Loertscher, D.V. (2014). Collaboration and Coteaching. Teacher Librarian, 42(2),

         8-19.
Summary-This article discusses the importance of a teacher librarian in the classroom and how they can be an integral part to the instruction of students.  The role of the librarian has been changed a great deal.  We have gone from just checking books in and out to being involved directly in instruction. This can be done by collaborating with teachers in classroom instruction, PLCs, and professional development. 

Review- I really liked this article because it is true.  I have been working as a teacher librarian for over 5 years now and I do all of these things.  I work collaboratively with the teachers and staff here at the library.  I also am directly involved in coteaching the classes with the classroom teachers.  This article is timely and relevant.

MOREILLON, J. (2016). Making the Classroom-Library Connection. Teacher Librarian, 43(3),  

8-18.  Retrieved from:  http://libaccess.sjlibrary.org/login?

url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=113222008&site=ehost-

live&scope=site

This article discusses how classroom teachers are often unprepared or unknowing of how to collaborate with librarians.  This makes it difficult for teacher-librarians because classroom teachers often feel uncomfortable with collaboration. This article discusses some of the issues that are experienced by classroom teachers and teacher librarians and it also discussed some possible remedies to these issues.  This article explains possible options that can be offered to teachers to help them understand what the teacher librarians can offer their classes.  It includes information on how the librarian can provide workshops to help teachers learn to work in tandem with the librarian.

Collaboration in High Schools

Martin, Jeanette
CO-Collaboration Strategies

Long, D. (2007). Increasing Literacy in the High School Library: Collaboration Makes It

     Happen. Teacher Librarian, 35(1), 13-17.

 

Many of today's high school teachers have received little or no preparation in teaching students to read. Many of these teachers work in isolation, and struggle to provide the reading instruction that students need to succeed in their content areas. (Long, 2007). At Merced High School in Merced California, the literacy coach along with the librarian and Civics and English teachers decided to ban together to collaborate in teaching literacy skills needed to complete a combined project. A template was created on notetaking, summarizing and predicting text.  A template was also created for a works cited page, that the students followed. The results were as followed: the template improved the teachers’ skills on instruction of research as well as teaching students’ how not to plagiarize. The librarian was able to create a works cited template that was later utilized throughout the school. The webmaster was able to use the information in the collaboration of literacy to create links and pages useful to students’ research practices. In closing, Rodger, 2007, states the importance in having an open mind and create value in a library host system. Librarians must understand their host systems; they must understand the source of their claim to being a legitimate part of that system: and they must do their work well so the system is better because they are there. It’s usually far more a matter of asking and listening than it is of telling and pleading.”

This is something that has been reiterated over and over in the MLIS program at San Jose. Being such an integrate part of the school system that the district and the school wouldn't think of cutting such an integrated and valuable asset such  as the school librarian.