LM_NET: Library Media Networking
Thanks to all who responded to my plea for advice. The original posting and
the responses follow. If I get any more, I shall post another HIT.
Sent: Tuesday, October 16, 2001 11:35 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Target: Advice for my presentation at NAESP
Hi,
My proposal for a presentation at NAESP (Elementary School Principals) has
been accepted, and now I'd like your help. Below is what I sent in as a
description. Although I would love to talk about the value of school
librarians in general, I needed to fit my presentation into one of the
"tracks" -- and the technology one seemed the best idea. Hence, the linking
of school librarians and the Internet.
Anyhow, what I'd like to know from you is "What do you want me to tell
these elementary school principals?" Be nice now=85 ;-)
Please write directly to me at jhylen@lib.nmsu.edu and I'll post a hit
(or several, if I need to).
Thanks,
Jan
NAESP Proposal
1. Title: My Hero, the Cybrarian: How Your School Librarian Can Help
Students and Teachers Become Internet Literate.
2. Learning objectives:
At the end of my session, participants will be able to understand=3D85
1. the importance of taking a leadership role in advocating
Internet
literacy.
2. the school librarian's Internet expertise.
3. some issues in evaluating web sites.
3. Program Abstract. One paragraph description of the program. Provide
details on the use of handouts, audiovisual, and/or audience participation.
Very often, teachers are uneasy about addressing Internet literacy
with
their students, and believe that all they need to do is turn the students
loose, and they'll find all they need to know on the Internet. School
librarians know differently. They know about evaluating Internet
information sources and how to teach students (and teachers) to judge the
information found. It is the principal, however, who must take an active
leadership role advocating the librarian's expertise. If the principal
treats the librarian as simply a guardian of books and promoter of reading,
the necessary collaboration will not occur. If the principal understands
that one of the prominent functions of the librarian is to teach all forms
of literacy, including Internet literacy, classroom teachers will respond
by partnering with the librarian for meaningful learning experiences for
their students. (PowerPoint presentation with accompanying handouts.)
4. Copy for use in convention program materials. 50-word description of the
program:
The principal must take an active leadership role in promoting the school
librarian's expertise in Internet literacy so that effective collaboration
with the classroom teacher can occur. Learn what your school librarian can
do and how to be an advocate for him/her in this important area.=20
````````````````````````````````````````=20
Responses:
Date: Wed, 17 Oct 2001 02:38:26 -0700 (PDT)
From: Erica Payne <epayne75@yahoo.com>
I think the principals need to understand how
important it is for classroom teachers to be exposed
to the library an it's resources. They can be my
biggest helps or roadblocks.
Erica Payne, Library Media Specialist
Polk Elem School
Dearborn Heights, Michigan
epayne75@yahoo.com
---=20
Date: Wed, 17 Oct 2001 08:40:26 -0400
From: "Carolyn Gierke" <cgierke@shs.k12.ny.us>
An important point that I make with my HS students and teachers is that
all the other materials students use have been chosen for them - books in
the public library, books at home, textbooks and library materials at
school were all chosen by an adult. All other types of published
materials (other than the Internet) undergo a process where facts are
checked before publication. The Internet does not. So, for the first
time, students are going to have to make some decisions about the material
they find on the internet. I think that younger kids are capable of
doing this, too.
When I make these points, it usually gets some attention. You need to get
this point across to your audience.
You might want to use one of the bogus websites to illustrate this.
"In theory, there isn't any difference between theory and practice. In
practice, there is." - Yogi Berra
Mrs. Carolyn Gierke, Librarian
Sweet Home High School
1901 Sweet Home Road
Amherst, NY 14228
Phone: 1-716-250-1227
FAX: 1-716-250-1360
email: cgierke@shs.k12.ny.us
---=20
Date: Wed, 17 Oct 2001 08:35:44 -0600
Jan,
What I have never quite understood is that so many districts and
principals want teachers to=20
use technology in their classroom. Why not make this part of the teacher's
evaluation. They=20
have to show some evidence of collaborating with the library media
specialist and how they=20
have used technology in their classroom.
Even if its one small project in the beginning, we all need to take baby
steps. The next=20
year the teacher builds on the previous years experience, eventually it
becomes second nature.=20
I would love to see a copy of the presentation, if you at all possible.
Tahnk you for taking=20
the time to make the presentation. I have always believed that we need to
get the word out to=20
the principals and the superintendents, they are the ones that have the=
power.
Curtis L. Clark
Library Media Specialist
Pleasant Hill Middle School
1301 East Myrtle
Pleasant Hill, MO 64080
816 540 2149 #122
Fax # 816 987 2017
---=20
Date: Wed, 17 Oct 2001 09:25:14 -0500
From: Ellen Wickham <ewickham@indep.k12.mo.us>
Jan:
I'm so impressed! This is such a necessary part of what we do --
promotion of ALL of our various expertises (did I say that right?) And,
who better to advocate for us than the building principal!
In discussions of internet literacy, I continually talk about
information literacy as the underlying theme of all we do and work
toward in the LMC with our students. Although your presentation is
about Internet literacy, I would still bring to everyone's attention an
article I've found to be incredibly eye-opening for my faculty and
administration: "Information literacy is more than computer literacy"
http://crossings.phillynews.com/archive/k12/infolit4_16.htm
As we know, when a person is information literate, they apply analytical
skills to all facets of information gathering regardless of medium or
format.
If you post anything on the web (handouts, etc.) please let me know (via
LM_Net is fine). Good luck with your presentation. I look forward to
reading the hit.
Ellen
C. Ellen Wickham
Library Media Specialist
Truman High School
3301 S. Noland Rd.
Independence, MO 64055
(816) 521-2912 x320
fax (816) 521-2913
---=20
Date: Wed, 17 Oct 2001 10:33:26 -0500
Good for you! I hope you get a lot of principals to come. My one point is
that without the support of the principal, nothing will happen. Stress how
important it is for them to "listen" to their librarian and to recognize the
breadth and depth of that person's overall knowledge on how to help teachers
and kids learn. Thanks.
Lorraine Smith
Librarian
St. Gabriel's Catholic School
Austin, TX
lorraine.smith@sgs-austin.org
---
From: "Linda & Kevin White" <lwhite@execulink.com>
Date: Wed, 17 Oct 2001 16:38:56 -0400
Hello,
I'm a secondary teacher-librarian in Ontario but I think that some of the
ideas I would use in a secondary application would apply in this situation
too. I would start with a technology/information skills continuum (doesn't
Information Power have this?). We have a document in Ontario called
Information Studies that lists these by the grade. I would pull out the
expectations for the elementary grades and then I would show how this can
be lined up with curriculum expectations and education district technology
plan/vision(Principals always love that!).....and the need to have a
librarian overseeing this, since we all know that a librarian knows a lot
about what goes on in the entire school, not just a small area!!!! Our
role gives us an advantage in that we can ensure that a continuum of skills
is being taught and reinforced across the curriculum...and that is
definitely one of our strengths!!!!!
=20
Interestingly, I'm working on a workshop lining up our new Grade 11
curriculum with Internet resources and have included a section on
evaluating internet information. As we all know, it's not finding the
internet information that's difficult, it's learning how to best use
it....and the students and teachers need the information literacy skills
more now than ever! I think that the better educated the Principals are
about Information Problem-Solving Skills and Information Literacy in
general, the better they understand the importance of school librarians.
=20
Hope this info. is useful. Good luck!
Linda White
Glendale High School
Tillsonburg, Ontario
l.white@fc.tvdsb.on.ca
--- =20
From: Dorcas Hand <dhand@aoshouston.org>
Date: Mon, 29 Oct 2001 10:38:03 -0600
I have just begun, and am struggling to keep going, a 4 session "course" in
the classrooms on
1. web site authority
2. key word searching
3. search engines - differences, best choices
4. citation of web sites
The computer lab is not teaching these skills, and the kids are thinking
they already know them. I've been able to convince them they don't. The
hard part is convincing the teachers this is useful extension of classroom
teaching. We have used each lesson to kick off a short research topic in
the academic class using the immediate skill. I'm working 5-8th with this,
I think some pieces of it will also go at 4th.
In 3rd grade I find specific sites to support specific projects. Everyone
seems happy.,
Hope this will be useful to you.
Dorcas Hand
Annunciation Orthodox School
Houston TX=20
````````````````````````````````````````
Jan Hylen=09
Assistant Professor/Education Librarian
University Library, MSC 3475
New Mexico State University
P.O. Box 30006
Las Cruces, NM 88003-8006
(505) 646-6927 fax: (505) 646-3390
jhylen@lib.nmsu.edu
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