I would like to thank Mariya for what she wrote (see below). I
wholeheartedly agree!
Wendy Lavenda-Carroll
Librarian K-6
Grant School (Tues-Thurs)
Lincoln School (M-W-F)
Ridgefield Park, NJ
wendyscarr@aol.com
Date: Wed, 6 Jul 2005 12:50:47 -0500
From: Mariya Rodriguez <mrodr131@NEISD.NET>
Subject: Re: GEN: series placement
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At the risk of being flamed, I have to say that as an elementary library
professional, I was somewhat offended by this plea for elementary
librarians to "please teach your students how to locate books by using
your catalog and then locating a call number
on the shelf. This is a lifelong skill we all need to be teaching at
every level." This statement assumes that we're not doing it. I can tell
you, in fact, that we are. I begin with kindergarteners who, while
learning all about ABC order come to the library where they learn about
the Everybody section and how we put shelve books by the same author
together. They learn about the catalog and doing an author search for
books written by their favorite writers. In no time, they have questions
about those "other books", what we call Dewey books in this library
(because not everything in that section is nonfiction). With little ones,
with whom we are emphasizing the reading of the environment, we use the
visual search feature of our catalog so that they can find the books by
the picture of their subjects. So, before they can even spell dinosaur,
they know how to write down 567.9. Then, they learn all about the book's
address-- how every book in the library lives in a special place on the
shelf. The book's address always has two parts: 1) the section of the
library to start in and 2) the place in that section to start looking. We
practice and practice as much as we can. And, it may still not be enough
if they only come to the library with a class, once a week without a
teacher.
The reality for many elementary librarians is that they are functioning on
a fixed schedule. That means that they will see every single student in
the school at some point during the week. I doubt very many high school
librarians see every single student in their school every week. While
this once a week visit may sound like a luxury, please know that during
that time, the classroom teacher is off planning and the librarian is
responsible for teaching a lesson and then helping 25-30 children checkout
books, often without the assistance of an aide (whose position has been
cut because of funding or who now has to do some other kind of duty).
And, don't forget that there are many among us who are responsible for two
or three libraries.
So, to categorically assume that "elementary librarians" don't understand
the importance of our jobs is to grossly underestimate and undervalue what
we do. Please remember, that although I work in an elementary school, my
Masters degree (and the program I completed to earn that degree) qualifies
me to administer quality library programs in grades K-12.
What at a secondary level you can do to help your situation is 1) go
observe the best elementary librarians you can find... follow them for a
day or two; 2) stress to your district how your students' achievement
would be improved if the staff of elementary libraries in your district
was doubled; 3) help your elementary colleagues by voicing how important
it is to operate a flexibly scheduled library program so that your trained
library personnel is available at point of need and volunteer to help
present with them to their administration and faculty at resistant
campuses; 4) continue to read the posts by elementary librarians on
LM_Net so that you can stay abreast of what's happening in every area of
our profession, especially as it relates to the foundational learning that
the elementary librarians are providing. We need to continue to hear your
voices, but you need to hear ours, too.
Respectfully submitted,
Mariya Rodriguez, MLS
Oak Meadow Elementary School Librarian
San Antonio, TX
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