Brown, JenniferDuke, Thomas2018-01-252018-01-252005Research Strategies Volume 20, Issue 3, 2005, Pages 171-190http://hdl.handle.net/11122/8148Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors’ interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.en-USResearch Subject Categories::SOCIAL SCIENCESphenomenological researchself studylibrarian faculty collaborationJournal