Bridging educational silos: exploring professional development and learning opportunities through academic library/public-school partnerships
The purpose of this study was to examine partnerships between academic libraries and P-12 public schools as a mechanism for advancing professional development and learning amid evolving instructional, technological, and policy demands. Guided by Weick's sensemaking framework, the study explores how academic library administrators and public school superintendents interpret, construct and enact partnership opportunities following the implementation of a US state's information literacy legislation. The study focuses on how these actors make sense of institutional roles, responsibilities, and constraints in developing sustainable collaborations that support educator learning and student preparedness across the K–12 and higher education continuum. This study employed a mixed-methods, exploratory case study design. Data were collected through statewide surveys of academic library administrators and public school superintendents (n = 60), followed by semi-structured interviews with a purposive subsample of participants (n = 7). Quantitative survey data provided descriptive insights into partnership prevalence and priorities, while qualitative data supported in-depth analysis of participant interpretations and decision-making processes. Guided by Weick's sensemaking framework, thematic analysis was used to identify patterns related to partnership formation, perceived opportunities, institutional constraints and strategies for implementing professional development and learning initiatives. Findings indicate strong interest among both academic library administrators and superintendents in developing partnerships focused on information literacy, educational technology and project-based learning. Participants emphasized flexible, hybrid professional development and learning delivery models to address time, staffing and logistical constraints. Superintendents emerged as key gatekeepers in partnership decision-making, prioritizing alignment with district goals and financial sustainability. Academic librarians were viewed as well-positioned to support districts facing uneven instructional capacity, though barriers related to staffing, funding, governance, and partnership structure persisted. Pay-per-session models were identified as a preferred strategy for scalable and sustainable collaboration. This study is limited by its focus on a single US state, New Jersey, which may restrict transferability to regions with different policy environments or educational infrastructures. The participant sample did not include teachers, school librarians, or instructional staff, limiting insight into implementation at the classroom level. Additionally, interview participation was limited, constraining depth of qualitative perspectives. Future research should incorporate longitudinal and comparative designs, include additional stakeholder groups and examine how sensemaking processes evolve over time as partnerships mature and institutional conditions change. Findings suggest that academic libraries can play a strategic role in supporting district-level professional development by offering flexible, targeted professional development and learning aligned with information literacy legislation and instructional priorities. Superintendents should be engaged early as decision-makers to ensure alignment with district goals and governance structures. Hybrid delivery and pay-per-session models may enhance feasibility and sustainability. Clear communication frameworks and defined partnership structures can mitigate logistical and staffing challenges, supporting more effective cross-sector collaboration between academic libraries and P-12 school systems. Academic library–public school partnerships have the potential to advance educational equity by expanding access to professional learning in information literacy and educational technology, particularly in districts with limited instructional capacity. By strengthening educator knowledge and practice, these collaborations may improve student readiness for higher education and civic participation. Such partnerships can also help address systemic disparities resulting from uneven resources and declining numbers of certified school librarians, contributing to more equitable, informed and digitally literate communities. This study contributes to the literature by examining academic library–public school partnerships through a sensemaking lens, emphasizing professional development rather than research collaboration alone. By incorporating perspectives of both academic library administrators and public school superintendents, it illuminates how institutional actors interpret policy mandates and partnership opportunities. The identification of preferred delivery and funding models offers practical guidance for scalable implementation. This work positions academic libraries as critical cross-sector partners in emerging professional learning ecosystems supporting P-12 education.