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.