Randall wrote:
>I am trying to understand the difference between being reactive and
>proactive in providing service to teachers. Currently I am a reactive person
>in responding to faculty requests. When, while talking to teachers and hear
>what they are going to be doing in class I will assemble a collection of
>resources for them, or if they request information on a particular topic
>they will have it within a couple of hours, or if they are assigning a
>project that involves research I will invite/encourage them to bring their
>class to the library for extra research time (in addition to their normal
>fixed library time.) This I consider being reactive to their request.
>
>My administration is encouraging me to become more proactive. Now I
>understand that the current literature is pushing collaberation with
>teachers and I agree with that. But am I not providing good service by being
>reactive. It seems that being proactive is working to get to the next level.
Randall, I am a huge proponent of collaboration, as you might guess if
you've read any of my recent posts or work. So I support your principal's
request that you be more proactive. HOWEVER, I feel sad that you feel that
your current work is undervalued. I'm thinking of David Loertscher, author
of The Library Media Specialist Taxonomy. In the 2000 revised edition, he
lists the ten levels as:
1. NO INVOLVEMENT
The LMC is bypassed entirely.
2. SMOOTHLY OPERATING INFORMATION INFRASTRUCTURE
Facilities, materials, networks, and information resources are
available for the self-starter
delivered to the point of need.
3. INDIVIDUAL REFERENCE ASSISTANCE
The library media specialist serves as the human interface between
information systems and
the user.
4. SPONTANEOUS INTERACTION AND GATHERING
Networks respond 24 hours a day and 7 days a week to patron requests,
and the LMC
facilities can be used by individuals and small groups with no
advance notice.
5. CURSORY PLANNING
There is informal and brief planning with teachers and students for
LMC facilities or network
usage--usually done through casual contact in the LMC, in the hall,
in the teacher's lounge, in
the lunch room, or by e-mail. [For example: Here's an idea for an
activity/Web site/new
materials to use. Have you seen . . .? There's a software upgrade on
the network.]
6. PLANNED GATHERING
Gathering of materials/access to important digital resources is done
in advance of a class
project upon teacher or student request.
7. EVANGELISTIC OUTREACH/ADVOCACY
A concerted effort is made to promote the philosophy of the LMC program.
8. IMPLEMENTATION OF THE FOUR MAJOR PROGRAMMATIC ELEMENTS OF THE LMC
PROGRAM
The four LMC program elements--
collaboration,
reading literacy,
enhancing learning through technology, and
information literacy--
are operational in the school The LMC is on its way to achieving its
goal of contributing to
academic achievement.
9. THE MATURE LMC PROGRAM
The LMC program reaches the needs of every student and teacher who
will accept its
offerings in each of the four programmatic elements.
10. CURRICULUM DEVELOPMENT
Along with other educators, the library media specialist contributes
to the planning and
organization of what will actually be taught in the school or district.
It sounds as though your current work is at Levels 4, 5, and 6. An
important note is that in his February 1982 Wilson Library Bulletin
article, "The Second Revolution: A Taxonomy for the 1980s," Loertscher
emphasized the merits of each level; saying there was NO NEED FOR GUILT. He
felt that the first necessary step was to accept the entire list as a
collection of legitimate roles of instructional involvement, each level
being "good."
Yet, the higher one goes on the taxonomy, the more collaborative is the
relationship between teacher and library media specialist. It is Levels
Eight through Ten that encompass our AASL prescribed roles as
collaborators! In 1988 AASL, in Information Power, we were advised by our
professional organization to stop being reactive, as described in Levels
Three through Seven, and become proactive, as required by Levels Nine and Ten.
So, this is a note to say that I think your principal is wise. I also
think that you and he/she need to understand that it is a PROCESS to move
up through the levels and that you will need administrative support in many
ways to continue to do so! Onward!
Best,
Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com>
Portland, ME 04103
http://www.tonibuzzeo.com
===================================================================
Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6
(Linworth 2002)
Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12
(Linworth, December 2002)
* * * * * * * * * * *
The Sea Chest, illustrated by Mary GrandPre (Dial, September 2002)
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