Mardis, M. & Hoffman, E. (2007). Collection and collaboration: science in Michigan middle        school media centers. School Library Media Research. Retrieved October 18, 2008 from            www.ala.org/ala/mgrps/divs/aaslpubsandjournals.

Summary:

            Studies in Michigan middle schools have shown improvements in student achievement in the area of reading when the media specialist collaborates with reading teachers. However, science educators and media specialists are failing to collaborate in the area of science. This research study asks if the lack of collaboration effects student achievement in the area of science on the Michigan Educational Assessment Program (MEAP).

Strengths:

Of the 73 respondents, 47% indicated that the information power role of being an instructional partner was important and 36% indicated it was very important. However, only 6% collaborated with science teachers weekly. Twenty-three percent collaborated a few times a month, 53% collaborated once a month, and 18% never collaborated with science teachers.

            In addition, this study showed that the science collection in these media centers is outdated and/or inadequate. Some books as much as 30 years old. The respondents reported having an average of six periodicals and adequate Web-based reference databases.

            This research did conclude that student achievement in science improves with teacher and SLMS collaboration.

The research in this study is solid. It shows a correlation between collaboration and achievement. It focuses on the age of the collection and the amount of time spent the SLMS collaborates with science teachers. The research is backed by numbers shown in the tables and figures.

Weaknesses:

            Only 72 of the 196 SLMS surveyed responded. Also, all of the respondents were from middle class schools. This is a small cross section of all the schools in Michigan. Would the results be different if the respondents were from poor schools? Also, results may have been different if there were more respondents.

            Part of the survey asks the respondents how they perceive their roles in relation to science. Perception is different for each person. This is a very difficult thing to measure.

Personal Relevance:

            I believe this study would show the same results no matter the area. Every study I read shows improved student achievement when the SLMS collaborates with teachers. It has proven true in the school I work in. In the classes in which the SLMS collaborates with the teacher we see improvement in CRCT test scores. We have also seen improved research skills because of this collaboration. The weakest CRCT scores in our school are in 6^th and 7^th grade social studies. This could be because little collaboration is happening between the SLMS and these teachers.

            I was surprised that so many of the media specialists in this study believe that the Information Power role of teacher and instructional partner is so important, yet they don’t act as a teacher or instructional partner very often. I hope to make sure I stick to these roles of teacher and instructional partner so the students I will serve as a SLMS will continue to improve their achievement in all areas.