Abstract

The purpose of this study is to analyze Teacher Librarians’ role perceptions in the instructional design process and to propose a revised Systematic Instructional Design model to enhance instructional support and improve teaching and learning. Using ADDIE Model, a four-phase School Library Collaborative Instruction design model was applied in a Teacher Librarian survey. The analysis showed that, in the Preparation phase, roles were revised to three: arrangement of classroom conditions, instructional needs consultation, and professional development. In the Design phase, five existing roles were retained, with one renamed as curriculum understanding and analysis, instructional role division included, and teaching and learning content selection integrated and added, resulting in eight roles. In the Implementation phase, existing roles were renamed as instructional operation and instructional strategy execution, and three new roles—lesson support, student feedback, and provision of instructional materials—were added, forming five. In the Evaluation phase, roles were consolidated and renamed as instructional reflection, with the integration and addition of learning process evaluation, along with the addition of learning outcome evaluation and documentation, resulting in four roles. Based on these findings, strategies were proposed to revitalize School Library Collaborative Instruction through training, institutional support, lesson sharing, and participation in professional learning communities.