According to the Swedish School Inspectorate school libraries in Sweden are not utilized to their full potential. They conclude that this has a lot to do with a lack of communication and collaboration. We have, with this as a working premise, analyzed the collaboration between school librarians and teachers with a basis in the Teacher Librarian Collaboration-models. The TLC-models illustrates the collaboration between school librarians and teachers by using four categories for collaboration. The results are based on four interviews with school librarians on the topic of collaboration with teachers from the librarians’ point of view. Three things to note according to the informants are their dependence on a library plan, the need for a more involved management that has a deeper understanding for what they want from the school library, and that overall, they express a satisfaction with the collaborations they do have with teachers although two of the respondents wish these were conducted with all of the teachers in their workplace and not just a select few. The models have been applied to the result to elucidate the level of cooperation and we can conclude that although the collaboration patterns are far from terrible there is room for improvement. For further research we suggest deeper investigations on the role of the library plan and its impact on the collaboration. We also suggest further research on the role of the teachers and principals should be done in disciplines outside Library and Information science. At last we see an advantage in this kind of study, but in a grand scale to gather a broad array of ideas and perspectives.

There is a lack of mutual definitions of what a school library and a school librarian really is. For that reason, teachers, and school management, can find it difficult to find the benefits of collaboration between school staff and the school librarian. Ignorance of what a librarian does contributes to the difficulty of understanding what collaboration would entail and how it would work between the school librarian and the teacher. In this study we are using Patricia Montiel-Overalls’ four TLC-models (Teacher-Librarian-Collaboration); coordination, collaboration, integrated instruction and integrated curriculum. The models describe how different levels of collaboration between school librarians, teachers and school management could work out. From basic levels to more advanced. These models helped us understand what different scientists in LIS (Library and Information Science). The study’s results, by analysing how the scientific discourses during the first twenty years of the 21st century has looked, show that over time has the view and practice of collaboration changed towards to be something to strive after and likewise essential in school activity. Often appreciated and understood how important it is, but as often something hard to maintain. Our conclusion is to get collaboration between school librarians and teachers functional there need to be awareness of each other’s expertise, good communication, time, and possibilities given by the principal. There is also a need of co-ordination of education for both librarians and teachers and further education for those who already work with school library activities.