Hey! Why wait for someone else to make a video or a presentation on what a
great library looks like or what it does? Make one yourself!! Put it on
YOU Tube...and then send the links!
We need to be thinking of ways to show others what a great library LOOKS
like and what it can do! Use your library's webpage to promote great ideas,
share great projects, promote teachers who collaborate with you and send a
subliminal message to others that "this is THE place to be!" Make them want
to be a part of your library and your program....and then make others want
to model their library programs after you!!
We are very good at taking a good idea and using it in our programs--- take
a good idea and actually use it...THEN share it! Promote it! Create a
video that markets your library well and put it online...present it at a
conference....take it to the administrators' convention and tell
administrators what a great library can do! Share it with parents...they
are the stakeholders within the community and they can build support and
momentum for a project within your library.
In order to "think outside the box, you must first climb out of the box!"---
Ross Todd, Chicago SLJ Library Summit, 2006.
~Shonda
On 11/6/06, Daniel Hoadley <dhoadley@sdb.k12.wi.us> wrote:
>
> I think Laura has some very convincing arguments. However, I would like to
> point the finger of blame for our image right at us. Why are we waiting for
> a study to justify our jobs. Why do we need someone else to speak for us. I
> am sure most of us don't spend our day checking in and out books and
> magazines. I am sure that many of us are working with children and whole
> classes in and out of the library. We are out there using Information
> Literary standards.
>
> But the public doesn't know what we really do and what we are about. And
> why should they? They think they know exactly what we do; at least what they
> remember the librarian doing when they were at school. Has anyone ever tried
> to tell them otherwise? In short, what have we done to convince the people
> we serve that we are an important part of their child's education? Better
> still what are we GOING to do? Discuss the validity of the studies that have
> been done to help us or start helping ourselves.
>
> I would like to see commercials expounding on the virtues of a good
> library. Posters and other forms of media that portray us doing and being
> what we are. I argue that we use the studies that have been done. If we
> haven't noticed we are already in a game of statistics given high stakes
> testing and NCLB. I say if that's the game and those are the rules then we
> play by them.
>
> Just my two cents.
>
>
> I know we make a difference in the education of the students. You know we
> make a difference in the education of the students. The public doesn't. Why
> don't they know? Because we are too busy complaining about our situation and
> not doing enough to correct it. I include myself in that. We are too
> concerned about the validity of a study
>
> Dan Hoadley
> LMS
> Beloit, WI
> dhoadley@sdb.k12.wi.us
>
>
> >>> Laura Brooks <brooksla@NORTHVILLE.K12.MI.US> 11/3/2006 1:24 PM >>>
> Gail and Carol,
>
> I agree with you both; however, I also hold academia accountable for the
> misperceptions and utter ignorance teachers and administrators have of media
> specialists and media programs in general. I most definitely agree that we
> need more PhD's among our ranks but how can we realistically expect this
> when 50 states have 50 different standards for the certification of a media
> specialist; many do not even require Master's degrees? I feel every day that
> I am viewed as what I like to call "The Book Gleaner Lightbulb Librarian";
> that is, when I'm not "babysitting", I'm the book lady and overhead bulb
> dispenser. This is why so many of us are defensive and grasping for valid
> research in order to be taken seriously. Why after working so hard to earn a
> graduate degree, do I need to convince a teacher that I am more than a
> walking and talking print encyclopedia?
>
> The answer to our image problem, I believe, begins with college teacher
> education programs. Why is it teachers stare blankly at me when I utter,
> apparently in a foreign tongue, the words "information literacy"? Wisconsin
> actually does (or did) require pre-service teachers to take an entire course
> on the role of the school library media program. We are required to take
> many education courses for obvious reasons, but why can a classroom teacher
> who has no clue as to what we do be allowed to teach in the media center,
> yet I can't enter a classroom? Doesn't this negate and invalidate almost all
> that we do? I, for one, have firmly believed that until LIS professors and
> department chairs start advocating for us by suggesting that Ed. Depts.
> require teachers in training to learn what it is we do; how we all work
> together in a school to further higher order thinking in our students, then
> we will forever be trying to prove our worth.
>
> Laura Brooks
> Media Specialist
> Northville Schools
> brooksla@northville.k12.mi.us
>
>
>
>
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--
Shonda Brisco, MLIS
Technology Librarian /
Independent Library Consultant
Fort Worth, Texas
sbrisco@gmail.com
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