hit:gen:curriculum leaders?

["Nancy N. Essid" <nessid@PEN.K12.VA.US>]

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.
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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

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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

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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!!

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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

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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
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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

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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
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Be should be both curriculum coordinators and curriculum
supporters.
That's how resource-based learning works best.

Phyllis

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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
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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:

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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)
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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
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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
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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
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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
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      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
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nessid@pen.k12.va.us