May 2000

A few years after I graduated, the state changed the rules. Now one has to have had at least one year as a classroom teacher before becoming a library media specialist. The impact was immediate. Many who wanted to be library media specialists chose another vocation. They did not want to be in a classroom.

Now there is a shortage in Alabama. The state has implemented a "certificate" program in order to have enough certified media specialists for the schools. Many of those who are currently certified are not truly qualified. Every day I receive calls from newly certified media specialists asking for help. They have neither the extensive background nor the necessary courses needed to fully handle the position.

As an example, a recently certified former high school Spanish teacher was placed in a brand-new elementary school. When it came time to order materials, she had no idea what was needed in an elementary school. All of her experience was in high school.

Other brand new media specialists who are in elementary schools have been placed in high schools and expected to know how to run Channel One and to teach video production classes. Their limited course work did not prepare them for that.

I think it is time that the states and universities realize that being a library media specialist is the same as being another kind of teacher. The concentration is different, just as physical education and art are different. There is a need to return to the bachelor's degree program for those who already know that they are not classroom teachers.

Has there been something very much wrong in the El Paso Public Library system for years? Personally, I know several folk there who have left positions as librarians in service to children, and I must say, I don't think it's the geography of the place. I think that there may have been something really wrong with either the management of the library, the city, or both.

Material is not "recycled" from a book in one series to a book on the same or a similar topic from a different series. Each book is written by an author with a clear mandate to craft a text that will be meaningful and accessible to the target audience. Yes, high/low titles do have "a plethora of large photographs." As every YA librarian knows, reluctant readers need to be engaged in many different ways. Realistic photographs depicting a world that is both familiar and relevant to their concerns is one important way.

Mr. Sullivan baldly states that we configure our titles as we do because we are greedy. The mistake of this assertion is only exceeded by his lack of understanding of the goals of our program. Long books easily intimidate reluctant readers with small type, and by the absence of photographs, subheads, and an open layout. How do we know? Librarians have told us. Over the years, I have learned an enormous amount about the special needs of reluctant readers from YALSA's Quick Picks for Reluctant Readers committee members. Many of our books that, according to Mr. Sullivan, contain "dry and didactic prose" have been nominated for and/or have won Quick Pick awards. Many have also been chosen by New York Public Library for the prestigious list of "Books for the Teen Age."

I cannot help but feel that Mr. Sullivan is a minority of one in his opinions. I have stood in my booth at state and national ALA conferences for over 20 years. I have spoken with literally thousands of librarians and not one has ever suggested what Mr. Sullivan charges. Indeed, our program has been created according to the wishes of the librarians, guidance counselors, teachers, parents, and students with whom we work. But I'd like to hear what other librarians have to say. My personal e-mail address: is rogerrosen@prodigy.net. Send me your thoughts.

Ms. Olson, who spent a whirlwind week touring Ohio school libraries, clearly articulated the value to students and teachers of our "statewide, all-in-one automation/electronic resource library network." She also captured in her piece the spirit of those dedicated to achieving our goal. Unfortunately, she could highlight only a few examples.

I'd like to take this opportunity to extend my gratitude and appreciation to all the dedicated teachers, library media specialists, administrators, Data Acquisition Site staff, state officials, and vendor partners who participated in the visits and interviews for this story. Every day these people participate in making the INFOhio dream a reality. In addition, I would like to acknowledge and especially thank the Martha Holden Jennings Foundation, the Management Council of the Ohio Education Computer Network, the Ohio Educational Library/Media Association, OHIONET/OCLC, and the State Library of Ohio. These organizations have provided unwavering support and encouragement for our efforts to help Ohio students lead the way in Internet literacy and succeed in the future.