Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Sponsor: Phil C. Lange. Dissertation Committee: Charles C. Daly. Includes bibliographical references (leaves 72-77).

Thesis (Ph. D.)--Southern Illinois University at Carbondale, 1993. / "Department of Curriculum and Instruction." Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [109]-114).

Thesis (Ph. D.)--Georgia State University, 1993. / Includes vita and abstract. Includes bibliographical references.

Thesis (Ph. D.)--Southern Illinois University at Carbondale, 1993. / "Department of Curriculum and Instruction." Vita. Includes bibliographical references (leaves [109]-114).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 176-184) and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Spalding University, 1994.

M.Bibl. (Linguistics) / Please refer to full text to view abstract

M.Ed. (Media Studies) / Please refer to full text to view abstract

This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.