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Dear Colleagues:

Help!  I am confronted with the teacher who doesn't understand why I don't
want to "set aside all the AR books in a separate area" to make finding the
books easier for students.  She won't deal with me directly, she only goes
to the principal, so I can't seem to get across to her how many books we're
talking about.  Anyway, I have to meet with the principal (who has consulted
with other school librarians who all supported my position)and a few
teachers who want the library reorganized.  I have shared the article from
SLJ with my principal and will share it with this teacher, but I am
interested at this time in hearing from my colleagues on this matter.

How many of you have reorganized your libraries according to AR instead in
the tried and true way?  Is it working?  What are the advantages and
disadvantages?  Am I being close-minded on this issue?  I do have two
shelves of books which were purchased with Title I funds to support AR and
they are labeled as AR books.  My other books with AR tests I am marking
with colored tape so that students can identify them easily.  I personally
am opposed to blatantly marking books with reading levels because I feel
this is demoralizing to the below-grade-level reader, but I will do this if
pressed.  Perhaps I'm wrong on that issue, too.

I'd also like to hear from those of you who support my position or who feel
AR should be a classroom-centered activity and not a system for organizing a
library. I'm also interested in any other observations and insights on this
matter.  I personally see some positives in AR, but I feel that reorganizing
our library to support an educational fad is a mistake.

Marian Royal
Parkview Elementary Library
Socorro, NM
marianroyal@hotmail.com

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