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A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).

Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?

high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.

When we view faculty as labor and students as customers, we do not see magic; we see expenses and revenue on a profit-and-loss sheet. We would be better off selling tickets to a magic show.

When we present the university as a corporation, the faculty as labor, and the students as customers, we lose sight of our core mission of teaching and learning. Just as the corporate analogy distracts, the customer analogy detracts. Presenting the student as a customer rather than as a partner in learning is condescending at best. It is a short-run view that focuses on interactions with students as a series of financial transactions rather than a network of human relationships. When we view education as consumption, administrators are forced to side either with faculty at the expense of the students or with students at the expense of the faculty. When our focus is on learning as a form of development, we can spend our energy on finding ways to support the creativity and growth of both partners in this relationship.

But the reality is that those of us who labor in academe range from part-time work-study students to outsourced janitors and food-service workers, to campus police, librarians, doctors, legal counsel, and a myriad of student counselors, among others. Many of the working conditions that affect professors also affect the rest of us. Much more is to be gained by seeing the conditions we have in common than by painting a picture of faculty as uniquely oppressed. Building bridges between faculty and administration is a necessary step in creating a campus culture that values teaching and learning and that is oriented toward the success of both students and faculty.