Hi LM_NET. I just need to say that I don't know this book, and can't endorse it,
despite the implication of my name on the subject here. I would say that the
emphasis in my editorial was more on advocacy than in specific lesson plans or
teaching reading. No matter how many lessons we teach, if we aren't vocal and
explicit with decisionmakers and other professional organizations, we will still be
trivialized. If we just do more of what classroom teachers do, what value added do
we have? None! In such a case there's no reason to keep librarians because they are
redundant. The point of my editorial was to say that talking about information
literacy standards with those =outside= librarianship is essential. If ALA isn't
doing a good enough job, then we have to do it ourselves. That can't be done by
only publishing within the profession. Are you writing for math or science or
English or social studies publications? Are you presenting at those conferences?
Are you attending department meetings of those disciplines? They aren't going to
know that we have information literacy standards if we don't tell them!
Carol Simpson, Ed.D.
Assoc. Professor (mod. svc.)
School of Library & Information Sciences
University of North Texas
PO Box 311068
307 S. Avenue B, Suite 205
Denton, TX 76203
940-565-3776 (voice)
940-565-3101 (fax)
carol_simpson@unt.edu
>>> Judi Moreillon <storypower@theriver.com> 4/7/2007 11:18 AM >>>
Dear Colleagues,
In my hot-off-the-press book, Collaborative Strategies for Teaching Reading
Comprehension: Maximizing Your Impact (ALA Editions, 2007), I offer
background information and 21 sample lesson plans to support K-6
teacher-librarians in co-teaching standards-based reading comprehension -
information literacy lessons.
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