7.1 Oral Communication: Effectively engage in oral communication in professional contexts. 

7.2 Written Communication: Effectively write a professional email-salutations, no text speak, write in a grammatically correct way, clearly articulate an idea

7.3 Collaboration within a Library of Information Organization: Works with others within the organization to achieve meaningful outcomes. 

7.4 Collaboration with external constituencies: Works with others outside the organization to achieve meaningful outcomes. 

A prominent trait of a leader is the ability to communicate. Saunders and Corning (2020) discussed the importance of communication throughout the collaboration process, from initiating contact to the final stages of project assessment. They also emphasized the value of starting conversations as a way to build relationships and establish the foundation for future collaboration (p. 464). Communication is not only about delivering information but also about active listening, adjusting language to different audiences, and minimizing barriers to understanding. In my current role as a school librarian, I have seen how conversations with educators, administrators, and support staff often lead to unexpected collaborations. I have also recognized that clear and professional communication helps to build rapport and trust, which are necessary for effective teamwork and collaboration. This has shaped how I approach interactions in my role and reinforced that intentional, purposeful communication influences the success of collaboration.

Saunders and Corning (2020) acknowledge that librarians are not only encouraged but expected to collaborate with community partners in developing and delivering services (p. 453). This expectation is reflected in the standards of multiple professional library associations. The Portrait of a Collaborator assignment (LIS 654) required me to reflect on the specific traits that define who I am as a professional and the value I bring to collaboration within my school (7.3) and with organizations beyond my immediate community (7.4). In creating this visual representation of my collaborative identity, I had to consider what skills I offer, how I support others, and how I communicate my availability as a collaborative partner. It was a reminder that being visible and proactive about collaboration is essential to library work. This assignment also influenced how I present myself in professional settings. I now regularly speak in school wide meetings, grade-level meetings, and department meetings to explain how I can support instruction and resource curation (7.1). I now intentionally contribute to discussions to increase awareness of the library’s role and to build connections across the school community.

Rhue (2024) describes school librarians as essential to the functioning of the school, engaging with learners, educators, administrators, and parents in many formats and for a wide range of reasons (p. 22). Collaboration and communication are continuous responsibilities. Since creating the Portrait of a Collaborator, I have expanded my involvement in the school by leading professional development, partnering with grade two through grade ten, and curating resources for almost every grade from Pre-K through grade twelve. I also took on the role of Extended Essay Coordinator. These roles have required ongoing collaboration within the school (7.3) and communication with external educational networks and librarians from other International schools (7.4). Rhue (2024) further emphasizes that librarians strengthen communities through transparent communication and collaboration with individuals and organizations (p. 24). What made this assignment most impactful for me was the realization that I had something to offer even as a newer librarian. It allowed me to define and articulate the ways I support stakeholders in my work, and it provided a clear framework for how I approach relationship building.

The News Presentation assignment (LIS 620) provided an opportunity to collaborate with group members to plan and deliver shared knowledge and learning (7.3). Within the group, we had to divide the workload, coordinate timelines, and practice how to deliver our portion of the content to the class (7.1). Writing the presentation content helped me focus on clearly communicating the central ideas in a professional manner that would be appropriate for a library or instructional setting (7.2). The focus of the presentation on credibility and avaialibilty of news sources highlighted an important aspect of librarianship, which involves working with external vendors, publishers, and platforms to determine which news resources are available and accessible for patrons (7.4). Rhue (2024) notes that librarians must be able to access, evaluate, and communicate information in ways that meet the needs of learners and collaborators alike (p. 26). This assignment helped me apply those skills in a group setting, while also learning how to adapt my communication for peers and adult learners. As a school librarian, I will need to teach learners of all ages, including educators, so this experience prepared me for delivering content clearly to adult audiences.

Effective librarianship depends on consistent communication and meaningful collaboration. School librarians often work independently, but the job requires ongoing connection with others to achieve strategic goals and objectives. These relationships extend beyond the immediate school environment and include families, vendors, professional associations, and other educational institutions. Versluis and Rigling (2017) remind that any conversation about collaboration must include equity, diversity, and inclusion, which are not to be reduced to checklists but approached with intentionality and awareness (p. 165). At the foundation of all communication and collaboration efforts must be the inclusion of multiple and diverse perspectives. As I move forward, I will continue to prioritize clear communication, active collaboration within my school and beyond, and building inclusive relationships that support equitable outcomes for all learners.

The Portrait of a Collaborator (LIS 654) and News Presentation (LIS 620) assignments were important experiences that strengthened my confidence as both a communicator and collaborator. These projects allowed me to practice working with people who brought different backgrounds, strengths, and expertise to the table. They also helped me recognize the value of my own voice and contributions, which is essential in a role that often requires advocating for the library and demonstrating its relevance across the school community. Through these experiences, I developed skills in active listening, clear communication, and professional presentation, all of which are important to building trust and maintaining productive, collaborative relationships.

As a school librarian, communication and collaboration are part of my daily responsibilities, whether I am working with educators, administrators, support staff, learners, parents or community organizations. These assignments helped me understand how to present myself as a knowledgeable and approachable resource. They also taught me how to adapt my communication style to fit different audiences and contexts. I will continue to apply these skills by seeking out opportunities to co-teach, lead professional development, serve on school committees, and contribute to strategic planning conversations. I also plan to use what I have learned to strengthen partnerships beyond the school. By doing so, I can expand access to resources and create programming that better supports the needs of all learners. These skills will remain central to my practice, allowing me to lead from the library while supporting a culture of collaboration, communication, and shared responsibility within the school community.

Rhue, J. (2024). The Merger: School librarianship as the connector. Knowledge Quest, 53(1), 20–27. 

Saunders, L., & Corning, S. (2020). From Cooperation to Collaboration: Toward a Framework for Deepening Library Partnerships. Journal of Library Administration, 60(5), 453–469. https://doi-org.proxy180.nclive.org/10.1080/01930826.2020.1729623 

Versluis, A., & Rigling, L. (2017). What Collaboration Means to Me Passing the Mic. Collaborative Librarianship, 9(3), 164–167.