Abstract:
In order for school students to become successful members of the knowledge society they have a requirement to be information literate, and collaborative teaching between teachers and librarians in schools is one way in which such information literacy skills can be improved. This study examines the extent to which collaborative teaching is occurring in New Zealand secondary schools, and attempts to determine the factors which influence the likelihood of this teaching approach taking place and whether such a teaching approach is having an effect on the information literacy of students. A paper-based survey of teachers and librarians in New Zealand secondary schools was carried out, followed up by interviews with volunteers. The results showed that the degree of collaborative teaching which is taking place is very variable, and that factors such as the commitment of the school principal and the personalities of individuals is important in influencing whether this teaching approach takes place. This study also demonstrated the discrepancies in understanding of the term information literacy between teachers and school librarians, with librarians having a clearer understanding of what the term means. The effect of collaborative teaching on the information literacy of students proved to be difficult to quantify in such a short study.
