Re: LM_NET Digest - 1 Dec 1996 - Special issue

[Marlene Woo-Lun <MarleneW@AOL.COM>]

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

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 End of LM_NET Digest - 1 Dec 1996 - Special issue
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