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##  Teachers and Librarians: Collaborative Relationships. ERIC Digest.           

Since the early 1980s, library literature has examined progress                 toward establishing successful collaborative relationships between              classroom teachers and library media specialists. In 1989, Berkowitz            and Eisenberg acknowledged the gap between the library media                    specialist's potential as a curriculum consultant in theory and in              practice, noting that library media specialists' interest in being              involved in curriculum dates back to the 1950s. Assignments                     developed in partnership between teachers and library media                     specialists are known to be more "authentic"-exhibiting a higher                degree of meaning and significance (Gross & Kientz, 1999). When not             guided in the use of a process, students tend to approach research              as though there is only one right answer, and fail to learn how to              use information to construct their own meaning (Kuhlthau, 1995).                This ability to construct meaning is at the heart of information                literacy, which collectively describes the skills students will need            to cope in a complex world with access to an ever increasing wealth             of information. 
The results of a study by the Library Service                 Center of the Colorado State Library offer the most recent support              for library media specialists and teachers working collaboratively.             The study concludes that test scores increase as school librarians              spend more time collaborating with and providing training to                    teachers, providing input into curricula, and managing information              technology for the school (Manzo, 2000). A significant number of                prior studies also indicate a positive relationship between the                 library media program and academic achievement. Didier (1984)                   examines 38 of these studies, including Gaver's (1963) study of the             impact of elementary library service on test scores; Greve's (1974)             research on the effect of library service on the academic                       achievement of high school seniors; and Snider's (1965)                         investigation of the relationship between college success and                   knowledge of information skills. COLLABORATION                                DEFINEDCollaboration is based on shared goals, a shared vision,             and a climate of trust and respect (Muronago & Harada, 1999). Each              partner fulfills a carefully defined role; comprehensive planning is            required; leadership, resources, risk, and control are shared; and              the working relationship extends over a relatively long period of               time (Callison, 1999). The teacher brings to the partnership                    knowledge of the strengths, weaknesses, attitudes and interests of              the students, and of the content to be taught.  The media specialist            adds a thorough understanding of information skills and methods to              integrate them, helping the teacher to develop resource-based units             that broaden the use of resources and promote information                       literacy (Doiron & Davies, 1998). Additional benefits include more              effective use of both resources and teaching time, integration of               educational technologies, and a reduced teacher/student                         ratio (Doiron & Davies, 1998). Teachers with experience in                      collaborative planning and teaching view the role of the library                media specialist more positively and welcome continued                          collaboration. Participants believe that the results of the                     collaboration are more powerful and significant than the results of             their individual efforts (Friend & Cook, 1996). CONDITIONS                    FAVORABLE TO COLLABORATIVE PARTNERSHIPSAdministrative Factors:              Studies of successful collaborative partnerships have helped us to              learn more about the factors conducive to this type of                          relationship.  A recognized barrier to successful collaboration is              lack of time (Bishop & Larimer, 1999). Library media specialists                with flexible schedules are able to devote more time to planning and            working with teachers (Callison, 1999). While media specialists on a            fixed schedule spend up to five minutes planning with a teacher, a              media specialist on a flexible schedule spends more than 30                     minutes (Haycock, 1998). Media specialists with flexible schedules              also develop four and one-half times as many integrated units of                study than do those on fixed schedules, as well as teaching more                information skills lessons integrated with classroom                            instruction (Tallman & van Deusen, 1994). Scheduling common planning            time for teachers and media specialists also promotes collaboration.            The greatest amount of collaboration occurs when the media                      specialist has a flexible schedule and team planning is encouraged              by the principal (Tallman & van Deusen, 1994). 
Several Canadian               studies have shown that principals have a better understanding of               the school library program and view it more positively than do                  classroom teachers (Oberg, 1995). Their critical role in promoting              collaborative relationships goes beyond scheduling. Principal                   support includes working directly with teachers to develop their                understanding of the role of the library. This is accomplished                  through staff inservices, featuring library activities in staff                 meetings, stating expectations of teachers regarding library use                both during the hiring process and afterwards, and serving as a role            model by effectively using the library and its information literacy             program (Oberg, 1995). Administrators who ask how teachers are using            the resources of the media center and the expertise of the library              media specialist create an atmosphere where collaboration is more               likely to occur (Bishop & Larimer, 1999). 
Interpersonal Factors:              Successful collaboration involves changing both the attitudes toward            and expectations of the role of the library media                               specialist (Wolcott, 1996). Research shows that most students,                  teachers, and administrators don't perceive library media                       specialists and media centers as integral to their own                          success (Hartzell, 1997). Library media specialists are often viewed            as storytellers and providers of resources rather than co-teachers              who share common goals (Bishop & Larimer, 1999). It is up to the                library media specialist to take steps to change this by serving on             curriculum committees, attending planning meetings, and sharing                 ideas for integrating the media center into the curriculum (Bishop &            Larimer, 1999). 
Likewise, teachers need help to make the                      transition from independent teaching to collaboration. The library              media specialist can help facilitate this change by acting as the               change agent, innovator, opinion leader and/or monitor (Haycock,                1999). The qualities of a library media specialist most often                   mentioned in discussions of collaboration are initiative,                       confidence, communication skills, leadership qualities, and, above              all, the willingness to take risks. Library media specialists must              assume partnership and look for opportunities to plan with teachers,            rather than waiting to be asked (Callison, 1999). Effective social              skills are necessary to realizing the vision of collaboration set               forth in Information Power: Building Partnerships for                           Learning (1998). Indeed, cognitive styles have been examined, and               library media specialists defined as "field-dependent" were found to            engage more frequently in collaborative efforts with classroom                  teachers regardless of time and resource limitations (Montgomery,               1991). Field-dependent library media specialists were characterized             by their interest in people, use of others as a source of                       reinforcement, focus on socially-oriented subject matter, and                   preference for working with others. Less outgoing library media                 specialists should note that in the collaborative relationship, both            leadership, and risk are shared. CONTINUED COMMITMENT TO THE                  GOALHaycock (1999) notes that collaborative program planning and            team teaching are complex evolutionary changes which require time-              perhaps two to five years-to reach effective levels.  In the case of            library media specialist/teacher collaboration, the transition has              been slow. Although library literature reflects more than two                   decades of interest in collaborative planning, and library media                specialists are well-trained to perform in this capacity, there are             still fewer examples of instructional partnerships than might be                expected (Haycock, 1999). However, commitment to the goal remains               strong. The term "collaboration" is one of the most frequently used             terms in Information Power: Building Partnerships for                           Learning (Callison, 1999). "Instructional consultant" has been                  upgraded to instructional and curriculum "partner," reflecting a                collaborative relationship where the teacher and library media                  specialist are viewed as equal contributors (Muronago & Harada,                 1999). The future of the library media program will be shaped by the            vision for a student-centered library media program described in                this revised document. This vision for the future is based on three             central ideas which suggest a framework to support the authentic                student learning that is the goal of the successful,                            student-centered library media program. These central ideas are                 collaboration, leadership, and technology. REFERENCES AND                     SUGGESTED READINGSAmerican Association of School Librarians and             Association for Educational Communications and                                  Technology. (1998). "Information power: Building partnerships for               learning." Chicago: Author. 
Berkowitz, R., & Eisenberg, M.                    B. (1989). "The curriculum roles and responsibilities of library                media specialists." ERIC Digest. Syracuse, NY: ERIC Clearinghouse on            Information & Technology. (ED 308 880) 
Bishop, K., & Larimer,                 N. (1999, October). Literacy through collaboration. "Teacher                    Librarian," 27(1), 15-20. 
Callison, D. (1999, January). Keywords              in instruction: Collaboration. "School Library Media Activities                 Monthly," 15(5), 38-40. 
Didier, E. K. (1984). Research on the                 impact of school library media programs on student achievement:                 Implications for school library media professionals, (ED 279 340).              In MacDonald, F. B. (Ed.), "The emerging school library media                   program" (pp. 25-44). Englewood, CO: Libraries Unlimited. 
Doiron,             R., & Davies, J.(1998). "Partners in learning: Students, teachers,              and the school library." Englewood, CO: Libraries Unlimited. (ED 417            721) 
Friend, M., & Cook, L. (1996). "Interactions: Collaborative              skills for school professionals." (2nd ed.). White Plains, NY:                  Longman. (ED 340 688) 
Garland, K. (1995). The information search              process: A study of elements associated with meaningful research                tasks. "School Libraries Worldwide," 1(1), 41-53. (EJ 516                       594) 
Gaver, M. V. (1963). "Effectiveness of centralized library               service in elementary schools." (2nd ed.). New Brunswick, NJ:                   Rutgers University Press. 
Greve, C. L. (1974). "The relationship              of the availability of libraries to the academic achievement of Iowa            high school seniors." (Doctoral dissertation, University of Denver,             1974). 
Gross, J., & Kientz, S. (1999, October). Developing                    information literacy: Collaborating for authentic learning. "Teacher            Librarian," 27(1), 21-25. 
Hartzell, G. (1997). The invisible                  school librarian. "School Library Journal," 43(11), 24-29. (EJ 554              171) 
Haycock, K. (1998, May). Collaborative cultures, team                    planning and flexible scheduling. "Emergency Librarian," 25(5),                 28. (EJ 570 639) 
Haycock, K. (1999, March). Fostering                         collaboration, leadership and information literacy: Common behaviors            of uncommon principals and faculties. "NASSP Bulletin," 83(605),                82-87. (EJ 585 580) 
Kuhlthau, C. C. (1995). The process of                    learning from information. "School Libraries Worldwide," 1(1),                  1-12. (EJ 503 404) 
Lance, K. C. (1994, May). "The impact of school            library media centers on academic achievement." ERIC Digest.                    Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED               372 759) 
Manzo, K. K. (2000, March 22). Study shows rise in test              scores tied to school library resources. "Education Week on the                 Web." [Online]. Available:                                                      http://www.edweek.org/ew/ewstory.cfm?slug=28libe.h19 [2000,                     August]. 
McGregor, J. (1994). Analysis of thinking in the research            process. "School Libraries in Canada," 14(2), 4-7. 
Montgomery,                P. (1991). Cognitive style and the level of cooperation between the             library media specialist and classroom teacher. School "Library                 Media Quarterly," 19(3), 185-191. (EJ 428 857) 
Muronago, K., &                Harada, V. (1999, October). Building teaching partnerships: The art             of collaboration. "Teacher Librarian," 27(1), 9-14. 
Oberg,                    D. (1995). Principal support: What does it mean to                              teacher-librarians? [Online]. Available:                                        http://www.ualberta.ca/~doberg/prcsup.htm [2000, August]. 
Snider,             F. E. (1965). "The relationship of library ability to performance in            college." (Doctoral dissertation, University of Illinois,                       1965). 
Tallman, J. I., & van Deusen, J. D. (1994). Collaborative              unit planning: Schedule, time and participants. "School Library                 Media Quarterly," 23(1), 33-37. (EJ 493 343) 
Tallman, J. I., & van            Deusen, J. D. (1994). The impact of scheduling on curriculum                    consultation and information skills instruction. "School Library                Media Quarterly," 23(1), 17-25. (EJ 493 341) 
Wolcott, L. (1996).              Planning with teachers: Practical approaches to                                 collaboration. "Emergency Librarian," 23(3), 8. (EJ 518                         337) 
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This ERIC Digest was prepared by Shayne                          Russell, ([email protected]), Library Media Specialist, Mt.                 Laurel Hartford School. 
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ERIC Digests are in the public                domain and may be freely reproduced and disseminated. 
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ERIC            Clearinghouse on Information & Technology; Syracuse University, 621             Skytop Road, Suite 160; Syracuse, New York 13244-5290; (315)                    443-3640; (800) 464-9107; Fax: (315) 443-5448; E-mail:                          [email protected]; URL:                                                       http://ericir.syr.edu/ithome. 
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This publication is funded              in part with Federal funds from the U.S. Department of Education                under contract number ED-99-CO-0005. The content of this publication            does not necessarily reflect the views or policies of the U.S.                  Department of Education nor does mention of trade names, commercial             products, or organizations imply endorsement by the U.S. government.            The Department of Education's web address is: http://www.ed.gov.             **Title:** Teachers and Librarians: Collaborative Relationships. ERIC Digest.           **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Available From:** ERIC Clearinghouse on Information & Technology, Syracuse University,            621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290; Tel:                        315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448;                 e-mail: [email protected]; Web site: http://ericir.syr.edu/ithome.         **Descriptors:**  Cooperative Planning,  Cooperative Programs, Course Integrated                 Library Instruction, Educational Resources, Elementary Secondary                Education, Learning Resources Centers,  Librarian Teacher                       Cooperation, Librarians, Library Role, Library Services,  Media                 Specialists, Partnerships in Education, Teachers                             **Identifiers:** ERIC Digests                                                                 
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