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CHICAGO – New research published in the American Association of School Librarians’ (AASL) peer-reviewed online journal, (SLR), examines classroom teachers' perceptions of their own openness to change and collaborating with school librarians. SLR promotes and publishes high-quality original research concerning the management, implementation and evaluation of school libraries. Articles can be accessed for free at .

Sarah Crary's article, "Secondary Teacher Perceptions and Openness to Change Regarding Instruction in Information Literacy Skills," details her investigation into teachers’ perceptions of their own openness to change and collaboration between a school librarian and a teacher in the context of information literacy instruction. Crary, assistant professor at North Dakota State University, employed a quantitative survey to analyze teacher perceptions and interviewed school librarians regarding the results of the survey.

Crary found classroom teachers believed teaching information literacy skills was the role of both school librarians and teachers. Additionally, results indicated classroom teachers and school librarians collaborate by dividing the lesson instead of working together on standards, planning, and assessments. The latter suggests change could be implemented by gathering input from individual teachers via surveys and discussions and communicating changes in collaborative practice through faculty and department meetings.

(ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology and continues to welcome manuscripts that focus on high-quality original research concerning the management, implementation and evaluation of school libraries.

The American Association of School Librarians, , a division of the 91´«Ã½ (91´«Ã½), empowers leaders to transform teaching and learning.

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