Partial hit: Related problem-mad as...

["Mary D. Schwab, PHHS" <PHE_ACA_MS@NWOCA.OHIO.GOV>]

Many thanks to those who answered my request for suggestions on how to =
get teachers into the library. =20

I was asked to post a hit, and I will do so below, but only partially =
and with apologies esp. to those who first replied so promptly and with =
such wonderful suggestions.  It seems that when I moved these =
suggestions to another folder (a procedure I've done lots of times), I =
somehow lost them all.  So I can only send on those that I received the =
next day (and managed to save successfully).

So here are they are (and thanks again!):

How I aquainted the staff of the new things coming to the library:
I used a database program and listed all the new items by title,
author, and call number then sorted it by call number so the teachers
could see all the new items in their areas. Yes, I even high lighted the
list the first couple of years, I knew they didn't know their call
numbers.
The card catalog program I used generated two extra cards for each
title so I would give those to the teachers.
When I'd finished processing the new books I had a come and meet
the new books event in the library, things were ready to check out and
using their stomachs I brought my famous chocolate chips cookies to at
least get them in the door. I mingled with the teachers and kept saying,
did you see this one, or this or .....
I found out who was using the library the most and filled in their
areas first, got them hooked and talking about all the wonderful things =
I
had and then worked my way through the staff and the shelves at the same
time.
In the spring when I made my big order I would take my wish lists
from the teachers ( oh yes, always ask them what they would like to have
me purchase, sometimes they've been to meetings and have a list and
sometimes they've just seen something), find the best deals, look over
areas I knew needed improvement and then would show those teachers the
items that I was considering. They would usually just say looks good and
give it back real quick, but at least it showed that something was going
to happen for them and they could "plan" things over the summer.
Whenever I got something at a different time of the year I would
take it and show the teacher, or call them and say can you come to the
library. Then I could take them to the spots and show them what we had
and the new things. A well timed call to their prep hour worked wonders.


All very simple ideas, but in a few short years I had that library well
stocked and only a few teachers that wouldn't use it. I tried to get =
them
all excited and using the library, but one history teacher (he only =
taught
one class of history, the rest of his day he was the p.e. teacher)
informed me that he didn't want to have to grade all of the papers. That
kind of logic you can't do much with, but it didn't stop me from telling
him all about the stuff the library had and giving him the lists and
things. At least I felt good about the teaching job and administrative
job I was doing.


R. Jean Gustafson
Librarian Extraordinaire
Lince Intermediate School
316 W. Naches Ave.
Selah, WA. 98942
509-697-0675 ext 665


Since moving into a LM position and having a flex schedule, meeting with
teachers is what makes it work. I just sat down with my boss today and =
asked
for three subs, two days each, three to four times a year. This year we =
met
probably twice and on the teacher's prep time. In the fall I met with =
each
grade level either before or after school, and we planned out the first
quarter. The wonderful part of all of this is that things were spread =
out
throughout the year. They were all finished with research projects by =
the
first part of May rather than everyone waiting until May. At the first
meeting I give them a copy of their grade level's part of the LM =
curriculum
and urge them to consider what is on the list that they already plan to
teach as part of another curriculum area then plan with me what they =
would
like to work on together with me. It works really well.=20

We also had Accelerated Reader for the first full year this year (6 =
weeks
trial last year), and we did the testing in the LMC the first hour and a
half of the day. No on complained about their lack of LM classes - they =
just
kept praising us for the improved reading scores and love of reading =
they
saw developing in their students.=20

So, I'd suggest finding out what they want you to do with the kids, =
suggest
you do it together (if possible), allow the teacher to do other things =
when
he/she isn't needed, and be a warm, friendly place.

Lorrie Wade, LMS
Hermiston, OR
dmwade@eonet.com

I had a similar problem when I started 21 years ago (!!).  I found two
friendly Social Studies teachers who were willing to try my ideas.  It =
helps
if you have a simple idea and can say to the teacher -- "I have this =
idea of
an activity which fits in with your curriculum and would teach the =
students
searching skills" (or whatever skill you can come up with).  For me, =
this
started the ball rolling and many teachers came to me requesting that I =
come
up with something for their classes. =20


Patti Geidel
Library Media Specialist         Telephone: 414-335-5583
West High School                 FAX: 414-335-5621
West Bend WI  53095              e-mail: pgeidel@hnet.net