Letters

Editor's Note: This month's Up for Discussion ("One Year Later,") describes books that concern the September 11th attacks. Related titles reviewed in this issue are highlighted with a 9-11 book icon.

SLJ is remiss in focusing only on ALA-accredited, MLS-offering schools in "Filling the Void" (June 2002). There are outstanding school librarian certification programs offered within colleges of education that are accredited by NCATE (National Council for Accreditation of Teacher Education).

Middle Tennessee State University (MTSU) offers such a course of study. This school librarian program culminates in a Master's of Education accredited by NCATE. Every course is centered on school librarianship. The reference course, for example, introduces our students to not only reference in general, but also its specific application in the school library. MTSU students must learn the core information of a standard MLS program and then immerse themselves in the specific aspects of school librarianship. While they could perform well as public librarians, these students really make superior school librarians. With the state-required practicum experience, graduates leave the program ready to perform these roles. In Tennessee, Union University and Eastern Tennessee State University offer similar M.Ed. programs accredited by NCATE.

SLJ , at best, neglects, at worst, ignores an entire educational path in the librarian-producing universe. These programs are not lesser than the ALA-accredited programs! In some ways, they may be superior because their only goal is to produce the best school librarian possible.

Kathy Patten, MSLIS
Assistant Professor
Educational Leadership
Middle Tennessee State University
Murfreesboro, TN

A letter in the July 2002 SLJ , "A 'Wealthy' Library Is in Need," misses the point. The writer decries the fact that the paltry $12.5 million in the Improving Literacy Through School Libraries Program is being disbursed through the U.S. Department of Education in grants to school districts where the majority of students fall below the poverty level. She further states: "I have written to those individuals who have the power to make a difference." But the long list of people she has written to actually cannot make a difference. The guidelines for awarding these grants were determined by the language of the legislation, which was passed by Congress. Because the program's total appropriation is under $100 million, the law states that this is the way it must be distributed.

It is not the grant guidelines that need to be changed, as the writer suggests, but the amount of the appropriation. If funding reached $100 million, then it would go directly to state education departments, and then be disbursed to school libraries statewide on an equitable per student basis. She is correct in stating "it is imperative that we express our viewpoints in order to make an impact on future funding." However, it is U.S. Congress representatives and senators who should be urged to raise the appropriation for this program to $100 million or more. Writing to the American Library Association and the American Association of School Librarians leadership or local legislators does not do the trick.

Sandy Schuckett
Vice President, Legislation
California School Library Association
Sacramento, CA