Thanks for posting this reply. I was thinking the same thing. I tend to let my work
speak for me and since I am heavily involved in video production the school sees
what I do with students and classes pretty much on a weekly basis. I have never had
any trouble at all with respect from classroom teachers or administration. As you
say, if you act like a teacher, other teachers and students will know what you do.
Personally, I don't even want people to see me doing the "routine" stuff! My
wife, who is a 3rd grade teacher, kind of laughed saying that maybe she should make
a video of her inputting grades because no one seems to know how much time that
takes her :) I'd rather have the school see me out working with the kids or doing
school wide projects which is what I spend the majority of my time doing. Thanks
for hitting this nail on the head!
Doug Valentine
Librarian
McKillop Elementary
Melissa Texas
-----Original Message-----
From: Debra Kay Logan <jd3logan@BRIGHT.NET>
To: LM_NET@LISTSERV.SYR.EDU
Sent: Fri, Dec 25, 2009 12:22 am
Subject: [LM_NET] Respectfully suggest alternative approach re: TAR: ... slap back .
Hi, Earl and all!
I love the idea of the Ken Burns style video and feel it has excellent potential. I
have been working on advocacy for about 10 years now and I would like to strongly
suggest an alternative approach to the content.
If it walks like a duck, talks like a duck and looks like a duck, it's a duck.
If we want to be regarded as educators/ teachers, then we need to sound, look, talk
and act like educators. Instead of a video showing things that people already have
stereotyped images of us doing (opening boxes of books, shelving books, cataloging
books, repairing books, etc.), focus the video on meeting w/teachers, teaching,
grading, doing lesson plans, reading our National Standards, working on Web pages,
assisting students at the computer, and these types of activities. To address the
idea of collection development, maybe have images of librarians with curriculum
guides and reading through stacks of review materials.
Think of the PERCEIVED expertise involved in the former activities (opening boxes
of books, shelving books, cataloging books, repairing books, etc.). The average
person thinks that you don't need any expertise to do these things. Some of those
activities actually are things many of us did as student library helpers in middle
or high school. Many of the things are the types of activities that contribute to
professionals being replaceable.
This is a great opportunity to educate; let's send a message that helps people
shift rather than reinforce their paradigms.
-- Sincerely,
Deb Logan
Librarian/Media Specialist
Mount Gilead High School
Mount Gilead, OH
MAILTO:jd3logan@bright.net
http://www.deblogan.com
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