job title

[Doug Johnson <palsdaj@VAX1.MANKATO.MSUS.EDU>]

Hi folks,

What a wonderful discussion, and what a great time to have it - one of the
few relatively slow times around here!

I like the tack this conversation is taking. What we are called is really
less important that what we do. I have always lobbied to be called "media
czar," but with small success.

Both Mike Eisenberg and Steve Weller have spoken to the need to make
technology part of our domain, more or less for our professional survival.
I agree, but I think the more pressing reason is that we as trained
information specialists can help schools do technology "right" for the sake
of our kid's education. To explain, since I am basically lazy person, I'll
just copy something I wrote for something else:


Professional librarians bring critical skills and philosophies to an
integrated technology program. They are trained in the selection of
materials, and in organizing and circulating those materials. Librarians
are the building experts in intellectual freedom and censorship issues
which will center increasingly around digital resources. They already know
the effectiveness of skill integration into classroom content areas.
Librarians take a "school view" of resource allocation, which is especially
important in schools where computers and other technologies may have been
held hostage by individuals or departments. Strong leadership by a school
librarian can keep technology use from being only drill and practice or
passive viewing. And remember that the traditional librarian brings a love
and understanding of literature in various media and knows how it can
address the affective side of the learning process. It is for these reasons
that the head of media/technology services should be a librarian as well!


All these are things that the "technology teachers" Mike writes about, I
fear will lack.

Just to stir the pot:  Why do we always separate "literature" from
"information"?  I think it can be argued that good literature provides
"information" about values, the human condition, exemplary behaviors,
psychology, and vicarious life experiences which are as important to
children's development as are learning about volcanoes or spelling or
multiplication tables. Broaden your views of information!

And as far as that goes, reading for pleasure (I like the pc term "reading
practice") for many children, especially boys, is done with "information"
materials.

Doug

Doug Johnson, District Media Supervisor | If I hadn't believed it,
Mankato Public Schools, ISD 77          | wouldn't have seen it."
Box 8713, Mankato MN 56002-8713         |             Greg beck
507-387-7698
djohns1@west.isd77.k12.mn.us or
palsdaj@vax1.mankato.msus.edu