Track
Track 2: Leadership, Organizational Culture & Systems Change
Publication Date (MM-DD-YYYY)
3-7-2026
Start Date (MM-DD-YYYY)
3-7-2026 10:30 AM
End Date (MM-DD-YYYY)
3-7-2026 11:00 AM
Presentation Type
Presentation
Description
Educational organizations in a suburban-rural county in the New York metropolitan region struggle to support systematic librarian-teacher collaboration despite evidence of its benefits for student learning. This proposed phenomenological study will examine the lived experiences of certified public school librarians regarding collaboration and the organizational conditions that enable or constrain collaborative practice.
All certified public school librarians (estimated N=200-250) across the county will receive an invitation to participate in the study. Phenomenological interviews with 15-20 certified school librarians will explore their lived experiences of organizational conditions, organizational learning systems, and the meanings they attribute to collaboration.
The study will integrate three theoretical perspectives: collaboration theory, organizational learning theory, and phenomenological methodology. Data analysis will follow a hermeneutic phenomenological approach. The researcher will establish trustworthiness through member checking, peer debriefing, reflexive journaling, and a comprehensive audit trail.
Expected findings include identification of essential structures of collaboration experience, insights into how organizational conditions and knowledge management systems are lived and interpreted, and understanding of how organizational contexts shape librarians' professional identities and collaborative capacity. This research will contribute to the understanding of organizational learning in educational settings and provide frameworks for educational leaders seeking to build sustainable collaborative capacity.
Recommended Citation
(2026). Librarian–teacher collaboration study. Retrieved from https://fuse.franklin.edu/dsa-conf/2026/presentations/17
Librarian–teacher collaboration study
Educational organizations in a suburban-rural county in the New York metropolitan region struggle to support systematic librarian-teacher collaboration despite evidence of its benefits for student learning. This proposed phenomenological study will examine the lived experiences of certified public school librarians regarding collaboration and the organizational conditions that enable or constrain collaborative practice.
All certified public school librarians (estimated N=200-250) across the county will receive an invitation to participate in the study. Phenomenological interviews with 15-20 certified school librarians will explore their lived experiences of organizational conditions, organizational learning systems, and the meanings they attribute to collaboration.
The study will integrate three theoretical perspectives: collaboration theory, organizational learning theory, and phenomenological methodology. Data analysis will follow a hermeneutic phenomenological approach. The researcher will establish trustworthiness through member checking, peer debriefing, reflexive journaling, and a comprehensive audit trail.
Expected findings include identification of essential structures of collaboration experience, insights into how organizational conditions and knowledge management systems are lived and interpreted, and understanding of how organizational contexts shape librarians' professional identities and collaborative capacity. This research will contribute to the understanding of organizational learning in educational settings and provide frameworks for educational leaders seeking to build sustainable collaborative capacity.
