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(Ertl, Fischer & Mandl, 2006; Weinfan &
Davis, 2004).
time to develop ideas. When a password-protected
group electronic discussion list was established,
members could input their ideas at any time be-
tween meetings. As a result of their long-standing
collaboration, the group saved the district's TL po-
sitions (Riskin, 2005). That same process worked
for the Long Beach Unified School District's TLs
using a combination of face-to-face meetings,
email, and listserv (Oehlman & Moore, 2007).
State agencies, universities, and professional
entities have explored video conferencing as a way
to provide professional development across a large
geographic area. East Carolina University's Teach-
ing Resources Center planned an implemented a
Librarian to Librarian Networking Summit video
conference. As a result of this venture, attendees
collectively gained confidence and established
networks in order to learn from each other on
an ongoing basis. Their interaction has led to
professional interdependence and mutual support
(Bailey, Tell & Walker, 2007). Their success was
due to thorough planning, relevancy of the content,
using a roundtable format, making summit docu-
mentation available ahead of time, and following
up the summit with more communication.
The INFOohio Instructional Development Task
Force has used video conferencing since 2004 to
provide statewide professional development and
timely updates about Ohio's virtual library. This
method allows local experts to give consistent and
efficient, high-quality training from their site to the
rest of the state as needs arise. Support materials
are emailed in preparation of each training, and
workshops are archived on the Internet for future
reference (Higgs-Horwell & Schwelik, 2007).
The California Computer-Using Educators
(CUE) Library Media Educators (LME) SIG
exemplifies a state's professional organization
effort to mission is to provide opportunities for
professional development and collaboration. The
SIG uses a number of collaborative tools to foster
engagement and social networking: a web portal
containing documents and announcements to keep
the membership current, a monthly online chat
Group facilitators should plan collaboratively
ahead of each video conference session to balance
presentations and active discussion. Providing
reading material ahead of time, and complement-
ing video conferencing with follow-up peer online
postings also help individuals feel connected and
empowered (Green & Cifuentes, 2008).
In their research on virtual communication,
Weinfan and Davis (2004) found that video
conferencing has greater impact when partici-
pants know each other, and are committed to a
sustained professional relationship. Participants
will work harder and accomplish more. In that
respect, effective video conferencing and CoPs
are mutually supportive. Both group dynamics
and goals need to be positive and worthwhile.
Video conferencing groups should get to know
each other ahead of time, ideally face-to-face,
but even a telephone conversation can frontload
acquaintanceships.Additionally, video conferenc-
ing group roles and expectations need to be more
explicit than for face-to-face groups. Nor should
video conferencing constitute the sole means of
interaction; ongoing communication to group
members and ongoing work toward achieving
goals is required. Particularly since most video
conferencing sessions have time limits, continuous
communication - be it traditional or digital - can
lower stress and frustration.
CAse studies in tl
teChnology CollAborAtion
And video ConFerenCing
In the world of TLs, peer collaboration is most
likely to occur within a large school district or
professional association. A lonely elementary
TL in Chicago met regularly with fifteen TLs in
the district to review broad topics such as library
technology, but the group didn't have enough
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