Draft

Introduction: Students, teachers, librarians, and administrators benefit from the collaborative efforts between the classroom and the library in developing curriculum and enhancing student instruction. McGregor states that too many teacher librarians, the concept of collaboration is still new and somewhat intimidating (199). That seems almost impossible, yet just the word can cause many a veteran teacher to cringe in fear. Is it the fear of the unknown or of something new and different? Since Peterson plainly describes collaboration as "People working together," (McGregor 200) do teachers, library media specialists, and other professionals simply not realize that they have been collaborating to the benefit of their students every time they work with another professional to plan, implement, and improve their instruction? According to Moreillon, collaboration begins in forming a partnership and continues all the way through into the planning, implementation, and assessment stages of teaching (4). Collaboration not only improves student achievement and promotes professional growth, but also proves to be beneficial by enhancing the learning environment by producing an atmosphere conducive to learning.
 * // The summary includes **quotes from the testimonials** as well as **quotes** from Module I **readings and resources** . The summary shows thoughtful analysis and gives examples of the benefits of classroom-library collaboration to **all** of these: students, teachers, school librarians, and administrators. // ||
 * // The partners **analyze** the testimonials and **relate** them to their **own ideas AND questions** about the practice of classroom-library collaboration. They indicate the reflective aspects of their paper by highlighting them . // ||
 * // The summary/reflection is two pages, single spaced, in 12-point font with an additional MLA format Works Cited page. // ||

From plentiful testimonies, students’ learning is highly enriched by collaboration between teachers and school librarians. Since there are double the teachers in the room, students receive double the individualized attention during these lessons (Kindergarten Teacher). Each student has a greater chance to have valuable learning experiences in this setting as well (8th-Grade Teacher). Also by collaborating, students are exposed more frequently to the library, where they will feel more comfortable to go in the future(8th-Grade Teacher). When a student feels safe in the library, they will undoubtedly be more willing to go there by choice in their free time. The more a student chooses to go to the library, the more likely that going to the library will become a habit. When a teacher is able to make that happen, then they created a lifelong learner! Judy, a third grade teacher, explains that with the librarians help, students learn how to find answers on their own. This is a lifelong skill that students will be able to use throughout their schooling and adulthood careers. In return, students feel much more successful and positive about their learning experiences (7th-Grade Teacher). In another study, students who were not given challenging and engaging assignments to research were bored. Instead, if they had collaborating teachers and librarians, they could attempt to discover information and answers on their own which would be challenging, frustrating, and intriguing (Zmuda 26). Plus, when learning occurs across the curriculum, instead of in isolation, students can see connections and therefore the doors of learning are opened (8th-Grade Teacher). Across the board, teachers and librarians believe that students enjoy their projects more when collaboration has occurred (High School Student Teacher). Final products become better reflections of the entire learning process, which in turn, leads to longterm retention of what they have learned. Testimonials have also stated that when students are learning together, they are more successful (Pat), they internalize their knowledge, and they are able to finalize their products (Karen). When students are vested in their education, which can be the result of successful collaboration, it leads them to authentic learning (Judy). This learning is enhanced because "Learning Specialists in a school play a central role in the continuous effort to improve the achievement of all students through the design, instruction, and evaluation of student learning." (Zmuda 24). Furthermore, "by collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement" (McGregor 201).
 * Students: **

Benefits to teachers: Through collaborating with school librarians, classroom teachers also benefit immensely. First and foremost, teachers are able to plan more extensively since they have someone to discuss ideas with (Kindergarten Teacher). Judy, a third grade teacher, believes this opportunity takes the curriculum from a superficial level to something deeper. This can promote academic achievement while responding to learning needs of the class (McGregor 201). As well, the teachers are able to learn along side of students and the school librarian; this sets good examples and role models for others to follow (7th-Grade Teacher). Learning new skills is a benefit for both new and experienced teachers (Moreillon 9). Teachers are also able to make better connections between inquisitive learning and information-literacy skills (Zmuda and Harada 37). This makes their teaching more coherent and transferable to other areas. Like students, teachers are overall more successful when working together (7th-Grade Teacher). This success can lead to a "different view of the role of the teacher librarian and the library program in the school." pg 206 Traditional views of the librarian is that of limited direct benefit and help in the classroom. Furthermore, the librarian has been isolated from the classroom and relegated to watching over stacks of books and the occasional class of students. Current views of the librarian in a collaborative environment are substantially different from the traditional view. The librarian is now a resource for the classroom. They are able to bring not only the traditional "book" skill to bear, but are also able to bring technology into the learning environment. They are able to link the teacher and classroom to multimedia resources, internet resources, and broad cross functional curriculum resources. Successful collaboration allows all parties involved to not only learn from each other, but also build on each other’s strengths while offsetting each other’s weaknesses. "A successful experience could lead naturally to further collaborative activities that demonstrate resource-based and inquiry learning as sound teaching and learning practices" (McGregor 207). Truly successful collaboration requires planning, discussion, and dedication to enhancing the learning environment. "Yet, as Hylen points out, "planned collaboration improves teaching and learning, as well as models the cooperation a teacher wants students to use" (2004, 219). Not only does teaching improve, but when students are able to witness their role models collaborating and acting in a professional manner, they are more able to see themselves successfully forming partnerships with their peers.

Benefits to school librarians: School librarians themselves also highly profit from collaborating with classroom teachers. Moreillon even states that "until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" (9). By working with others and creating networks, school library media specialists "build a presence within the school learning community, and connect others to information services and resources" (Schultz-Jones 20). This is a powerful position which benefits an entire school system! Not only are lessons more authentic and captivating, but advancements are being made in the information literacy skills as well (Schultz-Jones 25). Moreillon also states that much is shared through collaboration. School librarians learn new knowledge, learn new subject related vocabulary, and learn how to work effectively with other teachers (Moreillon 6). One would also think that by working with others, they can reflect on what works and what does not work effectively to help plan future assignments. McGregor states, " T eacher librarians who actively collaborate with teachers, administrators, parents, and students have established an understanding among their staff members and they work as partners in many different ways to effect improvement. They view themselves as team members and the other staff members do too" (199). Being viewed as "part of the team" is a powerful tool to have for any professional. Being a "teammate" implies trust and being there to "catch" each other in times of need.

Benefits to administrators:

 filmed by Judi Moreillon (2001) (1 minute, 1 second) Paula Godfrey was completing her first year as an elementary principal at the time this video was recorded. While earning her principal certificate, her two youngest children attended a Library Power school with a well-developed model for classroom-library collaboration. She entered the principal ship with expectations that classroom teachers and the teacher-librarian would engage in high-quality partnerships to impact student learning. As learning specialists, library media specialists help to forge partnerships that include all stakeholders in the educational process, including principals, teachers, and students. They are able to meet the expectations that principles like Paula Godfrey had for her school. They are "strategically positioned to foster alliances at all levels.....Developing links in the chain of communication has a great impact on the media center program because all constituencies are working together toward a common goal - the improvement of learning" ( 39). Teacher librarians who actively collaborate with teachers, administrators, parents, and students have established an understanding among their staff members and they work as partners in many different ways to effect improvement. They view themselves as team members and the other staff members do too." (199). Benefits to administrators can also be seen through the collaboration efforts of the librarian and classroom teachers. One such benefit is that consistency can be seen throughout their classrooms. The librarian is able to act as a mediator, or a go between, between all teachers of a grade level. Through collaborating and building on successes and failures, the librarian is able to share past successful and unsuccessful experiences to improve student achievement. Improved student achievement is the ultimate goal for every professional educator, and especially for every administrator to improve their campus.

Conclusion As with anything in life, to become better or to excel at something, one must practice! The same holds true for collaboration, according to McGregor who states that, "Learning to collaborate does not happen instantly; it takes practice" (213). Collaboration meetings are known to be held as scheduled, randomly, or as needed (Zmuda 25). As one becomes accustomed to collaborating with other professionals and experiences success and benefits of one's efforts, confidence levels grow, which in turn leads to more collaboration and starts the cycle over again (McGregor 207). The benefits and possibilities of collaboration to students, teachers, librarians, and administrators are endless to those who choose to enhance the learning environment by forming educational partnerships with their peers.

Works Cited

"3rd-Grade Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"High School Student Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. 

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

McGregor, Joy. “Collaboration and Leadership.” //Curriculum Connections Through the// //Library (2003)//: 119-219. Print.

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension:// //Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.

Schultz-Jones, Barbara. "Collaboration in the School Social Network." //Knowledge Quest// 37.4 (2009): 20-25. //Academic Search Complete.// Web. 17 Sept. 2009.

Zmuda, Allison, and Violet H. Harada. “The Learning Specialist: Clarifying the Role of Library Media Specialists.” //Librarians as Learning Specialists: Meeting the// //Learning Imperative for the 21st Century// (2008): 23-43. Print.

Zmuda, Allison. "What Does it Really Look Like When Students are Learning in the Library Media Center?" // School Library Media Activities Monthly // 14.1 (2008): 25- 27. //Library, Information Science & Technology Abstracts with Full Text.// Web. 17 Sept. 2009.