Dan, and everyone else,
I wonder about your last statement: "We are too concerned about the
validity of a study" I brought up this topic and I still think the
validity of our studies is a real concern. Yes, I know that what I do
has value, but why should anyone believe me just because I say so? For
that matter, how can I know? And how can I know which activities have
the most impact on student achievement without studies - studies of not
just one school, but rigorous studies involving lots of students in
different situations? Unfortunately, lots of us are in districts where
what we say really doesn't matter - decision-makers are looking to make
cuts and and without valid research, we have nothing to back up our
statements that our work is valuable. And, truly, as educational
institutions, under the high-stakes conditions we have, shouldn't we be
sure that funds and time are used to their very best advantage? How do
we prove all this without valid research?
Like all of you, I am plenty busy doing my job. We all know that
being a good school media specialist is an overwhelmingly busy job.
For the 16 years I've been doing this job, I have spoken out often
about our value to my teachers (I have to say, they're pretty well
convinced now), administrators (they're not), and union officers
(they're convinced until it comes to us (us=elementary media spec.)
vs. the rest of the membership and then guess whose program goes?). I
have always relied on the research I keep reading in our professional
journals, School Libraries Work!, and the materials at
http://www.lrs.org . Having Dr. Friedman question the validity of our
studies undermines everything I've relied on all this time. If the
studies aren't valid, then how can I advocate a flexible schedule? How
can I justify the importance of qualified professionals in every
library?
I am so glad we are having this conversation among LM_NET membership.
The responses, while not numerous are heartfelt and thoughtful. I
would really like to hear from some of the folks who are doing the
research and leading our profession. Thanks, Daniel.
Bettie Fisher
Media Specialist
fisherb@aaps.k12.mi.us
Eberwhite Elementary School
Ann Arbor, MI 48103
On Nov 6, 2006, at 9:47 AM, Daniel Hoadley 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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