September 1998
Staff -- School Library Journal, 9/1/1998
"Librarians will never be visible in schools until we do things with and for teachers. . . ."
Take the Initiative
I must respond to James Ryan's letter (February 1998, p. 8) regarding "The Invisible School Librarian: Why Other Educators Are Blind to Your Value"(SLJ, November 1997, pp. 24-29). I was amazed to read that in 25 years he had only collaborated with one teacher on one assignment, and that he thinks he is highly visible in his school. Then I read the ways in which he was visible; not one had to do directly with his position. Instead, Mr. Ryan listed union positions, parties, committees, a North Central Association accreditation team, and election to the Faculty Advisory Committee.
I have run a flexibly scheduled media center for five years in an elementary school, and have been instructed by superiors to collaborate with classroom teachers on assignments. I learned very quickly that I would work with teachers best by knowing the curriculum and making suggestions for lessons or projects to support their needs. At the beginning of each school year, I send out a letter listing the lessons and projects I worked on with each teacher, asking them to make arrangements with me to do so again if they wish. Throughout the year, I remind them of things we could do, and ask them to stop by and schedule. I even take my schedule book to the teachers, if necessary, so that I can be involved in teaching.
I also have a library curriculum that I need to teach each year. Kindergarten gets some Mother Goose all year long, along with the most familiar of folk tales. I read books that go along with their transportation, weather, and five senses units. First grade explores fairy tales in their basal reader and I enlarge upon them in the library. Second grade gets trickster tales, third grade has a Library Expert unit where they learn to look up books on the computer and locate them on the shelf. Fourth grade has a Magnificent Michigan unit, and fifth grade has state projects. This only scratches the surface of ways in which it is possible to connect and collaborate. I recognize that secondary needs are different, but only in content and particular skills.
Librarians will never be visible in schools until we do things with and for teachers that assist them--find out how and what and you will be one of the most important people in the school. Wait for teachers to come, or for administrators to prod, and you will see 25 years go by as "a highly paid clerk,"and you will justify districts hiring cheaper ones.
Media Specialist
Carpenter Elementary School
Midland, MI
I was very disappointed in Lillian Gerhardt's editorial, "A Matter of Faith"(May 1998, p. 5). Ms. Gerhardt wants the ALA and ALSC to overlook its own rules and continue its association with the Boy Scouts of America, in spite of the latter's discriminatory practices. She apparently believes that the few boys excluded by the Boy Scouts can be ignored to reach the many boys who aren't excluded by the BSA's bigoted policies.
Such a rationale would serve equally well to associate with whites-only youth groups as long as there aren't too many black kids being excluded, or restricted clubs in areas with small Jewish populations. If principles don't matter, why serve only organizations that exclude gays and atheists?
Of course, if principles do matter, religious discrimination is unacceptable, whether it's a large group that excludes atheists or a small group that excludes Jews. The ALA should not associate with either.
St. Paul, MN
The address listed for the "Reading Rants"Web site (News Notes, July 1998, p. 16) was incorrect. The address is tln.lib.mi.us/~amutch/jen.
