Collection and Collaboration: Science in Michigan Middle School Media Centers.

Abstract

In many ways, science classrooms and school library media centers are parallel universes struggling with their own reform issues and with documenting their own positive impacts. As the trend toward data-driven decisions grows in the school setting, it is increasingly important for every component of the learning environment to have demonstrable effect and to be mutually reinforcing. Yet, science reformers do not seem to recognize the potential for school library media specialists (SLMSs) to support their efforts (Lanahan, 2002) , nor do school library media practitioners and researchers seem to be building relationships with science educators (Abilock, 2003).

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