Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 55

(1998) examined implementation of collaborative planning and teaching models as part of the
Library Power Project in ten elementary and middle school schools and reported that students
had more learning opportunities, and staff from successful schools attributed some of the
increase in student achievement to the collaborative planning between library media specialists
and classroom teachers. In a qualitative study examining the role of the library media specialist
in the integration of technology into the curriculum, Oliver (2003) concluded, "Collaborative
enterprises between the school library media specialists and teachers create opportunities to
provide quality learning experiences for students" (p. 133). Rojtas-Milliner (2006), in a case
study of a school implementing an integrated information literacy program, noted that one result
of collaborative planning between the library media specialist and classroom teachers is that
more students are engaged in critical thinking activities and authentic learning.
Several studies reveal correlations between LMS/classroom teacher collaboration and
achievement on standardized tests. Farmer's (2006) study of Southern California schools
revealed that collaborative planning and instruction accounted for over 17% of the variance in
principles correlated with academic achievement. Hall-Ellis and Berry's (1995) south Texas
public school study showed that higher criteria-referenced test scores tests correlated positively
with collaborative planning between the library media specialist and classroom teachers. Among
state studies examining bivariate correlations between collaboration and state reading test scores,
Lance, Rodney & Hamilton-Pennell (2000a) found significant positive correlations between
collaboration and student achievement at all grade levels tested. Significant positive correlations
at the elementary level were found in Iowa (Rodney et al., 2002) and Minnesota (Baxter &
Smalley, 2003), while there was a significant positive relationship at the middle school level in
Wisconsin (Smith, 2006). In Michigan (Rodney et al., 2003), significant positive correlations


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Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California, dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc9800/m1/69/ocr/: accessed October 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .