In 1988 a research team at The Ontario Institute for Studies in Education (OISE) completed a study entitled "Developing Partnerships" that documented and analyzed library-based information services for distance education students in Northern Ontario. (The project was funded as part of the Province of Ontario initiative called Contact North/Contact Nord which was designed to promote distance education across Northern Ontario.) That study focused on two dimensions of interdependence in distance education: the learner and the available library services, and the librarian and the distance educator. Focusing on a third level of interdependence--the learner's interdependence with peers and tutors during the actual course of study--this paper describes a conceptual Developing Partnerships model that is designed to operationalize the recommendations of the study. It is noted that the components of the model are familiar, but that the challenge of the model lies in the interdependence of these components. Another challenge--that of exclusion, or inadequate communication between library and distance education staff or students who are "invisible" to library staff--is also explored, and seven key mechanisms from the model are suggested for reducing exclusion and promoting interdependence: (1) program and course planning; (2) services marketing; (3) resources development; (4) professional development; (5) service and materials delivery; (6) technical communications; and (7) data access. It is concluded that quality distance education requires an ongoing relationship between the individuals and institutions, and that it is up to the administrators, teachers, library staff, and students to make these recommendations a reality. (19 references) (SD)