Bingham (1994) found that sixth graders who did their research in an integrated social studies program had significantly higher scores than students who did their research in a non-integrated program.

Brien (1995) found that a structured approach using intervention strategies gave Year 3 and Year 6 students 'a significant learning advantage' compared to students who did not have instruction of various critical thinking skills embedded in a complex problem solving task.

Callison (1979) found that the development of student competence was most effective when classroom instruction was integrated with cooperative planning and team teaching by the teacher and teacher-librarian.

Lance (1994?) concluded that test scores increase as teacher-librarians spend more time collaborating with teachers, and providing input into curricula. Not enough is known about the variables in these studies to apply the results to this context, i.e. the RFF versus CPT debate, however similar findings are beginning to accumulate.

Oberg found that for Grades 2-5, reading scores began to climb as library use increased. For example the grade 3 class which had the highest circulation and whose teacher had the most collaboration with the librarian had higher scores than another grade three class with low circulation and whose teacher had not collaborated with the librarian.

Todd (1992, 1995) found in a Sydney school that integrating information skills into the Year 7 Science program resulted in improved test scores as well as information skills, improved recall, increased concentration and focus on the task, and improved reflective thinking. There also appeared to be an impact on students' attitudes to school, self-esteem, and their confidence to take charge of their own learning.

Abell, Jill 'The impact of the use of school libraries on student achievement' 027.8 School Library Bulletin 5/1, 1999

Bingham, J.E. A comparative study of curriculum integrated school library media programs. achievement outcomes of sixth-grade student research papers. Doctoral dissertation, Kansas State University, 1994

Brien, D.P. The teaching and learning processes involved in primary school children's research projects. Doctoral dissertation, University of New South Wales, 1995

Callison, H.L. The impact of the school library media media specialist on curriculum design and implementation. Ph.D. Dissertation; University of Southern Carolina, 1979

Lance, Keith Curry, 'The impact of school library media centers on academic achievement', School Library Media Quarterly, 22/3 1994 pp.167-172

Management Committee for the national School English Literacy Survey Mapping literacy achievement: results of the National School English Literacy Survey. Canberra; DEETYA, 1987 (cited by Abell)

Oberg, Dianne (1995), "Principal support: What does it mean to teacher-librarians?", in Sustaining the Vision, A Selection of Conference papers, 24th International Association of School Librarianship Conference, 17-21 July 1995, Worcester College of Higher Education, Worcester, pp.17-25

Oberg, Dianne 'Demonstrating that school libraries improve student achievement. Access 15/1 2001

Sivanesarajah, Yaso, McNicholas, Celeste and Todd, Ross 'Making sense of Science: An information skills approach' Science Education News 42 Spring 1993 pp 25-27

Todd, Ross 'Integrated information skills instruction: does it make a difference?'  School Library Media Quarterly 2/23 95