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"...A teacher asked me to order more book/tape sets for fifth grade. I complied...." I was under the impresson that our purchasing decisions were based on curriculum _and_ collection development. The selection process should be grounded in providing materials for the extension, expansion, and support of the classroom materials and work. I think we all have consideration files. I make it very clear to my staff that _requests_ and _recommendations_ are welcome. I also make it clear that I don't see their planning books and don't always know they are planning a new unit. That it is important for them to come see what we already have, and if we can support their curriculum. Different schools work in different manners and systems. I made sure that I was on the building budgeting and policy committees. I also make sure that the principals understand that the library budget is not for classroom use. Some things that work for me: 1> Get into as many teacher planning sessions as possible. They will welcome input and ideas from another perspective. It is a good time to bring up your own units and plans and start working together. 2> Communicate! Keep staff and administration informed. New books, Budget plans (After I let the school know how much a set of encyclopedias cost, all of a sudden the teachers were telling their kids how to take care of them), Collection development and curriculum mapping. This is simple PR work. 3> Be involved in the building and district politics, not the grump sessions around the coffee pot. 4> Work to help the teachers learn to be users of the library, not the librarian. Bob Eiffert, Librarian at Image Elementary. Vancouver WA beiffert@egreen.wednet.edu