Reader response to original column article by Eric Jennings in Vol 23 Issue 1, re librarian stereotypes and image. / This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on July 6, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2016.1188609

Digital file includes the first chapter from The Librarian Stereotype: Deconstructing Presentations and Perceptions of Information Work, edited by Nicole Pagowsky and Miriam Rigby; digital file also includes foreword by James V. Carmichael, Jr., Embracing the Melancholy: How the Author Renounced Moloch and the Conga Line for Sweet Conversations on Paper, to the Air of "Second Hand Rose

This qualitative case study explored elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning. Data collected consisted of field notes, audiotaping of formal interviews and planning sessions, weekly plan books, monthly calendars, questionnaires and the collection of student work. During formal data analysis, new questions began to emerge. These three questions then guided the process of data analysis. These questions were: (1) What are teachers' perceptions of the role of the school librarian as indicated through responses and actions? (2) What changes occurred in teachers' perceptions during the school year? and (3) What are teachers' issues and concerns about the implementation of flexible scheduling and collaborative planning? Four roles of the school librarian emerged from data analysis. These were: the resource role of the school librarian; the cooperative role of the school librarian; the transition from a cooperative to a collaborative role; and the collaborative role of the school librarian. In addition, seven categories were developed through the analysis of interviews and questionnaires. One category developed as several teachers expressed their concern in not having a regularly scheduled library time for students to check-out books. A few teachers also indicated the need for students to learn library skills. Within each of the seven categories, several issues also emerged. The findings of the study indicate there were numerous changes during the school year in teachers' perceptions related to the role of the school librarian. There were also ten implications which resulted from the study. One of these implications focused on professional development within schools and school districts. Professional development assists in the role of ownership and as Fullan (1991) states, ownership of something new is tantamount to real change. Through professional development, teachers and librarians can learn about the process of cooperative and collaborative planning together.