School Library Journal Reviews

I am thrilled to be contributing to the library world by writing reviews of children's books and apps for School Library Journal.

App Reviews (for iPad users):

• Ladybug Girl (October 2011)
• Miko books (March 2012)

Book Reviews

• Double Dog Dare by Lisa Graff (April 2012)
• A Giraffe Did One by Jerry Pallotta (coming in May 2012)
• Ollie & Moon: Fuhgeddaboudit! by Diane Kredensor (coming in May 2012)
• Duck for a Day by Meg McKinlay (coming in June 2012)

My Personal Statement

The experience of writing a personal statement gave me the opportunity to reflect on my practices and beliefs as a librarian and teacher. Sometimes I get so caught up in the day-to-day stuff that I forget to stop and think on a deeper level. It's great affirmation to remind myself why I became a librarian and what really matters. Here it is:

Growing up in Honolulu, Hawaii, as a student at Punahou School, my interest in becoming a professional educator was sparked by several of my teachers who passed on to me their excitement for teaching and learning, and the importance of community service.

While an undergraduate at Penn State, I was so focused on becoming a teacher that it was hard to imagine myself doing anything else. Once out in the field, in my very own classroom, I realized that what I loved most about teaching was seeing students become critical thinkers and creative problem solvers. I became more interested in helping students think, question, evaluate, and apply their new knowledge than in teaching them specific subject matter. I found the school library to be the place where I could do just that: reach students in all grade levels and support mastery of curricular content while teaching them how to use information to solve problems and make decisions.

For three years as a classroom teacher, I had the privilege of teaching a variety of ages, including kindergarten, first, and third grade classes. Over the past five years, I have been a school librarian responsible for teaching information literacy and technology skills to pre-kindergarteners through fifth-graders. One of my goals as a librarian is to create independent, lifelong learners and users of technology. I find that when projects and lessons are put into context and students relate what they do at school to life outside of school, it gives them more incentive and desire to learn. So I teach with the end, the outcome, in mind. For example, I teach a research model called the Big6. This six-step process guides students through their research, but I introduce it to them as a way to solve any problem in or out of the classroom. Students catch on quickly when I describe how the steps can be applied to making decisions about everyday events, like conflicts at recess or ordering pizza. My students enjoy acting out different scenarios in which the Big6 can be used. Then when it is time to apply it to their research, they have become experts at the process. 

In addition to being a hub for information, my students know that the library is a place where they can be comfortable, where they can curl up with a good book and let their imaginations run free.  Promoting literacy by making reading pleasurable is another of my goals as a librarian. My students know they can always count on me to help them find books to match their individual interests. Reading, like learning, when it is fun and meaningful is engaging and lasting.

During several years in this profession, I have learned that values and character education are as important as the academic skills I teach. Most recently, I have been a librarian at William Penn Charter School, a Quaker school established by William Penn. Part of what makes this school so enjoyable is that it emphasizes values that are important to me, namely compassion, integrity, service, and stewardship. I firmly believe that the development of the whole child, or rather the whole person, is greatly aided when children are immersed from a very young age in an environment where values are strongly upheld.

As a child in Hawaii I gained a real appreciation of people from cultures other than my own. To this day, I enjoy connecting with people from all backgrounds.  I furthered my interest in other cultures and lifestyles by participating in a summer-long study abroad program, Semester at Sea. Visiting nine countries in two months and meeting people from all walks of life, in villages, orphanages, schools, museums, and more, reaffirmed for me that all people have the same basic needs, desires, hopes, and fears. Because of this I have done my best to develop a diverse library collection to support the needs and interests of our entire school community and to increase students’ awareness and interest in literature of various ethnicities.

One of my core beliefs about student learning stems from my own upbringing; it is rooted in the Responsive Classroom approach—students learn best when they are part of a community that feels safe while challenging, and where every member has a sense of “we’re in this together.” I began implementing the Responsive Classroom approach in my third year of teaching, and almost immediately I noticed a significant improvement in the students’ academic progress and engagement, as well as a decline in the number of discipline problems that arose during the school year. Not only were students happier, but I felt less stressed and more effective as a teacher. I attribute this success to a structured daily routine in which students knew what to expect; I helped students create classroom rules that were fair for all of them to meet their learning goals, and responded to misbehavior in a way that allowed students to learn from their mistakes without making them feel less of themselves.

I have continued to integrate components of the Responsive Classroom into my teaching in the library setting: by guiding children to notice and internalize expected behaviors and outcomes through modeling, increasing student interest and motivation by differentiating instruction and allowing students to make choices about their learning. I am mindful of the words and tone that I use to help them develop a sense of confidence and competence. When I first started teaching, I might have asked students, “Why aren’t you including both partners’ ideas?” Now instead, I have changed my phrasing to something like, “What are some things you can do so both partners’ ideas are included?” I find that small changes like that can make a huge difference in the way students process their own learning. 

My beliefs and principles have been strengthened by observing and collaborating with many teachers in the library setting. I thoroughly enjoy getting to know teachers across grade levels and disciplines, learning their curricula and how I can support them, as a team. Having been a classroom teacher, I know the great feeling of having the support of a colleague who can provide ideas, materials, as well as another pair of hands. I pride myself in being professional, organized, flexible, and dependable. I conscientiously follow through with teachers, order appropriate materials in a timely manner, teach skills to prepare students for upcoming projects, and enrich what is being learned in the classroom by reading related stories, sharing interesting websites, and developing library projects that build on what they are doing in the classroom.

After a few years in the classroom, I chose to become a librarian for several reasons: to teach students to be effective users of information and technology; to make reading fun; and to provide excellent service to students, teachers, and parents. I feel very lucky to have found a profession that allows me to combine my interests and share them with others. I look forward to finding a school where I can contribute my skills and experiences and continue to grow as a teacher/librarian.

Can we grow technophiles who are also bibliophiles?

This article from American Libraries brings up several points I have been thinking about lately. Well said, Mr. Raab, well said.

• "As a librarian, it stands to reason that at some point in your career you’ve wondered just how you can help get young people to enjoy reading. Well, I’m here to tell you that if you’ve ever felt like a failure in that regard—don’t. The simple fact is this: Literacy starts at home. If parents surround their child with books, read to him or her from the start, and promote reading throughout the child’s development, chances are quite good that the child will grow up to be a reader. And the more he or she reads, the more he or she will read."

• "This is illustrated by the Matthew effect, a term coined by sociologist Robert K. Merton. It’s a phenomenon whereby the rich get richer and the poor get poorer; when applied to reading, it can be said that the more a child reads, the more he or she can read. Vocabulary skills get stronger, more intricate plots can be followed, and what once seemed a chore can soon be enjoyable. It’s just like exercise: Do it every day and you’ll feel energized; do it once a month and you’ll be in pain."

• "When parents and teachers criticize the amount of time kids spend online, they’re forgetting one key fact: You have to be literate to use the internet effectively. By focusing children's enthusiasm for online exploration and expression on powerful educational tools, parents and teachers can promote literacy alongside technology."

This supports my belief that libraries can and should provide access to both books and new technologies. Contrary to many news articles that claim the Internet will kill books and the culture of reading, I believe books and technology support, not hinder, each other. It does not have to be a choice-- books OR technology-- it can be both.

Future of Libraries

Does librarianship have a future?
The most important idea I have learned from this class is that libraries are needed now more than ever. The role of librarians may be changing due to the ease of electronic information available on the Web, but the profession is not becoming obsolete like some naysayers have predicted. In many cases, “users have come to expect that anything they want to know will be found on the Web, and while it’s disappointing for them to learn that some information simply won’t be found there, herein lies the great opportunity for librarians,” (Marino & Nazarov, 2007).  Not only will librarians of the future need to help users with specialized searches, they will also be responsible for educating patrons in evaluating sources. It’s one thing to find masses of information on the Web, but how does one know which sources are credible and which are completely erroneous? Insert librarians.
As I mentioned in a previous discussion board post, librarians have an advantage to the Web in that they are human. As long as librarians continue to make patrons feel welcome, provide the best services they can offer, and continue to adapt to the ever-changing needs of the users, libraries will always have the upper hand in personal service. That is something a machine could never replace.

What can librarians do to influence the future of libraries?
There are four main areas in which libraries must focus, in order to keep libraries relevant in the future.

1) Recruitment: Librarians and library schools must work together to recruit new library professionals. Librarians must be good models of the profession, especially when dealing with the public. You never know who is watching! You may be interacting with a prospective librarian and not even know it. In order to make a good impression of the field, librarians must try their best to be courteous, helpful, and approachable at all times.
Library schools must advertise more to diverse populations (including a variety of age and ethnic groups and people with a variety of educational backgrounds). They must continue to grow their distance education programs to reach out to individuals who are interested in the field, but who do not live in proximity to accredited universities.
Additionally, simply publicizing that fact that there is a critical shortage of school librarians in the media can attract interest in the profession. “AASL Task Force on Recruitment for the Profession noted that 68 percent of school librarians will retire by the year 2015,” (Bishop & Janczak, 2007, p. 14).

2) Advertising/advocating: Like most successful businesses, libraries must advertise to make their products and services known. I don’t just mean sticking up flyers around the library (although for some things that helps). Libraries must reach outside the walls of the library to reach people who do not necessarily come into the library on a regular basis. Whether they do that by setting up express libraries in supermarkets and coffee shops, creating Facebook accounts, collaborating events with businesses, schools, or other community organizations, or creating TV or radio ads, libraries must understand their markets and gear their advertising towards them.
I recently enjoyed watching the Douglas County (Colorado) Library System’s online PSA. It was so good in fact, it has been nominated for a regional Emmy award. To view the video yourself, visit http://www.douglas.co.us/networkdc/Latest_News.html. Other libraries can learn from this model and hopefully capitalize on the creativity of their own staff members to create similar marvels, or at least start brainstorming their own marketing possibilities.
No matter what type of library they work in, librarians can no longer revel in the fact that they are the only source of information. “This means that libraries have to do more in the way of marketing and outreach— taking the library beyond its walls and directly to the user—in order to compete with other info providers. This is different from how we’ve ever operated and requires a different mindset,” (Marino & Nazarov, 2007).

3) Balance of traditional library services with new technology, formats, resources, etc.: Rubin (2004) discusses the increasing desire for hybrid libraries—a library in which a combination of print and electronic materials are offered. As I see it, most libraries are becoming hybrid libraries as a way to satisfy the needs of their users, and rightly so. In addition, “many libraries have either completed or are well along in the merging of information services departments with libraries. When a library is successful in this collaboration, its continuing viability is assured and patrons are best served,” (Marino & Nazarov, 2007).
According to Berry (2008), “When practiced within both the actual and virtual libraries of today, librarianship facilitates freedom, a full life, including much that we call entertainment, communication, and human relations,” (p. 10).

4) Use and user studies: Libraries exist to preserve, collect, and disseminate information, but one of their primary purposes is to serve their users. A library that does not meet the needs of its users will likely perish. Many libraries conduct use and user studies to understand their users’ interests and to understand what library services are utilized the most. An effective use or user study is one in which the library looks at the results and makes necessary changes to their services based on the needs of their users.
A recent example of a user study was the focus group report done at the Seymour Public Library in Auburn, New York. The Regional Library Council conducted five focus group sessions and two informal conversations with members of the community, the Board of Trustees, the Foundation Board, and staff of the library. They openly discussed issues such as images of the library, programming, collections, library hours, physical space, etc. The questions they asked were well thought out, and the answers provide a foundation for the library to move forward when making decisions in the future. To read the full report, go to http://www.seymourlibrary.org/focusgroupreport.htm.


What will librarians need to know in the future?
Library and informational professionals of the future will have to…
- be adaptable to change
- be well-versed in electronic searching
- continue to be good communicators (in person and online)
- offer superior customer service
- understand the needs of the users and the type of media they prefer
- have a strong presence on the web
- be willing to educate users in accessing and evaluating information efficiently

The skill set for librarians will continue to evolve in response to the needs and expectations of the changing populations that they serve. (Mullins, Allen, & Hufford, 2007).


References:

Berry, J. N. (2008, April 15). More than “information.” Library Journal, 133(7), 10.

Bishop, K. & Janczak, S. (2007). Recruiting the next generation of school librarians. Library Media Connection, 26(2), 14-18.

Mullins, J. L., Allen, F. R., & Hufford J. R. (2007). Top ten assumptions for the future of academic libraries and librarians: A report from the ACRL research committee. C&RL News, 68(4).

Marino, A. & Nazarov, A. (2004). Key trends affecting libraries. Washington, D.C.: Smithsonian Institution.

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

Libraries "Going Green"

In our class discussions, we have focused a lot of our attention on the future of libraries and librarianship. I agree with Rubin (2004), “Change will occur in an evolutionary, rather than revolutionary, fashion,” (p. 479). Libraries are becoming increasingly user-centered, which means there is a greater need for librarians to understand their users’ needs and a greater need for marketing and promotion. Amidst all of our discussions, I don’t think anyone has brought up the idea of “green” libraries and what impact they will have on the future of librarianship.
As libraries evolve, so too will the buildings that house them. The notion of “going green” has surged enormously over the last couple of years, affecting both businesses and individuals. “Libraries need to lead by example,” says Library Journal’s Editor-in-Chief, Francine Fialkoff (2008). As librarians look for ways to stay relevant in today’s world, one way is to model and teach the community about sustainability. “Libraries are already places for lifelong learning, and they provide users with the knowledge they need to make informed decisions. There's no better place to model best practices for sustainable design, to be incubators for reduced energy consumption, to be educators for a whole range of new ideas than the library,” (Fialkoff, 2008).
Le Bur & Gregory (2004) agree, “Librarians can seize the opportunity to become role models and influence institutions to start or maintain the greening process.” Let me take this opportunity to clarify the terms ‘greening’ and ‘sustainability.’ Greening means having more care for the environment, and sustainability means meeting the needs of the present without compromising the ability of future generations to meet their own needs. According to Le Bur & Gregory (2004), “Practicing sustainability means using materials in continuous cycles, using renewable resources, and having less impact on the planet. Sustainable practices translate to caring for the environment.”
Recently, sustainable building design has been an intriguing option for new homes, businesses, schools, and libraries. Many incentives, such as cost savings, positive publicity, and environmental concerns, are leading many to opt for sustainable design. Another incentive is the certification given by Leadership in Energy and Environmental Design (LEED), a nationally accepted green building rating system. According to Whelan (2007), there were 33 LEED-certified schools nationwide in 2007. And, nearly 300 schools were on the waiting list to be inspected by LEED. The numbers are rapidly increasing. In 2002, only two schools were LEED-certified (Whelan, 2007). In the not-too-distant future, I have a feeling sustainable design will not only be an option, but a requirement for all new buildings.
"The most sustainable building is one that already exists,” says Kuzyk (2008). Libraries that aren’t looking to completely rebuild can still rethink their use of light, electricity, water, heat and air conditioning, paper usage, etc. Libraries should also consider their impact on landfills. When and how should they recycle or reuse packaging (from books, computers, software, etc.), weeded materials, office paper waste, outdated computers, etc.? However, Kuzyk (2008) says, “It's not just enough to build the building and now you've been a good steward of the earth… you've got to educate your public!”
Fialkoff (2008) adds to this by saying, “We read about it, we hear about it, but nobody's really telling us how to do it.” Librarians should seize this information void as an opportunity to use to their advantage. Just like libraries have game nights to appeal to teens, libraries could offer sustainability/green events to appeal to people who are ready to make “green” changes but aren’t sure how. This is one way libraries could attract new patrons. Once these people are in the door, there is a good chance they will find the library useful in other ways too.
In many areas, school library media specialists are taking the lead in helping their schools “go green.” Not only are they helping their schools to save on electricity bills, they are teaching students how to be environmentally aware. Karen Kibler, the librarian at Iroquois High School in Elma, NY started an Energy Saving Club for her high school students (Whelan, 2007). They regularly visit local elementary schools to lecture about caring for the environment. Her green movement has spread to the rest of the school, with teachers and even the janitorial staff helping to significantly cut waste and bring down electricity bills. At Dwight-Englewood School in New Jersey, Sandra Latzer is a key member of her school’s green initiative. Their school has 18 solar panels on its roof to save energy, light classrooms, and help students get interested in environmental issues (Whelan, 2007).
“Becoming a green library takes commitment from individuals as well as the larger organization. It is an evolutionary process, starting small and building step-by-step,” (Le Burger & Gregory, 2004). Whether librarians are educating their patrons or students, changing their disposal and recycling policies, or redesigning their buildings, there is something each of us can do to make the future brighter for generations to come.


References:

Fialkoff, F. (2008). Seeing green. Library Journal, 133(1), 8.

Kuzyk, R. (2008). Going green (Spring 2008 Design Supplement). Library Journal, 133, 1-7.

Le Ber, J. M. & Gregory, J. M. (2004). Becoming green and sustainable: A Spencer S. Eccles Health Sciences Library case study. Journal of the Medical Library Association, 92(2), 266-268.

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

Whelan, D. L. (2007). School libraries join green movement. School Library Journal, 53(7), 15.

Libraries and Technology

Libraries are always looking for the best new ways to serve their patrons, including online services, program offerings, self-checkout stations, etc. “New information technologies have revolutionized information access,” (Rubin, 2004, p. 79), but librarians must not forget to evaluate the new technologies they choose to implement. According to Rubin (2004), “It is very tempting to accept uncritically the belief that new information technologies inevitably lead to progress,” (p. 80). Looking over the history of information technologies described in our textbook, it seems that most new technologies have added value to information services at the time of their conception, but many of them have inevitably been replaced by the next big technology advancement. This makes me wonder, what is to come of the information technologies we so highly value today, like Google?
Many Internet users are increasingly viewing Google as a monopoly of information on the Web because of its ever-increasing popularity, plethora of applications (Blogger, Page Creator, Calendar, etc.), and its specified search functions (Image Search, Product Search, Book Search, etc.). However, according to Keegan (2008), it is highly unlikely that Google will become a monopoly. First of all, when monopolies are created, the common trend is that the monopoly has the freedom to charge excessively for its products. In terms of Google, “nearly all of their products from search to document storage are free,” (Keegan, 2008). Second, monopolies generally have the power (directly or indirectly) to block other companies from entering the market. However, in Google’s case, “there are no insurmountable barriers for new entrants” (Keegan, 2008).
That being said, Google is more vulnerable than people think. “It is brilliant at displaying the answers most linked to - but not if what you want is buried deep in the search pile,” says Keegan (2008). If another company, no matter how small compared to Google, were able to create a more intelligent search engine, people would eventually catch on and change, “as they did when they ditched AltaVista for Google a decade ago,” (Keegan, 2008).

Let’s also take into consideration the allegation that Google performs data mining. Some Web technologists have reason to believe that Google uses data it collects through particular services and uses it to its advantage in other services. For example, on a recent ReadWriteWeb blog posting, Kirkpatrick (2008) wrote, “We know the company (Google) scans our GMail and uses the text there to sell ads.” Kirkpatrick (2008) makes another assertion that “Google has been experimenting with technology that would allow them to use your computer's microphone to track the ambient audio in a room, determine what TV shows you were watching and then serve up related ads in your browser.” To Kirkpatrick’s knowledge, that experimentation has not developed into actual use. And, when Google’s Mark Lucovsky was questioned about data mining he assured the public that “Google only uses the information it collects from his javascript libraries to improve the service of the javascript library service.” Yet, data mining is still a scary thought. But, is it scary enough to be an effective selling point for future vendors? Quite possibly.
Knowing that even big powerhouses like Google have the potential to be replaced or “out done” by some new technology lurking in the future, makes it that much more important for libraries to evaluate new technologies. According to Rubin (2004), “Librarians sometimes fail to demand evidence that the technologies adopted actually have an overall beneficial effect on library services,” (p, 80). Librarians should start by questioning how new technologies fit into their library’s philosophy. Casey & Stevens (2008) suggest establishing well-defined expectations and goals and a written statement regarding some measurable return, so when the time comes to evaluate a new service or tool, the evaluation process can be more effective and worthwhile. Library administrators must look at the “big picture” when evaluating new technologies factoring in budget issues, staff hours, and community impact (Casey & Stevens, 2008). In addition, library administrators should get staff and user feedback. Casey & Stevens (2008) suggest collecting anecdotal evidence from staff who have used the new technologies and to track patron use (by tracking hits on blogs, wikis, and other Web applications, for example).
This is an interesting and challenging time for librarians. With an abundance of information, tools, and technologies available, there is much to familiarize ourselves with and much to evaluate. As always, we must be mindful of our users and our missions as librarians when making decisions that ultimately affect the usefulness and relevance of our libraries.


References:

Casey, M. & Stevens, M. (2008, Apr 15). The transparent library. Retrieved June 16, 2008, from
http://www.libraryjournal.com/article/CA6547089.html

Keegan, V. (2008, May 22). In google we trust, but should we? Retrieved June 16, 2008, from
http://www.guardian.co.uk/technology/2008/may/22/internet.google

Kirkpatrick, M. (2008, Jun 10). Do you trust google to resist data mining across services? Retrieved June 16, 2008, from
http://www.readwriteweb.com/archives/do_you_trust_google_to_resist_data_mining_across_services.php

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

Librarian-Teacher Collaboration

I thought it would be interesting to explore librarian-teacher collaboration as a means of publicizing elementary school libraries and as a way to strengthen information literacy skills in students. Librarian-teacher collaboration means working together in many ways, including brainstorming research topics, answering reference questions, planning lessons, setting goals for students, team-teaching, and discussing current issues and best practices in education.
In most cases, it is up to school librarians to initiate collaboration with teachers because many of them do not fully understand how librarians can help or what their roles are beyond checking out books. However, Bishop (2003) indicates that once a librarian and teacher share a successful collaborative experience, other teachers become more willing to seek out partnerships as well. Since it is up to school librarians to initiate most collaborative efforts, they must be able to “sell” the importance of working together by showing teachers what is in it for them (half the work done by the librarian could be enough reason for some).
Peter Milbury, a Library Media Teacher in California, wrote an article for Knowledge Quest (AASL’s main publication for school librarians) listing the top ten important reasons for collaborating. Among some of his reasons are collaboration increases student achievement, reinforces the librarian’s role as an educational leader, and guarantees that the ethical use of information is integrated into instruction (Milbury, 2005). In addition, I would like to add that collaborating provides an excellent opportunity to promote the resources and services that the library has to offer to teachers and students alike.
According to Small (2002), many school librarians find it difficult to initiate and carry out collaborative plans. Why is this? “One possible explanation is the lack of a common collaborative mentality” (Small, 2002). School-librarians-in-training are taught to establish collaboration with teachers, yet pre-service teachers are taught to focus on managing self-contained classrooms. There’s something wrong with this picture because “collaboration cannot be fully realized without creating a collaborative culture in which all partners see the importance and understand the benefits of collaboration to themselves, each other and their students” (Small, 2002). Sadly, in my search of the literature through LISTA and ERIC, all of the articles on librarian-teacher collaboration were published in librarian-based journals like School Library Journal, Teacher Librarian, and Knowledge Quest, not in any journals aimed specifically at teachers. This further supports the fact that there is a disparity in the vision for collaboration.
In addition to not sharing a common collaborative mentality, not all teachers and administrators have a clear understanding of information literacy skills. One way to enhance teachers’ knowledge of the possibilities of collaboration and the importance of information literacy skills could be to offer “in-service training in information literacy for teachers and administrators so they are able to assist the school librarians in helping students become effective users of information” (Bishop, 2003, p. 6).
In my own experience, I have come to realize that meaningful collaboration takes time and effort from all parties involved, but it is well worth it. The Head Librarian with whom I work makes an effort to interact and plan projects with teachers, but most of her interactions are brief and do not include all the steps necessary for instructional design. When I become a school librarian, my goal is to become highly involved with teachers in a way that supports them, the curriculum, and the students. In order for teachers to want to collaborate with me, I must show them that I am dependable, creative, and a team player not out to tell them what to teach and how to teach it, but to support their needs while incorporating important information literacy skills. Teachers would also be more willing to collaborate if they knew about the research that supports librarian-teacher collaboration, such as increases in student achievement. It would also be important to note, “Research has shown that teaching library skills in isolation is not conducive to learning” (Bishop, 2003, p. 3). Therefore, library skills should be introduced as needed to students in their classroom assignments. Once teachers understand this I think they will be more willing to participate in collaboration. Rather than requiring students to come to library class each week for a formal lesson, I may consider having shorter weekly class periods to read stories and check out books, but also leaving most of my schedule open to teachers to bring their classes in to work on projects in which I could incorporate teaching information literacy skills in context.


Bishop, K. (2003). Connecting libraries with classrooms. Worthington, OH: Linworth Publishing.

Milbury, P. (2005). Collaboration: Ten important reasons to take it seriously. Knowledge Quest, 33(5), 30-32.

Small, R. V. (2002). Collaboration…. Teacher Librarian, 29(5), 8-12.