This chapter addresses the benefits and synergies that the classroom teacher and the school library media specialist (LMS) experience when collaborating in the planning, differentiation, and assessment of content-area standards such as the Common Core State Standards (CCSS), with an emphasis on the role of technology and information literacy via Digital Literacy and Computer Science Standards (DLCSS). General reasons for teacher/LMS collaboration, specific reasons for collaboration on the CCSS/DLCSS, technology integration, and physical space and instructional flexibility form the key concepts of discussion. Tables present specific CCSS, related to technology tools and digital literacy concepts, that the LMS is uniquely qualified to teach to students. The chapter concludes with practical recommendations for district personnel, school-based administrators, LMSs, classroom teachers, and preservice teachers.
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Various studies have documented the benefits of a fully-staffed, fully-stocked library, in which teachers, administrators, students, and parents work in partnership. Reading scores improve (Barack, 2012); math, science, history, and writing proficiencies increase (Dow, Lakin, & Court, 2012); minority students experience greater achievement (Nelson, 2010); and secondary students are more likely to graduate (Coker, 2015).
Research has indicated, however, that preservice classroom teachers receive little information about the role of the LMS, including how to initiate collaboration (or why one would want to collaborate in the first place) and how the LMS can help the classroom teacher with lesson planning, technology integration, and assessment (Latham, Gross, & Witte, 2013). Studies also show that preservice teachers struggle in the areas of digital and information literacy (Stockham & Collins, 2012), technology integration (Hofer & Grandgenett, 2012; Hutchison & Colwell, 2016), differentiation of instruction (Troxclair, 2013), and inter-disciplinary planning (Brand & Triplett, 2012).
Current classroom teachers and administrators may also not understand the benefits of collaboration with the LMS (Ballard & Fontichiaro, 2010). These individuals may not have had positive relationships with their own LMSs during their formative years, or perhaps they are unaware of the ways in which the LMS can help increase student achievement. The LMS wears many hats in a school, and the job is greatly shaped by the desires of local school administration. Below are several roles and functions of the LMS that can be symbiotic with and beneficial to the classroom teacher, particularly an individual in the early stages of his/her career.