I served as a teacher-librarian for thirteen years, ten years at the elementary level and three years in a high school. For the 2008-2009 school year, I returned to service in a combined junior high-high school library. During my school library tenure, I served in fixed, mixed, and flexibly scheduled school libraries. Regardless of the schedule, I always strive to collaborate for instruction with classroom teacher and specialist colleagues in order to integrate literature and information literacy into the classroom curriculum.

In my experience, a flexibly scheduled library program provides greater opportunities for effective learning and teaching. Through co-planning, co-teaching, and co-assessing lessons and units of instruction, I have benefited from job-embedded professional development. Learning alongside my peers propelled my growth as an educator. This book, which includes lessons that I co-taught during my elementary teacher-librarian career, is the culmination of this experience.

I have also served as a district-level teacher-librarian mentor, a literacy coach, a classroom teacher, and a teacher educator. I currently teach in the School of Library and Information Studies at Texas Woman's University in Denton. My current research centers on the instructional partner role of school librarians as a pathway to leadership and job-embedded professional development to impact student learning. In addition, I am the author of two published children's picture books.

I earned my graduate degrees at the University of Arizona; my master's degree in library science from the School of Information Resources and Library Science (1992) and my doctorate in education from the Department of Language, Reading and Culture (2003).

Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA Editions, 2013) is a revision of Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact (ALA Editions, 2007).