Teachers and librarians collaborating on inquiry-based science instruction: A longitudinal study

Patricia Montiel-Overall, Kim Grimes

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


The qualitative, longitudinal study suggests how teachers and librarians learn to collaborate on inquiry-based science lessons that link science, information literacy, and structured English immersion standards for Latino elementary students. Teachers and librarians in the study received extensive professional development training about teacher and librarian collaboration (TLC), information literacy, inquiry-based science, as well as language and culture. In addition, expert peer mentors provided background information to teachers and librarians, as well as modeled high end TLC recommended by school librarian professional guidelines. Although increased interest and high motivation are generated by TLC, findings indicate that considerable time and experience are needed to prepare teachers and librarians to collaborate on instruction. Study results also indicate that there is an apparent lack of experience with inquiry-based science, particularly in schools with a culture of direct instruction. The study highlights teachers' lack of awareness of librarians' role as instructional partners. Greater communication between the professions is urged if TLC is to be successfully implemented as a way to bolster student achievement and stay updated in important fields, such as science, where instruction appears to be lagging behind.

Original languageEnglish (US)
Pages (from-to)41-53
Number of pages13
JournalLibrary and Information Science Research
Issue number1
StatePublished - Jan 2013
Externally publishedYes

ASJC Scopus subject areas

  • Information Systems
  • Library and Information Sciences


Dive into the research topics of 'Teachers and librarians collaborating on inquiry-based science instruction: A longitudinal study'. Together they form a unique fingerprint.

Cite this