According to Hughes-Hassell and Mancall, (2005) providing a collaborative access environment requires that “school library media specialists, teachers, and other members of the learning community enter into a collaborative relationship and share authority for collection and access decisions” (p. 48).  No longer is it the sole responsibility of the teacher librarian to develop the library collection.

Doughty, (2017) explains that collaboration with all library users contributes to a great library service. Ways in which a collaborative relationship can be built with the learning community is by attending planning and team meetings to inform what parts of the curriculum are currently being studied and to offer suggestions of resources that may support the learning.  Student involvement in the selection process can also be established by having students offer suggestions.  These can be simply based on interest or a suggestion that supports their learning.  By giving students an active role to play in the library it offers them a greater sense of ownership (Doughty, 2017).  Relationships with parents and the wider community are equally important and can be achieved through offering a collection that parents can borrow from and by having connections with local libraries and resources that can be accessed for your community.

Doughty, K. (2017). Collaboration is the name of the game. Incite, 38 (11/12), 25. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=220458073962485;res=IELAPA

Hughes-Hassell,. S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners. Chicago: ALA Editions.  Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=289075&ppg=48