Here are the replies so far. Thanks to everyone.
---
I am half of the professional library team at two high schools now.
With two of us we:
* serve more classes at the same time
* serve classes every period (as there is coverage during the other's
lunch and plan period)
* have different strengths in pleasure reading and direct students
favoring a particular genre to the appropriate librarian
* weed more efficiently (again; our strengths, current reads, and the
ability to bounce thoughts off each other)-- a collaboration
* bring different collaborative ideas to classroom teachers (sometimes
it is the 3 of us [2 librarians and the teacher] bouncing around ideas
* team teach, in that we both might be there a period and add our
thoughts [aloud] on additional resources, reminders, etc. Also, have
teamed for booktalks, each covering our favorites, or specialties off a
cart
* collaborate on ordering
* bring different strengths to the team (negotiating with a vendor,
standing up to an colleague over library misuse, ...)
*tag-team students who misbehave
You especially mentioned collaboration. Another librarian may bring
ideas from a former school or his/her "student" teaching experience.
Also, the newer librarian may bring new energy in goading teachers to
change, update, modify assignments that have been around since the 1800s
>: )
>
Often just one of us talks with a teacher, but in letting the other one
know of the assignment (as she may have to teach it some of the periods)
questions come up -- did you mention scanning? what about... A good
check to make sure we're offering the max. There are many times when
one of us begins working with a teacher and the second librarian strolls
over to be included -- then those creative juices fly as we suggest
things other teachers have done. We love the 3-way collaborations.
----
We have had 1.5 teacher librarians in my school for 4 years.
(Unfortunately
we are going to lose the .5 next year.) The good things are:
1. Different backgrounds and different strengths lead to a broader and
better library program.
2. With two of us we can do tasks that are very useful but would not be
possible for just one person to do. An example of this from my library is
that we decided that we needed to make a list of all the Canadian novels
(we
are a 9-12 Canadian high school) and list them according to genre and
themes. We have approximately 4000 Canadian novels so this task took my
partner about 3 months to do. Another example was weeding and updating the
information files.
3. We often will have one of us out in a classroom, doing prep with a
class the day before they come into the library. This allows the class to
be well prepared to use the targeted information literacy skills yet
doesn't
tie up the library for something that could be covered in the classroom.
4. This probably wouldn't convince the powers that be, but it is so
good
to be able to bounce ideas off of another professional. You come up with
things that are so much better.
5. Between the two of us, we have read about 1/3 more of the collection
than either of us separately.
I hope you do end up with a colleague to work with. It is a wonderful
experience.
----
And leave it to the Social Studies teachers to see the great
need for LMS. They usually do. Here is a suggestion -- point out to the
board
that a second LMS may have more experience in an area that needs attention
--
technology, for example. Not to knock you, of course, but a second LMS
could
handle lots of web research, help put together a web bibliography so
students
can go right to a particular subject. (I just took another reference class,
can't you tell?) The second LMS could help with administration -- ordering,
cataloging, etc. A second LMS could handle more of the day-to-day stuff,
like
working with classes who come in to do research -- these kids do not know
as
much as they say they do. How 'bout a refresher class in the Dewey system?
Show kids how to use equipment. There's lots of things a second person
could
do. Much, much luck. You have a great social studies department. Bring them
donuts for realizing your value!
---
Do your Educators know and respect the national standards for math,
science, English, etc? Do they also know and respect the national
standards (Information Power) for information literacy? I had a college
dean say to me that the math, science, etc ones were written by discipline
associations of national stature. I asked what was different about the
American Assn. of School Librarians. Weren't we a discipline? Weren't we
a respected national professional association????? Bingo. Do some
analysis and show how IP standards link and mesh with standards in these
otherdisciplines. It is amazing how well they do and across somany
disciplines. Educators today certainly have responsibility for giving
kids a shot at becoming information ally literate. IP lays it out.
----
Under the Northwest Accreditation for schools that accredits our schools,
you can go by population. Once the number of students hits a certain
amount
(800+ I think), the school, to be accredited, needs to have so many
certificated librarians. So, check your schools accreditation requirements
you might find a gem.
----
I would be sure to use the studies in colorado, CA, TX and PA that cite the
outcomes of increased staff on test grades. You may already be doing that.
----
I am a history major, so I can relate to them. I remember how valuable my
LMS
were when I was in school. I could not have made it without them. Now, one
of
my grad school professors is a former social studies teacher. He always
says
that the S.S. department notices us first. He is right. Even though I'm in
an
elementary school, the S.S. coordinator for my building met with me a week
ago
to bring me up to date on the curriculum. She stayed an extra hour just to
speak with me -- we won a $3,352 grant from Follett, so I wanted to spend
money
on the S.S. teachers. I wish all my teachers were so good, but many do not
care
what I do. I am just their "break" for the day. Thank the Good Lord that
you
are so blessed.
--
What a wonderful opportunity you have! I would stress that an aide is
valuable in terms of clerical and maintenance duties which free you for
what
they're paying you the big bucks for -- teaching.
We are in a central position in terms of bringing many aspects of teaching
and learning together in the classroom. We know how to use and integrate
technology (including digital cameras, video-- and editing software -- the
internet, online databases, online catalog, multimedia and wp software,
etc.) Not only are we technologically literate, we are information
literate. We know how to create lessons to tap into the research potential
of our students, how to teach effective research skills. We know the
contents of our library and how to access information from a variety of
sources. By adding another librarian, the district is maximizing its
"student potential." WE all know from the research that students who are
truly information literate and have access to a quality library in the
school, do better on standardized tests which translates into big pats on
the back for district administration. Simply put. . . Librarians know how
to put it all together for the benefit of the teacher (a teaching partner,
less work eventually) and for the benefit of the student (better research
skills) and for the benefit of the district (improved test scores). Adding
another librarian is truly a "big picture" item.
---
Keeping it simple, one might posit the perspective that it is evident
one professional referee and one "clerk" would never be considered adequate
for most sporting events, therefore... . Beyond that, I offer the
following, shared previously to LM_NET members, as it speaks directly to
your just cause:
Lifeguards of
the Intellect
Okay, it's a given. We could not possibly place a lifeguard along
every stretch of beach, along every riverfront, at every cove or bay, on
every section of a lake or ocean. The notion would be ludicrous,
preposterous--absurd.
But, for safety, especially for the enhanced protection of our kids
who place their trust in us, we establish and maintain designated
beachfronts and pools where their lives are fairly well safeguarded and
protected, through the benefit of trained individuals who keep responsible
vigil on our behalf. And further, knowing the realities of the water, we
see to it that someone trains and educates our kids in how to swim, or at
least to tread water. Then, later, those kids may well be able to (and
quite possibly may need to) thrive on their own in the open water.
Before providing them essential swimming skills, who could fathom
sanctioning the notion of sending our kids off to a pool where there were
no
individuals who could and would actually be accountable for their safety
and
well-being? In such a circumstance, surely WE would be responsible for the
predictable tragedies which would result.
Now, think of all the rivers of knowledge in the world. They flow
into pools of books, magazines, databases and such. Much of it is wild and
untamed, if sometimes seemingly placid. Nor may we ever tame it; nor could
we--any more than we could really ever control the mighty Mississippi.
Is there potential for harm from these oceans and rivers of
knowledge? Count on it. When raging out of control, they can and most
certainly do "cause" incredible devastation. The pen surely is, or can be,
mightier than the sword. But dare we "solve" our problems by endeavoring
to
watchdog and monitor every word? May we? You know that would be
ludicrous, preposterous--absurd. What boobs, eh?
Still, for safety, especially for the enhanced protection of our
kids, who place their trust in us, we have hitherto known to establish and
maintain designated libraries and resource centers, in schools, where our
kids' intellectual lives are fairly well safeguarded and protected, through
the benefit of trained individuals--library professionals--who keep
responsible vigil on our behalf.
Now imagine the consequences we decree when we leave our kids to
founder on their own, in a vast information sea, without benefit of the
knowledge and ability to selectively glean pertinent knowledge and
information which may well be essential to their ability to thrive--and
even
survive; without the intellectual equivalent, then, of the most basic
swimming strokes, or even the dog paddle. Imagine no kiddie pool, no
flotation devices, no swimming instruction, and instead only the deep and
the deeper. Imagine the consequences when the information "lifeguards,"
the
library professionals, are ordered to undertake the equivalent of
monitoring
the changing rooms and the concession stands, distributing towels, cleaning
showers, and only incidentally taking a peek at the pool from time to time,
at best to control the body count. Imagine when such
intellectual lifeguards are removed from the scene altogether... .
Is such an arrangement acceptable to you? Does your child innately
know how to survive--or even thrive--in the information seas, without need
of professional instruction or supervision, or responsible monitoring of
how
the information pool is being used and maintained? For, tell me, who
prevents the "playful" introduction of piranhas, or toxic waste, or
indiscriminate dunkings, in this community pool? Who maintains the
standard
for sharing, in appropriate trust?
----
I am just finishing my first year as a 4/5 SECOND librarian in an
elementary
school. The full time librarian and I have really 'pounded the pavement'
trying to build collaboration with classroom teachers and letting them know
we are the resource specialists. Luckily, our principal is enlightened and
already view us as that. I would pitch the angle that with all the
standards and curriculum overhauls teachers have had - they simply don't
have enough time to hunt for the pieces of literature or websites that
complement their units. We don't do their work for them, but merely let
them know we're available. They can bring their classes in whenever we can
fit them in for extra instruction with projects etc.
I have had a number of teachers say they didn't realize they could do that,
so obviously the work isn't finished! (It never is in a Media Center,
right?!!?) The other librarian and I complement each other, I feel,
perfectly. She is taking a leave next year to get her Masters' in
Storytelling, while I completed my MLS online through Syracuse' Distance
Program. So with her storytelling background and my technology knowledge,
we're on our way to a super program, I feel. Now if we can just get the
teachers on board to utilize the Big 6!(Or even some other research model,
as long as it is something uniform throughout the school). I don't know if
this helps at all, but another aide cannot in a million years offer
teachers
what a certified librarian can. The fact that we need a Masters degree
just
to START in a school should mean something!
---
"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
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