Works Cited

American Association of School Librarians. Position Statement on Flexible

Scheduling. http://www.ala.org/aasl/positions/ps_flexible.html October 17,

2000.

American Association of School Librarians and Association for Educational

Communications and Technology. Information Power: Building Partnerships for

Learning. Chicago: American Library Association, 1998.

Buchanan, Jan. Flexible Access Library Media Programs. Englewood, Co.:

Libraries Unlimited, Inc., 1991.

North Carolina Department of Public Instruction, Division of Media and

Technology Services. Learning Connections: Guidelines for Media and Technology

Programs. Raleigh: North Carolina Department of Public Instruction, 1992.

Works Cited

American Association of School Librarians. Position Statement on Flexible Scheduling. http://www.ala.org/aasl/positions/ps_flexible.html October 17, 2000.

American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.

Buchanan, Jan. Flexible Access Library Media Programs. Englewood, Co.: Libraries Unlimited, Inc., 1991.

North Carolina Department of Public Instruction, Division of Media and Technology Services. Learning Connections: Guidelines for Media and Technology Programs. Raleigh: North Carolina Department of Public Instruction, 1992.

Journal Articles on Collaboration

Small, Ruth. "Collaboration: Where Does It Begin?" Teacher Librarian os 29 (2002): 2. 23 Oct. 2006 <http://www.teacherlibrarian.com/tlmag/v_29/v_29_5_feature.html#Anchor-42056>.

First part of article has two examples of Librarian-teacher Collaboration.

• Anderson, Mary Alice. The Many Faces of Collaboration. Multimedia & Internet @ Schools. 2004 (Nov), 11:27. Professional Development Collection. Ebsco.

Bernstein, Allison. "Flexible schedules: Quality learning time." Library Talk May/June 1997: 11. Academic Search Premier. EBSCOhost. University of North Texas. 31/12/2006 <http://www.library.unt.edu/>.

Ms. Bernstein reports discussions with students in an elementary setting who have changed from fixed schedules to flexible schedules. The students discuss how they perceive their time in the library under a flexible system as opposed to how they felt under the fixed system. The students generally believe that library time under a flexible system relates more to the curriculum being taught than under a fixed system.

• Branch, Jennifer L. 4. A Teacher-Librarian Finally Understands the Joys and Pitfalls of Collaboration. School Libraries in Canada. 25 (2005), p18-29. 12p. Ebsco

The article tells the story of a teacher-librarian's collaboration with her colleagues on the creation of a new course. It provides insights into the teacher/teacher-librarian collaborative process. The article also provides recommendations for teacher-librarians when they work with teachers in collaborative ways.

• Loertscher, David. Teacher-Librarian as Technology Leader. Teacher-Librarian. 34 (Oct 2006), p45-51, 7p. Ebsco

This article discusses how technology can affect learning. To use clear goals and active inquiry can have students develop questions that lead to higher-level thinking. The transformative power that a teacher-librarian has when collaborating with content teachers to build exciting learning experiences is a major key to success in affecting achievement.

• Milbury, Peter. Librarian Collaboration with Student Teachers via Technology: Ten Important Reasons to Take It Seriously. CSLA Journal 28 (Fall 2004), p19-21, 3p

The article presents the significance of the collaboration of library media teachers with student teachers through the use of computer-based technology. It presents a critical finding of the series of school library research reports known as the Colorado studies. These studies report on the major factors in increasing student achievement. The author supports the idea of collaboration as he stated that it includes many types of helpful teaching-related activities and services that library media teachers are trained to provide to teachers. He enumerated ten important reasons to collaborate with student teachers.

• Ruffin, Betsy. T.E.A.M Work: Technologists, Educators, and Media Specialists Collaborating. Library Media Connection 24(Jan 2006): p49-52, 4p. Ebsco

The article presents the author's views on T.E.A.M. Work. In this article this word means Technologists, Educators, And Media Specialists. The article takes a look at how all these people can collaborate with students and teachers for schoolwork, testing, and lifelong learning. According to the author, the collaboration begins with someone taking action to engage others in the process. All the benefits of this process have been discussed point-by-point in the article. The next step is establishing the plans or planning together. Once a partnership is established, plans for the actual project must be formed. The last step includes applying the lessons. In the collaborative plans, every person involved must understand her/her responsibilities, which is the key to success.