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Mini Case Study There are numerous benefits for students, teachers, and administrators when the teacher librarian and classroom teacher work together in collaborative relationships. It is imperative that the teacher librarian be aware of his or her own learning styles and interpersonal skills in order to foster effective collaborative interactions. School librarians are charged with working alongside all types of personalities on a campus. If they are to work successfully as teaching partners, they must establish an understanding of the staff, the students, the campus goals determined by the principal, and the overall curricular expectations. Understanding the principal’s priorities and learning how the principal operates are two factors that can have a positive effect on collaborative efforts. Everyone in the school environment profits from collaboration, especially the students. Students are a direct beneficiary of librarian and classroom teacher collaboration. By partnering together, the teacher and librarian provide students with more individualized attention (Kindergarten teacher). As evidenced in “Co teaching Strategies,” this partnership also allows students to see teachers collaborate, communicate, and cooperate in the shared teaching experience. These are the skills we would like our students to have, and we expect to see applied with their peers (Moreillon). In the shared experience, students see collaboration in action and have the opportunity to put it into practice within their group projects. Furthermore, by connecting classroom learning to the library, students are able to delve deeper into concepts and topics being learned (Moreillon 8). Many children learn better if there is a meaningful connection between what they learn in the classroom and what they find out in the real world. By collaborating with the classroom teacher and working with all students, the teacher librarian is able to teach students how to find the answers to their questions, utilizing print and online resources (3rd grade teacher). If students know how to effectively find and access the information they seek and ethically use that information, then they are more likely to make positive contributions to the learning process. This, in turn, increases the likelihood of students acquiring the skills they need to become life-long learners in pursuit of knowledge. School librarians should work to build collaborative relationships with classroom and specialist teachers for the good of the school community and to increase student achievement. Classroom and specialist teachers appear to be largely unaware of the benefits of collaborating with their school librarian. Teachers and librarians will notice many benefits of collaborative partnerships, such as having a partner to plan projects with from start to finish. Kelly, a high school student teacher, shared her experience of having the opportunity to work with a teacher librarian on developing the ideas for a project, creating rubrics and materials, and assessing student work. For many teachers, this is usually done in isolation. Partnering with the teacher-librarian lightens the load and allows each professional to utilize his or her strengths in the project process. Teacher librarians can assist specialist teachers in creating research opportunities to complement the Art, Music, or P.E. instruction. Tracy, an elementary Art teacher, comments that collaboration “expanded instruction.” Diane, a high school Art teacher, remarks that the librarian “helps the teacher integrate research and writing processes across the curriculum.” There are more demands being placed on classroom teachers and a seemingly shorter amount of time allotted to meet academic standards. When teachers work together across the curriculum, they can maximize instructional time in the classroom and library. Professional development is vital to all educators and is embedded in the collaborative relationship between teachers and librarians (Moreillon 9). Pat, a 7th grade social studies teacher, was able to learn alongside her students through the collaborative experience with her school librarian. She adds “collaborating with teachers on student projects impacts student learning and also leads to teacher instruction about how to use the library effectively to teach across the curriculum.” According to the AASL, teacher librarians are responsible for being leaders on their campus (45). One way to demonstrate this is through “creating an environment that is conducive to active and participatory learning, resource-based learning, and collaboration with teaching staff” (45). The teacher-librarian can provide positive learning experiences through collaboration, create effective working relationships, and provide essential resources to promote academic achievement. In this age of accountability, librarians are uniquely poised to have a global perspective of the entire school and curriculum objectives (Elementary Principal). Principals are held accountable for the results of the school, and they should be able to look to the librarian for ways to assist classroom teachers in achieving academic goals. With this wide view of intended learning outcomes, the librarian is able to integrate “common strands of thought along the curriculum” (8th grade language arts teacher). According to Paula, an elementary principal, “collaboration provides high quality partnerships to impact student learning, and the teacher librarian is one of the most important individuals in the school who can impact students’ achievement.” The librarian can change the perception of his or her role as being an indispensable asset to the educational process by being proactive and reflective in forming collaborative relationships with colleagues (Johnson 2004). Teachers and librarians must collaborate to meet the needs of students and create quality library programs, which provide a win-win situation for all stakeholders. The school librarian is the catalyst for creating this positive and productive atmosphere in a common, open area that belongs to everyone in the school community. Students, teachers, parents and administrators all stand to benefit when the library and its resources are used in a collaborative manner. When staff members foster collaborative working relationships, they ensure that all students in the community have ample opportunity to gain the skills and knowledge necessary to succeed in their community and in the workplace. **Works Cited** American Association of School Librarians. //Empowering Learners: Guidelines for School Library Media Programs//. Chicago: ALA, 2009. Print. "3rd Grade Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]> "7th Grade Social Studies Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]> "8th Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 13 Sept. 2010. <[]> "Elementary Art Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]r> "Elementary Principal." Interviewed by Judi Moreillon. Web. 13 Sept. 2010.<[]> "High School Art Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]r> Hartzell, Gary N. Building Influence for the School Librarian. Worthington, OH: Linworth, 1994. (Needs Assessment, pp. 144-145) "High School English Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]> "High School English Student Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]> Johnson, D. (2004). Proactivity and reflection: Tools to improve collaborative experiences. //Minnesota Media//. Retrieved May 28, 2010 from []. "Kindergarten Teacher." Interviewed by Judi Moreillon. Web. 13 Sept. 2010. <[]> McGregor, J. Collaboration and Leadership. In Stripling, B.K. and Hughes-Hassell, S. (eds.), //Curriculum Connections through the Library//. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf file) Moreillon, Judi. //Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// Chicago: ALA Editions, 2007.