I too am in a K-8 school. An important part of being proactive is becoming =
aware of our own school culture. I bring materials to staff meeting and =
as teachers are getting their coffee and snacks I make the rounds handing =
out curriculum related materials like maps or videos, or oh by the way =
here is the new Orson Scott Card you might like or I heard from one of =
your kids that you are starting your insect research we have new reference =
books you might want to sign out for your class. I do 10 minute book talks =
in the sixth grade classrooms. Don't be afraid to stop by classrooms with =
materials (it took a long time to get over my fear of interrupting) I =
also send e-mails of interesting websites when appropriate. I have worked =
collaboratively with our teachers and it truly is a rewarding experience =
for me, the teacher and the kids but do not underestimate the amount of =
time absorbed especially if you also have a fixed schedule of classes. I =
think the key is perception and small actions can increase your visiblilty =
around the school.
Lisa=20
Lisa Von Drasek, MLIS
Children's Librarian
Bank Street College of Education
610 West 112th St
NY NY 10025
lisav@bnkst.edu
>>> Toni Buzzeo <tonibuzzeo@TONIBUZZEO.COM> 04/02/02 09:10PM >>>
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=20
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
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)
=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D=
-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D=3D-=3D
All postings to LM_NET are protected under copyright law.
To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to:
listserv@listserv.syr.edu In the message write EITHER:
1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST
4) SET LM_NET MAIL * Please allow for confirmation from Listserv.
For LM_NET Help see: http://ericir.syr.edu/lm_net/=20
Archives: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml=20
See also EL-Announce for announcements from library media vendors:
http://www.mindspring.com/~el-announce/=20
=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D=
-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D-=3D--=3D-=3D-=3D
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=
All postings to LM_NET are protected under copyright law.
To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to:
listserv@listserv.syr.edu In the message write EITHER:
1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST
4) SET LM_NET MAIL * Please allow for confirmation from Listserv.
For LM_NET Help see: http://ericir.syr.edu/lm_net/
Archives: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml
See also EL-Announce for announcements from library media vendors:
http://www.mindspring.com/~el-announce/
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=
LM_NET
Mailing List Home