated he was having trouble raising interest in collaboration among his staff. I suggested that perhaps he would increase the willingness of his staff to collaborate by sharing some of the highlights of the collaborative projects he is doing with the grades 3 – 5 teachers and their classes. Because it is just the first year operating under this new model in his school, I am sure that with time, as more teachers see the great things that he is doing he will get more teachers on board, willing to collaborate. For those who still refuse to collaborate, all he can do is know he is trying his best. As a teacher it is hard for me to imagine anyone not being willing to collaborate with a TL!

Our school did attempt to collaboratively come up with a research model several years ago and it was a very difficult and time consuming process. Eventually we divided up into primary and intermediate teams and even then it was still a challenge. From looking at the different models they are all so similar that I wonder at the importance of striving so hard to come up with one specific model. I think there is much value in working together to examine the models and have discussions around it and come up with a general model that works but I see no harm in teachers using a different model that works for the students they teach. After all, all students are different right? It will important for the TL to have a discussion with the teacher s/he is working with so they are both working together toward the same goals of information literacy. I really like the idea of having the scope and sequence of skills in the document at hand so that I can refer to them when I am collaborating and teaching.