Previous by Date | Next by Date | Date Index
Previous by Thread | Next by Thread
| Thread Index
| LM_NET
Archive
| |
Hi Carol, Is it time for a "Heard on LM_NET" piece again? If you think so, do you think Betty H would be willing to do it? Marlene In a message dated 96-12-01 20:41:39 EST, you write: << Date: Sun, 1 Dec 1996 20:40:43 EST From: "Nancy N. Essid" <nessid@PEN.K12.VA.US> Subject: hit:gen:curriculum leaders? Thank you to everyone that responded to my target asking whether library media specialists should be curriculum leaders or supporters. The question seemed to hit a sore nerve causing more than a few emotional, heart-felt responses. Because my summary would not do justice to the powerful conviction expressed in the responses, I offer them unaltered. For anyone who is interested in reading about the leadership role of library media specialist, I recommend the following articles: Wehmeyer, Lillian Biermann. "Indirect Leadership: The Library Media Specialist as Consigliere." School Library Media Quarterly. Summer 1987. pp. 200-204. Crowley, John. " A Leadership Role for Library Media Specialists." School Library Media Annual. SLMA 1995. pp. 60 - 66. *********************************************************************** Hi I am a great believer in the librarian being an important component in the development of curriculum. We certainly have the equivalent expertise at the elementary level and the knowledge at the middle and upper. One strong reason for our involvement in the development is that we know the material that is out there which the children and teachers can use. Several years ago one of our teachers decided to do a unit on the Caribbean countries. At that time there were very vew books on the countries and many of the present muticultural folktales, etc. were not published. There was also no fiction on the area. Had I been involved from the beginning I could have suggested another area for deeper study, provided materials, etc. Another example - again from a few years ago. The 6the grade, librarian and reading specialist were given time to sit down and develop a unit on the civil war. At the end of the day we had the field trips planned, the materials selected, lesssons planned, etc., with input from all of us. Most important - it was the planning ahead which helped, which may also be a problem in including librarians, as the time must be good for all. Peggy -- Peggy Howell (phowell) Lib.; West Springfield Elementary Fairfax County, Virginia phowell@pen.k12.va.us Work Phone 912-4406 ************************************************************ Both! I like to be involved in the planning of curriculum. I also like to support what is decided upon. Carol Sturz, Batavia M.S., IL ****************************************************************** Absolutely...We should be curriculum leaders! And shame on us if we do not make ourselves aware of and involved in the varied curricular areas in our schools. How can you be a school librarian and not take an active role in these issues. How do you order effectively! Furthermore, I am glad that I received a degree in teaching as well. I feel that the two should go hand in hand...and I enjoy all aspects of my profession. If we don't take an active part in our schools, and in leadership roles then, naturally, our colleagues will feel that all we do is stamp books and read the newspaper!! ********************************************************************* Maybe somewhere in between. That is, be in on the planning, so that you can let the teachers know what materials you have, what you might be able to borrow, and what is good and NEW that you might be able to buy. The key is lead time. When teachers give you a day or less (or no warning at all) when they assign a topic for library research, you are at a major disadvantage in supplying materials. AND, after the assignment is over, I always find several sources I could have used, had I had the time to think over the assignment and to do my homework. Just my thoughts. Susan -- Susan Burstein Portland Middle School, Portland, CT sburstei@csunet.ctstateu.edu portland@connix.com *********************************************************************** I really tried to be a leader--I attended a week-long seminar on interdisciplinary units sponsored by the National Middle School Assn in Colo. I offered to come to any team meetings where units were being planned, etc. etc. I find that the teachers seem to want to do their own planning as a team. They then let me know their plans and I try to suggest resources. It isn't the leadership role I envisioned, but I really do think the people teaching the units should be in charge. I just wish I could get in on the brainstorming part of the planning. Lynn McCree, Librarian Martin Junior High Austin, Texas Lmcc@tenet.edu ****************************************************************** Nancy, Ah-h-h, you've hit a topic I feel rather strongly about. I believe the role of the LMS is to support, not attempt to lead, in curriculum development. I believe it is foolish to think the LMS can possibly be knowledgable about all the curriculum areas. In addition, in my school, we have a very veteran staff. Any LMS who attempts to tell these people what's important and how to teach in their area is in for a surprise. She will alienate them all! I've been a classroom teacher--of French and English--and I wouldn't stand for an LMS to tell me what or how to teach either! I would go so far as to say that I think those who make these "pronouncements" (spelling?) are not in contact with the real world of today's high schools. I could go on and on, but I think you understand my point of view. Jane DeNeve Western Dubuque High School Epworth, IA school: wdlib@netins.net home: deneve@mwci.net ************************************************************************ Nancy, I don't have a fancy signature, either. My answer to your question is YES. We should do both and. When you serve on the curriculum committee they get your input as to where the library can fit into their curriculum - not as a babysitter for their free period but as a part of the teaching team. You get the benefit of their expertise and a better understanding of what they intend and are required to teach. This enables you to select material for the library and classroom that complement what they are trying to do. In order to be an educational partner you need to participate in as much of the academic life of your school as possible! Robin Hoelle Badin High School Hamilton! OH *********************************************************************** Be should be both curriculum coordinators and curriculum supporters. That's how resource-based learning works best. Phyllis ************************************************************************ Leadership takes several forms. I don't think LMS have to be subject matter experts. What they do need to know is how to develop curriculum (a process) and good teaching strategies. We have LMS on all curriculum teams. One of the strengths they have is that they are the one person who has an overview of the entire subject. They know what teachers teach at different grade levels. Being able to share that is a type of leadership. We also have our information literacy outcomes integrated into other curriculums, so a part of their role on the curriculum team is to help facilitate that. The other thing the LMS have found valuable is knowing what the objectives are for the new curriculum. It allows them to purchase materials ahead of time. That also is a form of leadership. You hit one of my pet peeves when you used the term supporter. In reality we do support what goes on in the classroom, but it is a two way street. What goes on in the classroom supports the library media program. I avoid the use of the word support because in our school district, and in others I know about, secretaries, janitors, and bus drivers are support personne. These people are valuable to the running of the school, but the library media program is not the same thing. It is more closely aligned with the instructional program and should be considered as an instructional program. Also, some people consider support people as less important than teachers. Library media specialists are teachers and should be treated as such. I'll get off my soap box now. I'm sure you will get diverse answers to your question. It's a good one. Joie Taylor Coordinator of Libraries ********************************* Columbus Public Schools Change is difficult, P.O. Box 947 even when you want it. Columbus, NE 68602 ********************************* (402) 563-7000 email: jtaylor@gilligan.esu7.k12.ne.us ************************************************************************ I am currently serving on a social studies curriculum committee for K-6. I was requested by a teacher. A LMS is perfect on such a committee. We work with all the grade levels and know the availability of materials on each level. If we don't know, we know where to find the information. We can also address readability. I am not involved with selecting text books; but, teaching has evolved well beyond text book use. Teachers in my building are always asking for support materials in fiction and non-fiction. I need not be an expert in the field of study. I am rather poorly informed on the history of many sections in Africa. I can create a bibliography of folktales from the area, help identify resources for research and guide a search on the web. I will fight to be included in curriculum writing. Sharonann Katcher Your Choice: ******************************************************************* Nancy: I would love to repost your message, with permission, to ICONcurr, the AASL discussion about curriculum. If you'd like more info before I do, go to: http://www.ala.org/ICONN/overview.html#iconcurr - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Debbie Abilock "It is important that students bring a certain The Nueva School ragamuffin barefoot irreverence to their studies; 6565 Skyline Blvd. they are not here to worship what is known, Hillsborough, CA 94010 but to question it." (Jacob Bronowski) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ****************************************************************** Hi: Got your message regarding the questions about leadership and the slms. I cannot express my support strongly enough about this essential role component to have a truly successful and integrated school library media program. Currently we are writing an update to INFORMATION POWER. The issue of leadership will take a central role in this update. The slms is poised to assume this role - take it or lose it and potentially your program and position. Watch for the upcoming AASL Hotlines/Connections publication to see the first half of this update - the student standards for information literacy. When looking at them, note the need for key leadership if we are to enable the successful accomplishment of these. Good luck with your question! Betty Marcoux, Chair AASL/AECT Vision Guidelines Committee ************************************************************************ Librarians are not experts in each subject area -- although they do tend to be generalists who have a broader range of interests and knowledge than many teachers and administrators. Librarians have an obligation to be knowledgeable about educational methods and trends. They are also the experts in helping teachers integrate information skills into subject areas. This integration can be done very effectively in curriculum designing and development -- making our role an integral part of the instructional program, rather than an add on after the basic program is developed. Just as we can teach our speciality most effectively in cooperation with subject area specialist and classroom teachers, these curriculums are best developed in cooperation. Librarians should be volunteering themselves onto every curriculum committee. It builds working relationships with the teachers, and makes information skills an integral part of the educational programs of our schools. For what it is worth, that's my view. Helen Seagraves Hood River, OR Hcgraves@aol.com *********************************************************************** Ideally, the media specialist would be involved in preparing the curriculum, and then implementation would be more apt to include the library resources and the media specialist would know which areas needed materials. Also, more input from various persons regarding curriculum development is bound to promote more innovative ideas. Sincerely, Gaylene Tunison ************************************************************************ Nancy, As a former classroom teacher turned school librarian, I feel it is imperative that I keep up with what is happening in the classroom. Yes, I need to be a leader. I find that most teachers do not know what all is available for the students to use when doing research. I am in the position of being able to search for the materials that will be of the most benefit to our students. Yes, teachers do request certain books but there are a lot of materials that they do not know about. I am able to build the library collection so that the best materials are available. If I am not a leader then the library collection will be behind the students' needs. Yes, librarians do need to be curriculum leaders. We must keep up with what's happening in the educational fields. Ginger Blevins Grand Prairie, Texas ************************************************************************ I believe we should be curriculum leaders, in on the team that develops the basic what and how of lessons. On the few occasions I have been allowed this role, I have felt that I am a valued and contributing member of the teaching force. We should also be in on the planning of any lesson that directly involves use of the facility we manage and the lessons we teach. In order to be prepared for such a role, it is our job as teachers to understand how children learn, to understand various teaching methods and be ready to implement them, and to have a collegial relationship with those in charge of the curricular area. We do this in order that we may teach and learn together with those colleagues what is best for the given situation with a class or a student. Betty Carpenter Rome Free Academy Rome, NY ***************************************************************** nessid@pen.k12.va.us ------------------------------ End of LM_NET Digest - 1 Dec 1996 - Special issue *************************************************