The Role of the Teacher Librarian Engaged in Collaboration with a Classroom Teacher During Implementation of a Pilot Iowa Core Curriculum Unit

This action research study was a mixed methods investigation of a previously taught Native American unit modified to include Iowa Core Curriculum (ICC) content and 21st Century Learning standards, planned and implemented via a collaborative effort between a rural school district K-12 teacher librarian (TL) and a 5th grade classroom social studies teacher. The two research questions being investigated asked what TL-led collaborative looks like during implementation of an ICC unit and who benefits from an ICC unit led by a TL in collaborative with a classroom teacher written interview, field notes of the TL and classroom teacher, and 24 adapted student SLIM assessments (Todd et al. 2005). Participants included a school district TL, a 5th grade social studies teacher, and 24 student participants. Through this collaboration many of the ICC standards were met with teacher and students benefiting through increased achievement in content and information skills. Three positive themes of participant benefit and achievement emerged: change, student achievement, and content knowledge