Research-based+Annotated+Bibliography

A.1.3 Trisha Goins- Pink and Michelle Lee ~ Blue

To Do List:
 * Completely fill out checklist graphic organizer for at least four articles.
 * Select four research articles that provide __data and support__ for librarian's positive impact of student achievement through the __instructional partner role and leader role__
 * Rich annotations for each article that include data from the study (Both partners contribute to the annotations in her own color) You may include paraphrases or quotes but you must ALSO include information in your own words.
 * Works cited in MLA format (use checklist and easybib.com)
 * One team member turns in one checklist and the other team member turns in the rubric and annotated bibliography as a word document

Harada, Violet H., and Joan Yoshina. "Improving Information Search Process Instruction And Assessment Through Collaborative Action Research." School Libraries Worldwide 3.2 (1997): 41-55. Library Literature & Information Science Full Text (H.W. Wilson). Web. 19 June 2013. implementation of selected intervention and assessment strategies. It includes the steps of the action research in detail and the intervention and assessment strategies used are identified and briefly described. There are two tables included that help summarize the findings as well. ||
 * Article: Author(s) Last Names and Date of Publication:**
 * **Checklist Question** || **YES** || **NO*** || **Follow-up Actions/Questions** || **Response to Follow-up Actions/Questions** ||
 * Did the author or authors conduct research? || X ||  || What type of research has been conducted? OR How can you tell research has been conducted? || The research was done at Millilani Mauka Elementary School, which has 650 students in kindergarten through grade 6. A total of 51 students participated in the project, 22 in grade 4 and 29 in grade 6. grades four and six. Qualitative data involved multiple sources such as research journals, logs, field notes, product evaluations, and process-folios. It also includes quantitative data with a pre- and posttestbased on the information search process. ||
 * Does the article include an abstract that summarizes research findings? || X ||  || What are the findings summarized in the abstract? || The study details the action research process undertaken to improve studentperformance in the information search process through the team’s collaborative
 * Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || How many pages is the article itself? || 15 pages ||
 * Does the article include a list of references? || X ||  || Review the list of references to see if additional research-based articles or books are referenced. || Reviewed the list and there are many articles that are referenced that have to do with the process approach, research process, and critical thinking. There are a couple of articles that have to do with collaborative action research. ||
 * For this course, an example of a non-research-based article would be a one-page or two-page summary of a research study that does not include an abstract or a list of references.**
 * If you answer “no” to any of the questions, the article is more than likely not research-based.**

An Action Research Study occurred at Mililani Mauka Elementary School focusing on the research habits of grade 4 and grade 6 students. The teacher librarian collaborated with a team of teachers to create an overall plan from beginning to end to evaluate how students learned and practiced collecting information. Data was collected through research journals, student behavior and performance logs kept the teacher-librarian and teachers, an outside observer’s field notes, student product evaluation rubric, process-folios (Harada & Yoshina). Not including the collaboration time prior to students working on the project, 43 hours over 10 weeks were devoted to this project, spending 42% of the time in the library (Harada & Yoshina). Detailed instructions were given at the beginning of the project, but over time more individualize instruction took place. “The team and students acknowledged that cooperative learning situations were valuable” (Harada & Yoshina). Based on the positive outcomes from the collaboration between teacher-librarian and the teachers, future projects were highly encouraged with other grade levels; and, teachers were willing to experiment with changing a traditional library schedule to accommodate further collaboration projects.
 * "Improving Information Search Process Instruction And Assessment Through Collaborative Action Research." By Violet H. Harada and Joan Yoshina**

According to the American Association of School Librarians, one of the common beliefs is for students to “Use the inquiry-based research process by applying critical-thinking skills to information and knowledge to create and organize new knowledge (14).” When analyzing the library program, the librarian saw there was a need to improve student performance in the area of the information searching process. Together, the fourth grade and six grade teachers worked collaboratively with the librarian to implement selected intervention and assessment strategies. According to the quantitative data, students in grades four and six made gains in identifying each of the steps in the information search process. Students made the most gains in choosing a topic and assessing both the product and process. This data shows that with teachers and librarians working together that they can improve student achievement. The teachers and librarians also described their collaborative efforts as “very effective (Harada & Yoshina).” Yoshina and Harada refer to the researchers Sagor and Calhoun’s description that the action research process helped the teacher librarian team interact with and contribute to the development of their own knowledge base. When working collaboratively with one another, it becomes a win-win situation because not only did the teachers and librarians learn something, the students did too. Harada and Yoshina also point out from Doll, that it represents the creation of a partnership to which each side contributes its expertise and the students are the main beneficiaries.

The study promoted learning for all and therefore encouraged other team members to join in the collaborative effort on other research projects. There was found to be two major challenges in collaborating with other teachers: planning time and scheduling library classes. Their collaboration took place during their preparation periods. It consisted of about eight hours total of planning and approximately 43 hours over a 10-week period with students to complete the project (Harada & Yoshina). These two challenges could be addressed through flexible scheduling and an additional aide to help with clerical tasks.

There are also some key elements that have been identified in other studies such as Kuhlthau 1993a; Tallman & Van Deusen 1994 that need to be in place in order to help enable collaborative teacher-librarian efforts such as the administration supports curriculum collaboration by offering some released time for planning and staff development for the faculty. It also include the elements of parent volunteers to aide in clerical tasks, the faculty working on incorporating active student learning situations with authentic assessment techniques, team planning and integrated learning are emphasized, and a technology rich environment (Harada & Yoshina). It is possible if ones of these factors are missing that it may be a barrier for teacher librarian collaboration.


 * "Improving Information Search Process Instruction And Assessment Through Collaborative Action Research." By Violet H. Harada and Joan Yoshina **

An Action Research Study occurred at Mililani Mauka Elementary School focusing on the research habits of grade 4 and grade 6 students. The teacher librarian collaborated with a team of teachers to create an overall plan from beginning to end to evaluate how students learned and practiced collecting information. Data was collected through research journals, student behavior and performance logs kept the teacher-librarian and teachers, an outside observer’s field notes, student product evaluation rubric, process-folios (Harada & Yoshina). According to the quantitative data, students in grades four and six made gains in identifying each of the steps in the information search process. Students made the most gains in choosing a topic and assessing both the product and process. This data shows that with teachers and librarians working together that they can improve student achievement. Not including the collaboration time prior to students working on the project, 43 hours over 10 weeks were devoted to this project, spending 42% of the time in the library (Harada & Yoshina). Detailed instructions were given at the beginning of the project, but over time more individualize instruction took place. “The team and students acknowledged that cooperative learning situations were valuable” (Harada & Yoshina). Yoshina and Harada refer to the researchers Sagor and Calhoun’s description that the action research process helped the teacher librarian team interact with and contribute to the development of their own knowledge base. When working collaboratively with one another it becomes a win-win situation because not only did the teachers and librarians learn something, the students did too. Based on the positive outcomes from the collaboration between teacher-librarian and the teachers, future projects were highly encouraged with other grade levels; and, teachers were willing to experiment with changing a traditional library schedule to accommodate further collaboration projects. There are also some key elements that have been identified in other studies such as Kuhlthau 1993a; Tallman & Van Deusen 1994 that need to be in place in order to help enable collaborative teacher-librarian efforts such as the administration supports curriculum collaboration by offering some released time for planning and staff development for the faculty. It also include the elements of parent volunteers to aide in clerical tasks, the faculty working on incorporating active student learning situations with authentic assessment techniques, team planning and integrated learning are emphasized, and a technology rich environment (Harada & Yoshina). It is possible if ones of these factors are missing that it may be a barrier for teacher librarian collaboration

Harada, Violet H., and Joan Yoshina. "Improving Information Search Process Instruction And Assessment Through Collaborative Action Research." //School Libraries Worldwide// 3.2 (1997): 41-55. //Library Literature & Information Science Full Text (H.W. Wilson).// Web. 19 June 2013.

An Action Research Study occurred at Mililani Mauka Elementary School focusing on the research habits of grade 4 and grade 6 students. According to the American Association of School Librarians, one of the common beliefs is for students to “Use the inquiry-based research process by applying critical-thinking skills to information and knowledge to create and organize new knowledge” (14). When analyzing the library program, the librarian saw there was a need to improve student performance in the area of the information searching process. Together, the fourth grade and six grade teachers worked collaboratively with the librarian to implement selected intervention and assessment strategies. The teacher librarian collaborated with a team of teachers to create an overall plan from beginning to end to evaluate how students learned and practiced collecting information. Qualitative data was collected through research journals, student behavior and performance logs kept the teacher-librarian and teachers, an outside observer’s field notes, student product evaluation rubric, process-folios (Harada & Yoshina). According to the quantitative data, students in grades four and six made gains in identifying each of the steps in the information search process. Students made the most gains in choosing a topic and assessing both the product and process. This data shows that with teachers and librarians working together that they can improve student achievement. The teachers and librarians also described their collaborative efforts as “very effective” (Harada & Yoshina). Yoshina and Harada refer to the researchers Sagor and Calhoun’s description that the action research process helped the teacher librarian team interact with and contribute to the development of their own knowledge base. When working collaboratively with one another, it becomes a win-win situation because not only did the teachers and librarians learn something, the students did too. Harada and Yoshina also point out from Doll, that it “Represents the creation of a partnership to which each side contributes its expertise and the students are the main beneficiaries.”

Based on the positive outcomes from the collaboration between teacher-librarian and the teachers, future projects were highly encouraged with other grade levels; and, teachers were willing to experiment with changing a traditional library schedule to accommodate further collaboration projects. The study promoted learning for all and therefore encouraged other team members to join in the collaborative effort on other research projects. There was found to be two major challenges in collaborating with other teachers: planning time and scheduling library classes. Their collaboration took place during their preparation periods and consisted of about eight hours total of planning. and approximately 43 hours over a 10-week period with students to complete the project (Harada & Yoshina). Not including the collaboration time prior to students working on the project, 43 hours over 10 weeks were devoted to this project, spending 42% of the time in the library (Harada & Yoshina). Detailed instructions were given at the beginning of the project, but over time more individualize instruction took place. “The team and students acknowledged that cooperative learning situations were valuable” (Harada & Yoshina 6). These two challenges could be addressed through flexible scheduling and an additional aide to help with clerical tasks.

There are some additional key elements that have been identified in other studies by Kuhlthau, Tallman, and Van Deusen that found that need to be in place in order to help enable collaborative teacher-librarian efforts such as the administration supports curriculum collaboration by offering some released time for planning and staff development for the faculty. It also include the elements of parent volunteers to aide in clerical tasks, the faculty working on incorporating active student learning situations with authentic assessment techniques, team planning and integrated learning are emphasized, and a technology rich environment (Harada & Yoshina). It is possible if ones of these factors are missing from a school environment that it may be a barrier for teacher librarian collaboration. It will be important to assess the school and the library program to make sure that these key elements are in place to ensure an effective setting for teacher librarian collaboration.

Asselin, Marlene. "Teaching Information Skills In The Information Age: An Examination Of Trends In The Middle Grades." School Libraries Worldwide 11.1 (2005): 17-36. Library & Information Science Source. Web. 19 June 2013.
 * Article: Author(s) Last Names and Date of Publication:****
 * **Checklist Question** || **YES** || **NO*** || **Follow-up Actions/Questions** || **Response to Follow-up Actions/Questions** ||
 * Did the author or authors conduct research? || X ||  || What type of research has been conducted? OR How can you tell research has been conducted? || Research took place through a 16 question survey given to teachers and a 14 questions survey given to teacher librarians. Results were gathered from 262 teacher librarians and 97 teacher questionnaires from 50 school districts in Canada. ||
 * Does the article include an abstract that summarizes research findings? || X ||  || What are the findings summarized in the abstract? || This study found four trends when addressing teaching information skills to 6th and 7th graders. First, there is an existing level of support for teaching and classroom teachers have an understanding of information skills to be taught to students. Second, information literacy should have some form of structure at both the school and district level for teaching students the concept. Third, there is a need for teaching critical and ethical aspects of information literacy. And forth, teacher librarians face challenges in trying increase their role in information literacy (Asselin 17). ||
 * Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || How many pages is the article itself? || 22 pages ||
 * Does the article include a list of references? || X ||  || Review the list of references to see if additional research-based articles or books are referenced. || After reviewing the list of references, at least 3 included are research-based articles:

Branch, J. (2003). Instructional intervention is the key: Supporting adolescent information seeking. School Libraries Worldwide, 9(2), 47-61.

Brown, G. (2001). Locating categories and sources of information: How skilled are New Zealand children? School Library Media Research. Retrieved March 2, 2005, from http://www.ala.org/Content/NavigationMenu/AASL/Publications_and_Journals/School_Library_Media_Research/Contents1/Volume_4_(2001)/Brown.htm

Kuhlthau, C. (1999). Student learning in the library: What Library Power librarians say. School Libraries Worldwide, 5(2), 80-97. ||
 * For this course, an example of a non-research-based article would be a one-page or two-page summary of a research study that does not include an abstract or a list of references.
 * If you answer “no” to any of the questions, the article is more than likely not research-based.

A Canadian study was completed to find how information literacy is being addressed in middle school classrooms because “information literacy is becoming viewed less as a separate responsibility of the school library program and more as an integral part of student’s comprehensive literacy development as the number of learning outcomes pertaining to the new literacies of the information age increase in core curriculum” (Asselin 19). The survey included 14 questions for teachers and 16 questions for the teacher-librarians that was then answered by 47 teacher-librarians and 97 teachers. 62% of the teachers and 58% of the teacher-librarians reported general collaboration taking place within the school; however when it came to collaborative planning and teaching of informational literacy instruction only 51% of teachers and 34% of teacher-librarians reported a relationship of action taking place (Asselin 22). 95% of the teachers reported using the library during research projects, but only “51% said they consulted with the teacher-librarian about resources, a more “traditional” use of the school library than teaching information literacy” (Asselin 24). As a result only 48% of teachers felt their students’ information literacy skills were competent (Asselin 24). Multiple comments from teachers asked for more time in the library to help with information literacy skills. “It would be useful to have more professional development on this and to have the teacher-librarian have more of a role in this” (Asselin 30). Based on the outcomes of this study, teacher-librarians have an opportunity to take leadership roles leading the way in building information literacy for students. Teachers can collaborate with the teacher-librarian as an instructional leader, knowing the educational standards are fully accounted for and their students’ needs are being met.
 * “Teaching Information Skills In The Information Age: An Examination Of Trends In The Middle Grades ” by Marlene Asselin **

Students of today are familiar with many 21st-century technology skills. However, it is still the responsibility of the librarian to prepare students to select, evaluate, and use information appropriately and effectively (AASL 13). According to the study, nearly 90 % librarians rated themselves as having a high understanding and proficiency to teach the information literacy skills and with only 60% of teachers feeling prepared to teach the information literacy skills (Asselin 22-24). The areas that showed to be barriers to teaching these information literacy skills are access issues, funding shortages, an overwhelming curriculum, and the need for professional development (Asselin 29). These areas would need to be addressed in order to foster an environment of collaboration to support the learning of information literacy skills needed for students in the 21st-century. Also, a continual increase from the 66% administrator support would be beneficial in showing the teachers and librarians that the information literacy skills are important ( Asselin 26).


 * “Teaching Information Skills In The Information Age: An Examination Of Trends In The Middle Grades ” by Marlene Asselin **

Students of today are familiar with many 21st-century technology skills. However, it is still the responsibility of the librarian to prepare students to select, evaluate, and use information appropriately and effectively (AASL 13). A Canadian study was completed to find how information literacy is being addressed in middle school classrooms because “information literacy is becoming viewed less as a separate responsibility of the school library program and more as an integral part of student’s comprehensive literacy development as the number of learning outcomes pertaining to the new literacies of the information age increase in core curriculum” (Asselin 19). According to the study, nearly 90 % librarians rated themselves as having a high understanding and proficiency to teach the information literacy skills and with only 60% of teachers feeling prepared to teach the information literacy skills (Asselin 22-24). The areas that showed to be barriers to teaching these information literacy skills are access issues, funding shortages, an overwhelming curriculum, and the need for professional development (Asselin 29). __******__ Multiple comments from teachers asked for more time in the library to help with information literacy skills. “It would be useful to have more professional development on this and to have the teacher-librarian have more of a role in this” (Asselin 30). Based on the outcomes of this study, teacher-librarians have an opportunity to take leadership roles leading the way in building information literacy for students. Teachers can collaborate with the teacher-librarian as an instructional leader, knowing the educational standards are fully accounted for and their students’ needs are being met.

Asselin, Marlene. "Teaching Information Skills In The Information Age: An Examination Of Trends In The Middle Grades." //School Libraries Worldwide// 11.1 (2005): 17-36. //Library & Information Science Source//. Web. 19 June 2013.

A Canadian study was completed to find how information literacy is being addressed in middle school classrooms because “information literacy is becoming viewed less as a separate responsibility of the school library program and more as an integral part of student’s comprehensive literacy development as the number of learning outcomes pertaining to the new literacies of the information age increase in core curriculum” (Asselin 19). The survey included 14 questions for teachers and 16 questions for the teacher-librarians. The questions were answered by 47 teacher-librarians and 97 teachers. 62% of the teachers and 58% of the teacher-librarians reported general collaboration taking place within the school; however when it came to collaborative planning and teaching of informational literacy instruction only 51% of teachers and 34% of teacher-librarians reported a relationship of action taking place (Asselin 22). 95% of the teachers reported using the library during research projects, but only “51% said they consulted with the teacher-librarian about resources, a more “traditional” use of the school library than teaching information literacy” (Asselin 24). As a result only 48% of teachers felt their students’ information literacy skills were competent (Asselin 24). Students of today are familiar with many 21st-century technology skills. However, it is still the responsibility of the librarian to prepare students to select, evaluate, and use information appropriately and effectively (AASL 13). According to the study, nearly 90 % librarians rated themselves as having a high understanding and proficiency to teach the information literacy skills and with only 60% of teachers feeling prepared to teach the information literacy skills (Asselin 22-24).

The areas that showed to be barriers to teaching these information literacy skills are access issues, funding shortages, an overwhelming curriculum, and the need for professional development (Asselin 29). __These areas would need to be addressed in order to foster an environment of collaboration to support the learning of information literacy skills needed for students in the 21st-century. Also, a continual increase from the 66% administrator support would be beneficial in showing the teachers and librarians that the information literacy skills are important__ __ ( Asselin 26). __ Multiple comments also came from teachers that asked for more time in the library to help with information literacy skills. “It would be useful to have more professional development on this and to have the teacher-librarian have more of a role in this” (Asselin 30). Based on the outcomes of this study, teacher-librarians have an opportunity to take leadership roles leading the way in building information literacy for students. Teachers can collaborate with the teacher-librarian as an instructional leader, knowing the educational standards are fully accounted for and their students’ needs are being met.

Vansickle, Sharon. "Educating Preservice Media Specialists: Developing School Leaders." School Libraries Worldwide 6.2 (2000): 1-20. Library & Information Science Source. Web. 19 June 2013.
 * Article: Author(s) Last Names and Date of Publication:**
 * **Checklist Question** || **YES** || **NO*** || **Follow-up Actions/Questions** || **Response to Follow-up Actions/Questions** ||
 * Did the author or authors conduct research? || X ||  || What type of research has been conducted? OR How can you tell research has been conducted? || 150 preservice media specialists at 5 universities in the United States participated in a 12-question survey. ||
 * Does the article include an abstract that summarizes research findings? || X ||  || What are the findings summarized in the abstract? || The majority of the preservice media specialists see themselves in a support role when working with teachers and students. Further coursework needs to be developed to help preservice media specialists embrace their leadership potential (Vansickle 1). ||
 * Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || How many pages is the article itself? || 21 pages ||
 * Does the article include a list of references? || X ||  || Review the list of references to see if additional research-based articles or books are referenced. || At least 3 references included in the article are research-based:

Hug, W.E. (1992). Trends and issues in school library media programs. InrJ.B. Smith &J.G. Coleman (Eds.), School library media annual1992 (pp.5-11). Englewood, CO: Libraries Unlimited.

Van Deusen, J.D. (1996a). An analysis of the time use of elementary school library media specialists and factors that influence it. School Library Media Quarterly,24, 85-92.

Van Deusen, JD. (1996b). The school library media specialist as a member of the teaching team: "Insider" and "outsider." Journal of Curriculum and Supervision, 11, 229-248. ||
 * For this course, an example of a non-research-based article would be a one-page or two-page summary of a research study that does not include an abstract or a list of references.**
 * If you answer “no” to any of the questions, the article is more than likely not research-based.**

A study of 150 preservice media specialists from 5 universities in the United States participated in a 12-question survey regarding their perception of teacher-librarians in leadership roles. 93 questionnaires were returned from 4 universities. 68.1% saw their role as a teacher-librarian to be “complementary to that of a teacher;” while 28.6% saw their role as “interchangeable” with the teacher (Vansickle 12). Teacher-librarians can agree “successful collaborative partnerships are more often the result of media specialists assuming a leadership role in the instructional planning process” (Vansickle 8). The library is a source of plentiful resources and can support student learning especially when the teacher-librarian leads fellow teachers through these resources to collaborate well designed lessons. In the end, it will be the students who benefit the most from the leadership qualities the teacher-librarian brings to a campus because students will gain “lifelong independent in access, understanding, using, and producing information” Vansickle 8). Teacher-librarians have the ability to make their role as key leaders within their learning community by formulating a strong library media program, being a part of curriculum design, and forming collaborative relationships with teachers on their campus.
 * “Educating Preservice Media Specialists: Developing School Leaders ” by Sharon Vansickle **

“Like preservice media specialists, preservice classroom teachers should also be required to take courses designed to teach the collaborative process and leadership skills (Vansickle 17).” This is very important because some teachers have not been taught the collaborative process. This would be a great professional development opportunity for teachers to see the benefits of collaboration and how it works. It could open up other professional development opportunities for the librarian to be able to share their expertise in information skills. Vansickle uses Crowley’s description that “Library media specialists are the personnel in schools best prepared to help teachers and students develop the full range of information literacy skills (5).” With the principal’s support, it can help librarians be the leaders that is needed for successful collaboration and leaders in the area of professional development.

“Approximately 76% of the respondents perceived collaboration to be a media specialist's most important task; almost as many 60.4% perceived that collaboration would require most of their time (Vansickle 14).” With the importance of collaboration between teachers and librarians, the principal can help reduce the barriers by creating a flexible library schedule, hiring an aide to fulfill the clerical duties while the librarian co-plans and co-teachers, and provide time for professional development opportunities.


 * “Educating Preservice Media Specialists: Developing School Leaders ” by Sharon Vansickle **

“Like preservice media specialists, preservice classroom teachers should also be required to take courses designed to teach the collaborative process and leadership skills (Vansickle 17).” This is very important because some teachers have not been taught the collaborative process. Teacher-librarians can agree “successful collaborative partnerships are more often the result of media specialists assuming a leadership role in the instructional planning process” (8). Approximately 76% of the respondents perceived collaboration to be a media specialist's most important task; almost as many 60.4% perceived that collaboration would require most of their time (14).” The library is a source of plentiful resources and can support student learning especially when the teacher-librarian leads fellow teachers through these resources to collaborate well-designed lessons. Vansickle uses Crowley’s description that “Library media specialists are the personnel in schools best prepared to help teachers and students develop the full range of information literacy skills (5).” This could be a great professional development opportunity for teacher-librarians to share their expertise in information skills and for teachers to see the benefits of collaboration. In the end, it will be the students who benefit the most from the leadership qualities the teacher-librarian brings to a campus because students will gain “lifelong independent in access, understanding, using, and producing information” (8). With the principal’s support, teacher-librarians have the ability to make their role as key leaders within their learning community by formulating a strong library media program, being a part of curriculum design, and forming collaborative relationships with teachers on their campus.

Vansickle, Sharon. "Educating Preservice Media Specialists: Developing School Leaders." //School Libraries Worldwide// 6.2 (2000): 1-20. //Library & Information Science Source.// Web. 19 June 2013. A study of 150 preservice media specialists from 5 universities in the United States participated in a 12-question survey regarding their perception of teacher-librarians in leadership roles. 93 questionnaires were returned from 4 universities. 68.1% saw their role as a teacher-librarian to be “complementary to that of a teacher;” while 28.6% saw their role as “interchangeable” with the teacher (Vansickle 12). Teacher-librarians can agree “successful collaborative partnerships are more often the result of media specialists assuming a leadership role in the instructional planning process” (Vansickle 8). The library is a source of plentiful resources and can support student learning especially when the teacher-librarian leads fellow teachers through these resources to collaborate well designed lessons. In the end, it will be the students who benefit the most from the leadership qualities the teacher-librarian brings to a campus because students will gain “lifelong independent in access, understanding, using, and producing information” (Vansickle 8). “Approximately 76% of the respondents perceived collaboration to be a media specialist's most important task; almost as many 60.4% perceived that collaboration would require most of their time” (Vansickle 14). With the importance of collaboration between teachers and librarians, the principal can help reduce the barriers by creating a flexible library schedule, hiring an aide to fulfill the clerical duties while the librarian co-plans and co-teachers, and provide time for professional development opportunities.

“Like preservice media specialists, preservice classroom teachers should also be required to take courses designed to teach the collaborative process and leadership skills” (Vansickle 17). This is very important because some teachers have not been taught the collaborative process. This would be a great professional development opportunity for teachers to see the benefits of collaboration and how it works. It could open up other professional development opportunities for the librarian to be able to share his/her expertise in information skills. Vansickle uses Crowley’s description that “Library media specialists are the personnel in schools best prepared to help teachers and students develop the full range of information literacy skills” (5). With the principal’s support, it can help librarians be the leaders that are needed for successful collaboration with teachers and the leaders in the area of professional development. Teacher-librarians have the ability to make their role as key leaders within their learning community by formulating a strong library media program, being a part of curriculum design, and forming collaborative relationships with teachers on their campus.

Ash-Argyle, Ruth, and Snunith Shoham. "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel." School Libraries Worldwide 18.1 (2012): 1-17. Library Literature & Information Science Full Text (H.W. Wilson). Web. 19 June 2013. have the highest level of pedagogical and social involvement, and therefore have the higher chances of maintaining a higher level of teacher librarian collaboration compared to those that didn’t have a teaching license. ||
 * Article: Author(s) Last Names and Date of Publication:****
 * **Checklist Question** || **YES** || **NO*** || **Follow-up Actions/Questions** || **Response to Follow-up Actions/Questions** ||
 * Did the author or authors conduct research? || X ||  || What type of research has been conducted? OR How can you tell research has been conducted? || The article describes the sample included 170 teachers, 88 librarians, and 33 principals, for a total of 291participants. It was also divided into 48.2% without training in education, 37.3% with a teaching license, and 14.5% teacher-librarians. There were five different questionnaires used to determine the collaboration between teachers and librarians, the librarian's leadership self-efficiency, the librarian’s leadership perceived by teachers and principals, the librarian’s school involvement, and background questions about age, position, and type of training. ||
 * Does the article include an abstract that summarizes research findings? || X ||  || What are the findings summarized in the abstract? || Based on 291 participants, leadership ability is predictive of an advanced pattern ofteacher librarian collaboration. Also, teacher-librarians were perceived to
 * Is the article of sufficient length to suggest a significant study is being reported on by the researcher(s)? || X ||  || How many pages is the article itself? || 18 pages ||
 * Does the article include a list of references? || X ||  || Review the list of references to see if additional research-based articles or books are referenced. || Reviewed the list of articles. Some of the ones that were helpful, based on their titlesand referenced in the article, were not in the database. A couple articles were in the database, but didn’t quite match what was needed. ||
 * For this course, an example of a non-research-based article would be a one-page or two-page summary of a research study that does not include an abstract or a list of references.**
 * If you answer “no” to any of the questions, the article is more than likely not research-based.**

A study completed by 170 teachers, 88 teacher librarians, and 33 principals in Israeli through a questionnaire survey analyzed the relationship of prior training to leadership efficacy (Ash-Argyle & Shoham 1). 48.2% of the respondent teacher-librarians had no educational training, 31 had a teaching certificate, but only worked in the library; and only 12 had both a teacher certification and a teacher-librarian certification. Teachers responded they were more “inclined toward advanced collaboration” with teacher-librarians who had more training (Ashley-Argyle & Shoham 8). Another perception gathered from the survey demonstrates the more socially involved a teacher-librarian is among campus life, the more teachers see the teacher-librarian in a leadership role. By seeing the teacher-librarian in a leadership role, teachers are willing to collaborate with knowledgeable and involved teacher-librarians on the campus. The most notable benefit from leadership of teacher-librarians is the collaboration leading to higher achievement among students (Ash-Argyle & Shoham 5). “Schools where there is a special emphasis on cultivating the social side of the teachers’ room, students’ achievement are also higher” (Ash-Argley & Shoham 3).
 * "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel " by Ruth Ash-Argyle and Snunith Shoham **

According to the American Association of School Librarians, “Leadership is integral to developing a successful 21st-century school library program (16).” What exactly makes a good leader and a librarian to be more inclined to establish collaboration? This qualitative study done is based on the type of training the librarians have received and how it relates to their leadership efficiency and collaboration. The results showed that there is a significant, positive correlation between a high perception of the librarians’ leadership efficiency and a tendency towards advanced TLC the leadership efficiency based on the perception of all three persons: the librarian, the teacher, and the principal. It also showed that low levels of leadership self-efficiency correlated with a tendency towards minimal TLC (Ash-Argyle & Shoham 13). These findings correlate with the research of Lance and Oberg who found that teachers are more willing to collaborate with teacher-librarians who showed high levels of leadership and school involvement (Ash-Argyle & Shoham 14). The study also found that “Principals perceived the pedagogical intervention of teacher-librarians as significantly higher than librarians without training in education (Ash-Argyle & Shoham 14).” It also gave the teacher’s perception of teacher-librarians as a positive aspect because it created a “More natural, closer working relationship than those with librarians who are not teachers (Ash-Argyle & Shoham 14).” With these findings, it will be important to establish a library program with a librarian that has both a license and teaching experience in order to have more advanced leadership and collaboration with teachers. It will also be important to staff the library program with the personality traits of someone that perceives him or herself as having high leadership skills and is willing to be involved in the school community. Overall, Mary Alice Anderson sums up leadership as “Librarians are the original team players and their expertise and knowledge is valuable to teachers and students who have to pack so much learning into their school day and school year (85).” When librarians are able to demonstrate their leadership skills, it can lead to more collaboration and more student success.


 * "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel " by Ruth Ash-Argyle and ** ** Snunith Shoham **

According to the American Association of School Librarians, “Leadership is integral to developing a successful 21st-century school library program (16).” What exactly makes a good leader and a librarian-to-be more inclined to establish collaboration? A study completed by 170 teachers, 88 teacher librarians, and 33 principals in Israeli through a questionnaire survey analyzed the relationship of prior training to leadership efficacy (Ash-Argyle & Shoham 1). The results showed that there is a significant, positive correlation between a high perception of the librarians’ leadership efficiency and a tendency towards advanced TLC the leadership efficiency based on the perception of all three persons: the librarian, the teacher, and the principal. Teachers responded they were more “inclined toward advanced collaboration” with teacher-librarians who had more training (Ashley-Argyle & Shoham 8). Another perception gathered from the survey demonstrates the more socially involved a teacher-librarian is among campus life, the more teachers see the teacher-librarian in a leadership role. By seeing the teacher-librarian in a leadership role, teachers are willing to collaborate with knowledgeable and involved teacher-librarians on the campus. The study also found “Principals perceived the pedagogical intervention of teacher-librarians as significantly higher than librarians without training in education (Ash-Argyle & Shoham 14).” The most notable benefit from leadership of teacher-librarians is the collaboration leading to higher achievement among students (Ash-Argyle & Shoham 5). Overall, Mary Alice Anderson sums up leadership as “Librarians are the original team players and their expertise and knowledge is valuable to teachers and students who have to pack so much learning into their school day and school year (85).” When teacher librarians are able to demonstrate their leadership skills, it can lead to more collaboration and more student success.


 * "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel " by Ruth Ash-Argyle and ** ** Snunith Shoham **

A study completed by 170 teachers, 88 teacher librarians, and 33 principals in Israeli through a questionnaire survey analyzed the relationship of prior training to leadership efficacy (Ash-Argyle & Shoham 1). 48.2% of the respondent teacher-librarians had no educational training, 31 had a teaching certificate, but only worked in the library; and only 12 had both a teacher certification and a teacher-librarian certification. According to the American Association of School Librarians, “Leadership is integral to developing a successful 21st-century school library program (16).” What exactly makes a good leader and a librarian to be more inclined to establish collaboration? This qualitative study done is based on the type of training the librarians have received and how it relates to their leadership efficiency and collaboration. The results showed that there is a significant, positive correlation between a high perception of the librarians’ leadership efficiency and a tendency towards advanced TLC the leadership efficiency based on the perception of all three persons: the librarian, the teacher, and the principal. It also showed that low levels of leadership self-efficiency correlated with a tendency towards minimal TLC (Ash-Argyle & Shoham 13). These findings correlate with the research of Lance and Oberg who found that teachers are more willing to collaborate with teacher-librarians who showed high levels of leadership and school involvement (Ash-Argyle & Shoham 14). Teachers also responded in this study that they were more “inclined toward advanced collaboration” with teacher-librarians who had more training (Ashley-Argyle & Shoham 8).

The study also found that “Principals perceived the pedagogical intervention of teacher-librarians as significantly higher than librarians without training in education (Ash-Argyle & Shoham 14).” It also gave the teacher’s perception of teacher-librarians as a positive aspect because it created a “More natural, closer working relationship than those with librarians who are not teachers (Ash-Argyle & Shoham 14).” With these findings, it will be important to establish a library program with a librarian that has both a license and teaching experience in order to have more advanced leadership and collaboration with teachers. It will also be important to staff the library program with the personality traits of someone that perceives him or herself as having high leadership skills and is willing to be involved in the school community.

Another perception gathered from the survey demonstrates the more socially involved a teacher-librarian is among campus life, the more teachers see the teacher-librarian in a leadership role. By seeing the teacher-librarian in a leadership role, teachers are willing to collaborate with knowledgeable and involved teacher-librarians on the campus. The most notable benefit from leadership of teacher-librarians is the collaboration leading to higher achievement among students (Ash-Argyle & Shoham 5). “Schools where there is a special emphasis on cultivating the social side of the teachers’ room, students’ achievement are also higher” (Ash-Argley & Shoham 3). Overall, Mary Alice Anderson sums up leadership as “Librarians are the original team players and their expertise and knowledge is valuable to teachers and students who have to pack so much learning into their school day and school year (85).” When librarians are able to demonstrate their leadership skills, it can lead to more collaboration and more student success.

Works Cited: (These won't be formatted correctly because of the wiki, but we can adjust where needed to meet the criteria of MLA format.)

American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago, IL: American Association of School Librarians, 2009. Print.

Anderson, Mary Alice. "Leadership: What Makes Us Tick?" In Repman, Judi & Dickinson, Gail. K. (Eds.). School Library Management. 6th ed. Columbus, Ohio: Linworth Publishing, 2007. 160-165. Print.

Ash-Argyle, Ruth, and Snunith Shoham. "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel." School Libraries Worldwide 18.1 (2012): 1-17. Library Literature & Information Science Full Text (H.W. Wilson). Web. 22 June 2013.

Harada, Violet H., and Joan Yoshina. "Improving Information Search Process Instruction And Assessment Through Collaborative Action Research." School Libraries Worldwide 3.2 (1997): 41-55. Library Literature & Information Science Full Text (H.W. Wilson). Web. 22 June 2013.

Vansickle, Sharon. "Educating Preservice Media Specialists: Developing School Leaders." School Libraries Worldwide 6.2 (2000): 1-20. //Library & Information// // Science Source //. Web. 19 June 2013.

__ Articles for Our Project: __

__ Collaboration: __ ??Montiel-Overall, Patricia1, and Kim Grimes. "Teachers And Librarians Collaborating On Inquiry-Based Science Instruction: A Longitudinal Study." Library & Information Science Research (07408188) 35.1 (2013): 41-53. Library Literature & Information Science Full Text (H.W. Wilson). Web. 17 June 2013. Discusses the importance of professional development and how it can be used to help teachers understand the role of inquiry based instruction. Also explains the challenges behind collaboration. Includes how collaboration changed over a course of two years. I’m not sure this one really has any data for student achievement. Agreed, the article has a lot of focus on professional development as a means of collaboration, but has the lack of student achievement.

Asselin, Marlene. "Teaching Information Skills In The Information Age: An Examination Of Trends In The Middle Grades." School Libraries Worldwide 11.1 (2005): 17-36. Library & Information Science Source. Web. 19 June 2013. Discusses how information literacy instruction takes place in grades 6 & 7 by classroom teachers and or teacher librarians. This article supports the need for collaboration between classroom teachers and teacher librarians. Data for student achievement is not specifically address, although student outcomes are mentioned in the research.

?? Church, A. P. (2008). The instructional role of the library media specialist as perceived by elementary school principals. School Library Media Research, 11. Retrieved from [] This one does a great job addressing the principal as the audience. The only real data about student achievement is from other studies done. This article addresses the need for principals to have a greater understanding of the role of the librarian in general rather than the librarian as a collaborator or the librarian's impact in a leadership position. The data supports having a certified librarian on campus.

__ Leadership: __ Vansickle, Sharon. "Educating Preservice Media Specialists: Developing School Leaders." School Libraries Worldwide 6.2 (2000): 1-20. Library & Information Science Source. Web. 19 June 2013. This article discusses the importance of an active leadership role the librarian should take to help with the overall vision of the educational environment they are working in, at any level. There should be a presence in staff development, budget, curriculum development, and collaboration. Having a visible leadership role can make a great impact on the library program.

?? Ash-Argyle, Ruth, and Snunith Shoham. "Librarians' Leadership Efficacy, Training, And School Involvement: Collaboration Between Teachers And School Librarians In Israel." School Libraries Worldwide 18.1 (2012): 1-17. Library Literature & Information Science Full Text (H.W. Wilson). Web. 19 June 2013. I like this one because it discusses the leadership role a lot and the data showed that librarians and even teachers had more leadership skills for collaboration than those that didn’t have any training. I think this would be a good one to address the principal about hiring librarians with teaching experience over aides. This article demonstrates the importance of leadership qualities and abilities of teacher librarians in the effects of collaboration with classroom teachers. The amount and type of training has impact on the opinions those working with the teacher librarian.

?? McCracken, Anne. "School Library Media Specialists' Perceptions Of Practice And Importance Of Roles Described In Information Power {Computer File}." School Library Media Research 4.(2001): Library Literature & Information Science Full Text (H.W. Wilson). Web. 17 June 2013. Discusses the perception of librarians as how important their different roles are. It then goes on to explain the different barriers that keep them from doing their roles. These barriers would be good to address to the principal. This article addresses practicing teacher librarians view of their role compared on a campus as a contributor to the educational process with students. There are many variables that can cause roles to be misunderstood; therefore, under utilizing the teacher librarian.


 * ~I added question marks by the ones that we both liked. I added asterisks by the ones that we had definitely agreed upon. ~ **