我國推行國小圖書教師已有五年，圖書館教師在學校環境中推動圖書館利用教育並將資源整合於各科的課程與教師協作是其重要的使命。本研究旨在探究圖書教師與學科教師協作的關係，了解我國圖書教師發展協作的現況，以及探究影響協作的因素。本研究以問卷調查法為主，焦點座談法為輔，以103學年度申請「圖書教師」並審核通過之308所國小之圖書教師為研究對象。研究結果顯示：(一)圖書教師與學科教師建立協作關係的方式以圖書教師主動出擊為主，協作的學科以國語課為主；(二)協作模式以低層次合作居多；(三)行政主管兼任之圖書教師在協作模式「統整教學」面向優於科任教師兼任之圖書教師；(四)學校申請圖書教師一至二年在協作模式「圖書教師的傳統角色」面向優於申請未滿一年之圖書教師；(五)同儕間具有相同的理念與目標、相互尊重與信任、圖書教師抱持正面積極的態度以及有上級主管的支持會促進與學科教師發展協作關係；(六)學校規模大、對圖書教師角色的認知較低會阻礙國小圖書教師與學科教師發展協作關係；(七)減課、經費、圖書教師的定位是現今圖書教師與學科教師協作遭遇到最大困境與問題。根據上述結果，本研究提出以下建議，在圖書教師發展協作方面，建議圖書教師與學科教師建立教師專業社群，在具共同的目標與願景下，提升與學科教師建立協作的機會，增長協作的文化氛圍；在圖書教師的角色方面，建議加深各老師對圖書教師角色的理解與認知，增進協作的機會以提升學生學習成效及促進教師專業成長；在教育部方面，建議依據學校規模大小調整經費及人力資源比例以及將圖書教師設為專任職務。未來研究建議：(一)利用深入訪談法探討具高層次協作經驗學校之圖書教師從協作關係開展至執行協作教學的過程；(二)從學科教師的觀點進行探討，並與圖書教師的觀點進行相互比較。

It’s been five years after the implementation of teacher librarian in elementary schools in Taiwan. The important mission of this implementation is to promote library instruction and to integrate educational resources into courses by collaborating with subject teacher. This study attempts to understand the relationship between teacher librarian and subject teacher, to explore their collaboration situation and factors influencing their collaboration. In this study, primary research method is questionnaire survey and then secondary research method is focus group. The program of Teacher librarian to Promote Reading started in 2009. Up to 2014, there were total of 308 elementary schools participating in this program. The target group of this study consisted of these 308 teacher librarians. Results were summarized as follows: First, teacher librarian develops relationship with subject teacher by taking the initiative. The most collaborated subject was found to be Chinese literature. Second, teacher librarian and subject teacher had low-end collaboration by comparison. Third, administrative teacher librarian perform integrated instruction better than subject teacher librarian. Fourth, school participating in teacher librarian program for one to two years performs traditional role of teacher librarian facet is better than the school participating in teacher librarian program less one year. Fifth, collaboration is better achieved among peers sharing the same philosophy and goals and showing mutual respect and trust. Teacher librarian who hold a positive work attitude and have support from supervisors in school can also lead to better collaboration with subject teacher. Six, larger school size, lower recognition of the role of teacher librarian by subject teacher can hinder their collaboration. Lastly, there are three difficulties and problems in collaboration relationship between teacher librarian and subject teacher, including course reduction, budget cut and the role orientation of teacher librarian. Based on the results of this study, there are several suggestions. First, to facilitate collaboration between subject teacher and teacher librarian, a professional learning community can be built. Next, the role of the teacher librarian needs to be more recognized and understood by subject teacher, in order to promote opportunities of collaboration and professional development. Lastly, for the ministry of education, adjusting allocation of financial need based on school size and human resources as well as professional position for teacher librarian is needed. Future research can explore the high-end collaboration school by interview and conduct research from subject teacher’s point of view then compare with teacher librarians’ perspectives.

中文部分
何青蓉（民88）。學習社會與資訊網路。成人教育，47，14-22。
吳明清（2002）。促進教師專業發展的策略。理論與政策，12（1），99-114。
吳美美（1996）。在新時空座標中的圖書館功能─談資訊素養教育。圖書館學與資訊科學，22(2)，29-52。
吳淑芳（2004）。一個國小校長進行教學領導之自我角色覺察-以推動閱讀教學為例(未出版之博士論文)。臺北教育大學教育心理與輔導學研究所，台北市。
李智令（2002）。高雄市國小啟智班實施協作教學現況之研究(未出版之碩士論文)。 國立高雄師範大學特殊教育學系，高雄市。
李園會（1999）。協作教學法。台北：心理。
李麗君（2006）。檢視師資生教學信念與其實踐之方案實施與成效。國立臺北教育大學學報，19(1)，39-62 。
卓珊瑜（2014）。國民小學「圖書館閱讀推動教師」之角色理論與實務落差之探討(未出版之碩士論文)。國立台灣師範大學圖書資訊學研究所，台北市。
林菁（2004）。資訊素養融入國小社會學習領域—以 Big6 理念架構為例。視聽教育雙月刊，45(5)，2-16。
林菁（2007）。資訊素養融入國小四年級社會學習領域教學: 小小古蹟解說員的培訓研究。教育資料與圖書館學， 44(3)，357-378。
林菁（2012）。資訊素養融入國小二年級社會學習領域 [我們的社區] 主題探究: 以 Super3 模式為例。教育資料與圖書館學，49(3)，1-29。
林菁、李佳憓（2009）。國小圖書老師與班級教師合作設計資訊素養融入教學。教育資料與圖書館學，47(2)，199-230。
柯啟瑤（2000）。協作教學初探。翰林文教雜誌，15，8-35。
康木村（2010）。結合協作教學與互啟式對話的數學教師實習輔導模式之探究(未出版之博士論文)。國立高雄師範大學科學教育研究所，高雄市。
康木村、柳賢（2010）。融入協作教學之實習輔導模式促進數學實習教師專業成長之研究。臺中教育大學學報：數理科技類，24(2)，1-26。
張清濱（1999）。怎樣實施協作教學。師友，387，43-47。
張德銳、王淑珍（2010）。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報─ 教育類，41(1)，61-90。
教育部（2002）。國民小學圖書館設立及營運基準。檢自：http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=GL000105&KeyWordHL=&StyleType=1
梁月霞（2011）。香港小學圖書教師制度。圖書教師電子報，9。
陳昭珍（2011）。國中小圖書館與圖書教師發展現況。中華民國一○二年圖書館年鑑，27-38。
陳昭珍、趙子萱（2010）。圖書教師的角色及任務。圖書教師電子報，1。
陳昭珍、簡馨瑩、林菁、賴菀玲、陳海泓（2013）。國小圖書教師手冊。臺北市：教育部。
陳海泓（2014）。教師和圖書教師協作量表之編制與協作模式之初探。教育資料與圖書館學，51(3)，411-444。
陳靖玟（2014）。國小四年級社會學習領域、藝術與人文領域及閱讀課之協作教學行動研究(未出版之碩士論文)。國立台中教育大學地區與社會發展學研究所，台中市。
曾禮珍（2015）。「圖書教師」對國小圖書館經營推動及閱讀態度影響之研究(未出版之碩士論文)。國立台灣師範大學圖書資訊學研究所，台北市。
黃光雄（1988）。教學原理。台北：師大書苑。
黃政傑（1997）。教學原理。台北：師大書苑。
楊美華（2006）。我國圖書館事業近十年發展的回顧與前瞻。臺灣圖書館管理季刊，(2)4，10-24。
楊瑞珍（2000）。如何進行協作教學。教育部九年一貫課程試辦成果研討會：九年一貫課程實務教師篇，68-74。
課程發展議會（2002）。基礎教育課程指引：各盡所能‧發揮所長（小一至中三）。 香港：香港教育局。檢自：http://www.edb.gov.hk/mobile/tc/curriculum-development/doc-reports/guide-basic-edu-curriculum/index.html
鄭博真（2002）。協作教學—基本概念、實務和研究。高雄市：復文圖書。
蕭福生（2001）。國民小學協作教學實施之分析研究─以一所國民小學為例(未出版之碩士論文)。國立台北師範學院課程與教學研究所，台北市。
賴苑玲（2001）。如何將 Big Six 技能融入國小課程。書苑季刊，48，25-38。
賴苑玲、伍桐慰、沈佩怡、陳曉萍、蔡如惠 (2013)。圖書教師與社會領域教師協作教學之行動研究。地區與社會發展研究，(4)，3-27。

英文部分
American Association of School Librarians and Association for Educational
Communications and Technology.(1988). Information power: Guidelines for school library media programs. Chicago: American Library Association.
American Association of School Librarians (2009).Empowering Learners: Guidelines for school library media programs. Chicago, Ill: American Association of School Librarians.
Bishop, K., & Larimer, N. (1999).Literacy through Collaboration.Teacher Librarian, 27(1), 15-20.
Callison, D. (1999). Keywords in instruction: Collaboration. School Library Media Activities Monthly, 15(5), 38-40.
Chu, K. W. S. (2009). Inquiry project‐based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
Chu, S.K.W., Chow, K. & Tse, S.K. (2011).Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills.Library & Information Science Research, 33, 132-143.
Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Retrieved from http://plaza.ufl.edu/mrichner/Readings/Cook%20&%20Friend%20(1995).pdf
Collaborate. (n.d.).In Collins Dictionary. Retrieved from http://www.collinsdictionary.com/dictionary/american/collaborate
Collaborate. (n.d.).In Merriam-Webster's Collegiate Dictionary. Retrieved from http://www.britannica.com/dictionary?book=Dictionary
Craver, K.W. (1994).School library media centers in the 21st century: Changes and challenges.Westport, CT: Greenwood Press.
Doiron, R., & Davies, J. (1998).Partners in Learning: Students, Teachers, and the School Library. Englewood, CO: Libraries Unlimited.
Donham, J., & Green, C.W. (2004). Developing a culture of collaboration: Librarian as consultant. Journal of Academic Librarianship, 30(4), 314–321.
Doppenberg, J.J., Bakx, A.W.E.A., & Brok, P.J. den. (2012).Collaborative teacher learning in different primary school settings. Teachers and Teaching : Theory and Practice, 18(5), 547-566.
Edlund, K. (2001). Making authentic research work in the classroom: The challenge strand. Paper presented in the Big6 Conference. San Jose, CA.
Eisenberg, M. B. (2006). Three roles for the 21st-century teacher-librarian.CSLA Journal, 29(2), 21-23.
Eisenberg, M. B., & Berkowitz, R. E. (1999).Teaching information & technology skills: The Big6 in elementary schools. Worthington, OH: Linworth.
Elley, W. (1992). How in the world do children read ? Hamburg: International
Association for the Evaluation of Achievement.
Fishbaugh, M. S. (1997). Models of collaboration. Boston,MA: Allyn and Bacon.
Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals.White Plains, NY: Longmans.
Gay, L. R. (1996). Educational Research: Competencies for Analysis and Application.
Englewood Cliffs, NJ: Merrill.
Hamilton-Pennell, C., Lance, K. C., Rodney, M. J., & Hainer, E. (2000). Dick and
Jane go to the head of the class. School Library Journal, 46(4), 44-47.
Haycock, K. (1999). What works: Collaborative program planning and teaching. Teacher Librarian, 27(1), 28.
IImmroth, B., &Lukenbill, W. B. (2007). Teacher-School library media specialist collaboration through social marketing strategies: An information behavior study. School Library Media Research. Retrieved from http://files.eric.ed.gov/fulltext/EJ851702.pdf
Kenney, B. (2007). Getting it together. School Library Journal, 53(7), 9.
Kuhlthau, C. (1993). Implementing a process approach to information skills: A study
identifying indicators of success in library media programs. School Library Media Quarterly, 22(1), 11–18.
Lance, K. C. (1994). The impact of school library media centers on academic achievement. School Library Media Quarterly, 22(3), 167-172.
Loertscher, D. V. (2000). Taxonomies of the school library media program. San Jose, CA: Hi Willow Research and Publishing.
Manzo, K. K. (2000). Study shows rise in test scores tied to school library resources. Education Week, Retrieved from wwvv.edweek.orgiewiewstory.cfm.
Mark-Kirschner, A. (2003). The teacher’s guide to National Board certification: unpacking the standards. Portsmouse, NH: Heineman.
Martinez, K. (1993). School experience: Joint ventures as teacher education, Paper presented at the 23rd Annual Conference of the Australian Teacher Education Association, Fremantle.
Mattessich, P. W., & Monsey, B. R. (1992). Collaboration: What makes it work. A review of research literature on factors influencing successful collaboration. St. Paul, MN:Amherst H. WilderFoundation.
Montiel-Overall, P. (2005). Toward a theory of collaboration for teachers and librarians.School library media research. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol8/SLMR_TheoryofCollaboration_V8.pdf
Montiel-Overall, P. (2007). Research on teacher and librarian collaboration: An examination of underlying structures of models. Library & Information Science Research, 29(2), 277-292.
Murawski, W. W., & Dieker, L. A. (2004).Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.
Neuman, D. (2004). The library media center: Touchstone for instructional design andtechnology in the schools. In Handbook of research on educational communications and technology. Mahwah, NJ: Lawrence Erlbaum Associates.
Offenberg, R. M. & Clark,T. J. (1998). Library power. Paper presented at The Impact on Student Achievement as Measured by the Stanford Achievement Test , 9th Edition.Research and Evaluation, School District of Philadelphia.
Pappas, M. L. (2002). Discussion forums: A tool for collaboration. Knowledge Quest, 31(2), 17-19.
Phelps, S. F., & Campbell, N. (2012). Commitment and trust in librarian–faculty relationships: Asystematic review of the literature. The Journal of Academic Librarianship, 38(1), 13–19. doi:10.1016/j.acalib.2011.11.003
Roth, W. M., & Tobin, K. G. (2002). At the elbow of another: Learning to teach by coteaching. NY: Peter Lang.
Roth, W. M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675-702.
Schultz-Jones, B.(2009).Collaboration in the school social network. Knowledge Quest, 37(4), 20-25.
Serim, F. C. (2003). Information technology for learning: No school left behind. Retrieved from http://oii.org/ferdi/introjmworkshop.pdf
Shannon, D. M. (1996). Tracking the transition to a flexible access library program in two library power elementary schools. School Library Media Quarterly, 24(3), 155, 158-163.
Tallman, J. I., & van Deusen, J. D. (1994). Collaborative unit planning--Schedule, time, and participants. Retrieved from http://www.ericdigests.org/2001-2/librarians.html
Todd, R.(2005). Report of phase two of delaware school library survey: “Student learning through delaware school libraries, part1 background, theoretical framework, methodology and findings. Retrieved from http://www2.lib.udel.edu/taskforce/study/phasetwo.pdf
Van Cleave, K. (2007). Collaboration. In S. Curzon & L. Lampert (Eds.), Proven strategies for building an information literacy program. NY: Neal-Schuman
Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the Journey. Saint Paul, Minn. : Amherst H. Wilder Foundation Wolcott, L. (1996). Planning with teachers: Practical approaches to collaboration. Emergency Librarian, 23(3), 8-14.