ABSTRACT
Research–practice partnerships (RPPs) have become an increasingly important approach to interventionist and sustainable educational research. In RPPs, members of research and practice organizations work together to identify challenges within educational practice and utilize research tools and expertise to develop new testable solutions in situ. In this chapter, we describe a partnership between university researchers and several middle school librarians. We describe how the need arose for the researchers to renegotiate expectations around partner relationships and the schools’ established expectations of the researchers as service providers. Also discussed is why this perception emerged and how we responded to rebuild trust within the partnership.
