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 This article's title peaked my interest because of how important collaboration is to the survival of a successful library media program. One of the biggest challenges faced by teacher-librarians today is demonstrating the value of their work and according to Cooper and Bray, successful teacher-librarians or school library media specialists are the ones who collaborate with classroom teachers. To me, collaborating with teachers is something that I am unsure of how to successfully achieve. In other words, how can I, as a future teacher-librarian, successfully collaborate with classroom teachers and how can I help them to see the academic value in it. In this article, Cooper and Bray state that most school library media specialists are known for their library administrative roles rather than the roles of teachers, instructional partners, or information specialists. Challenges for school library media specialists include reductions to library staff and finding the time to work with classroom teachers. Also, school library media specialists feel that when collaboration does occur it is not at a level where the school library media specialist is seen as an equal instructional leader. As well, Cooper and Bray state that “principals, as well as assistant principals in charge of curriculum and instruction – are unclear about the roles of the school library media specialist, and the potential positive impact on the instructional program, and ultimately, upon student achievement, of a fully-functioning library media program” (49). These are things that concern me about collaboration and about becoming a school library media specialist. So, what can I do, as a future school library media specialist, to ensure the success of my library media program? The article suggests that school library media specialists should build a positive relationship with their administrators, as well as make them understand the role of the school library media specialist. Also, the more the school library media specialist becomes engaged in collaboration with teachers, the more other teachers and administrators will understand the value of the school library media specialist. Furthermore, the article goes on to define collaboration and express that it includes things such as “providing answers to reference questions”, “brainstorming ideas for library research projects” and “acting as a full-fledged partner in lesson planning, implementation, and evaluation” (50). As well, a school library media specialists' task has changed “from helping students locate enough materials for school assignments to helping students make sense of the information they so much more quickly locate” (51). However with this, school library media specialists must avoid becoming “just another technical support specialist” and work on becoming a true collaborator instead (51). The way that Cooper and Bray suggest to avoid this situation is to know the instructional needs of the faculty by finding out when and what they will be teaching, as well as, being familiar with appropriate technologies that can be an asset to the curriculum. Overall, school library media specialists face many challenges when it comes to collaboration, therefore it is important that they be a “constant presence” and prove “that the work they do is meaningful, relevant, having a positive impact on instructional programs and ultimately, on student achievement” (53-54). I found this article to be very useful in providing information about collaboration as well as helping me to understand the importance of collaborating in order to be a successful school library media specialist.   Cooper, O.P. & Bray, M.B. (2011, July/August). School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities. //TechTrends//, 55(4), 48-54.