Once you identify collaborators and begin working with them, plan to have conversations about things such as workflow, expectations, and timeline. Lessons 4 and 5 in this course will go into more detail in this area. Before you think about planning the project, you’ll need to explore ways to foster mutually beneficial relationships in research collaborations.
Finding authentic partnerships can be challenging. You’ll need to carefully examine why you are entering specific collaborations and be intentional about caring for yourself and others. You will be working with people who have different life experiences and positionalities. If you are in a position of privilege, you should be aware of how your position influences the dynamics of the relationship you are entering. For example, you may be a department supervisor working with someone who does not have the same power as you in the organization. It is important to recognize the power dynamics in the partnership and be open to taking steps to prevent imbalance. If you are the person who is not in a position of power or the new researcher with less experience, you will have to be open about what you can or cannot commit to and be willing to speak up in uncomfortable situations.
Balancing the Dynamic
As stated in the article, Anti-Oppression Mindsets for Collaborative Design (2020), “without an awareness of historical privilege and oppression, we can unintentionally harm the people with whom we collaborate” (pg. 299). Be open to other ways of practicing research. It is essential to reflect on how to engage with your collaborators so that everyone benefits from the project.
Hillary Carey offers anti-oppression approaches to consider when working on collaborative projects. The chart below is divided into two areas for consideration: areas for harm and opportunities for empowerment in collaborations.
Think about this approach as you work with colleagues during your research projects.
Types of Collaborations and Their Benefits
There are other areas to consider for fostering mutually beneficial relationships. Working with collaborators in the community can provide a benefit to you and the community at large. For example, you can collaborate with local schools and their librarians on information literacy research when working with incoming high school students. Another example is to partner with a business who may be able to support funding for your project and in return, they can establish a relationship with the university. You can work with undergraduate or graduate students who may be interested in gaining research skills or participating in projects that can boost their résumé. This relationship gives you an opportunity to be a mentor and develop leadership skills as well. Collaborating with teaching faculty at the university enables you to work with an expert in a subject area that can support your work, and you can help them with your research expertise as a librarian. It’s good to examine these benefits when selecting a research partner.
While you may enter the collaboration with the best intentions, there are still times when you may find that things are not working out as planned. To help mitigate some of these challenges, you’ll want to communicate your needs and expectations up front.
At the start of the project, you should discuss a few essential things with your collaborator. Having important and sometimes uncomfortable conversations up front will keep the relationship balanced. (For more on this, see Course 4 Lesson 3: Writing Skills.)
Things to address include:
Who will be the lead author of the publication? Is the first author the person who does the most work, or will it be the person who needs to publish an article for tenure? You may be working with someone more experienced who is not concerned about being the first author. Even if you do not plan to publish your research, you may change your mind later. If you are responsible for more work, advocate to be the lead author to boost your portfolio.
How often should you check in with each other? Some people are good on their own without reminders. Others need to check in with their partners on a regular basis. Decide how you want to stay up to date with each other’s progress. Ask your collaborator about their preferred communication methods, i.e., chats, texts, phone calls, or in-person meetings. Discuss how to manage both of your preferred styles of communication.
When you do meet, create a structure for everyone to bring up concerns. If you build in a regular expectation for the length of your meetings and when concerns should be addressed, they will be much easier to discuss.
Set clear boundaries and expectations. Be honest with your collaborator about what is important to you and what you want out of the partnership. Let them know when something is not working for you. Also, be open to making adjustments if something is not working for them.
Write down your agreement. This is helpful for long-term projects but can be used for short-term projects as well. The good thing about writing down your plans is that you can come back to them if things get off track and someone is not fulfilling their obligations.
Topic 2 References
Carey, Hillary. “Anti-Oppression Mindsets for Collaborative Design.” (presentation at Synergy DRS International Conference, online, August 2020). doi.org/10.21606/drs.2020.277.
Fostering Mutually Beneficial Relationships
Once you identify collaborators and begin working with them, plan to have conversations about things such as workflow, expectations, and timeline. Lessons 4 and 5 in this course will go into more detail in this area. Before you think about planning the project, you’ll need to explore ways to foster mutually beneficial relationships in research collaborations.
Finding authentic partnerships can be challenging. You’ll need to carefully examine why you are entering specific collaborations and be intentional about caring for yourself and others. You will be working with people who have different life experiences and positionalities. If you are in a position of privilege, you should be aware of how your position influences the dynamics of the relationship you are entering. For example, you may be a department supervisor working with someone who does not have the same power as you in the organization. It is important to recognize the power dynamics in the partnership and be open to taking steps to prevent imbalance. If you are the person who is not in a position of power or the new researcher with less experience, you will have to be open about what you can or cannot commit to and be willing to speak up in uncomfortable situations.
Balancing the Dynamic
As stated in the article, Anti-Oppression Mindsets for Collaborative Design (2020), “without an awareness of historical privilege and oppression, we can unintentionally harm the people with whom we collaborate” (pg. 299). Be open to other ways of practicing research. It is essential to reflect on how to engage with your collaborators so that everyone benefits from the project.
Hillary Carey offers anti-oppression approaches to consider when working on collaborative projects. The chart below is divided into two areas for consideration: areas for harm and opportunities for empowerment in collaborations.
Think about this approach as you work with colleagues during your research projects.
Types of Collaborations and Their Benefits
There are other areas to consider for fostering mutually beneficial relationships. Working with collaborators in the community can provide a benefit to you and the community at large. For example, you can collaborate with local schools and their librarians on information literacy research when working with incoming high school students. Another example is to partner with a business who may be able to support funding for your project and in return, they can establish a relationship with the university. You can work with undergraduate or graduate students who may be interested in gaining research skills or participating in projects that can boost their résumé. This relationship gives you an opportunity to be a mentor and develop leadership skills as well. Collaborating with teaching faculty at the university enables you to work with an expert in a subject area that can support your work, and you can help them with your research expertise as a librarian. It’s good to examine these benefits when selecting a research partner.
While you may enter the collaboration with the best intentions, there are still times when you may find that things are not working out as planned. To help mitigate some of these challenges, you’ll want to communicate your needs and expectations up front.
At the start of the project, you should discuss a few essential things with your collaborator. Having important and sometimes uncomfortable conversations up front will keep the relationship balanced. (For more on this, see Course 4 Lesson 3: Writing Skills.)
Things to address include:
Topic 2 References
Carey, Hillary. “Anti-Oppression Mindsets for Collaborative Design.” (presentation at Synergy DRS International Conference, online, August 2020). doi.org/10.21606/drs.2020.277.
Skop, Emily, Caretta, Martina Angela, Faria, Caroline, and Smith, Jessi L. “An Ethos of Care.” Inside Higher Ed. October 14, 2021. https://www.insidehighered.com/advice/2021/10/15/pledge-foster-more-equitable-research-collaborations-opinion.
Wahl, Erin, and Kristen Kew. “The Politics of Collaborative Works: How to Choose a Co-writer.” The Librarian Parlor. November 18, 2022. https://libparlor.com/2022/11/18/the-politics-of-collaborative-works-how-to-choose-a-co-writer/.