Several studies identify collaboration between classroom teachers and teacher-librarians as a key factor that affects student achievement. Studies in teacher-librarianship have established procedures and processes for effective collaboration. This study examines collaboration from a broader theoretical and research perspective, beginning with 20 factors that specifically influence successful collaborations. These are clustered in six areas: factors related to the environment, to membership characteristics, to process and structure, to communication, to purpose, and to resources. Research from teacher-librarianship is then applied to substantiate and reinforce the factors and provide context for successful collaboration and thus effect on students' learning in schools.

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Information literacy—the ability to access, process, and use information and ideas effectively—has a positive effect on student achievement; this is not simply a reflection of the interests, skills, and abilities of the individual classroom teacher, but a reflection of the priorities, skills, and abilities of the school principal and the resulting infrastructure necessary for the development of resource-based learning.

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Combined school and public libraries have been studied extensively for more than thirty years. Common advantages and disadvantages, together with typical problems, have been identifi ed. From the work of researchers in three countries, predictors of success can be articulated: the population served is less than 10,000; a formal planning process involving the stakeholders was undertaken; a written legal agreement for governance, administration, fi nances, and operations includes guidelines for evaluation and dissolution; a decision-making board or management committee develops policies and procedures and engages and evaluates the director; an integrated facility is conveniently and visibly located, accommodating a variety of groups and resources with a separate area for adults and designated parking; the library is connected with a larger network, regional system, or consortium; the principal has a strong desire for success and teachers support the concept; one highly motivated professional librarian is in charge; there is regular communication and planned cooperation between public library and school staffs; and there are no restrictions on access to resources or on the circulation of materials.