Letters

No Child Left Behind reflects the uncertain status of media specialists

I read Walter Minkel's recent article "Dollars for Development " in the September 2003 issue (pp. 54–55) with interest. Of course, some school library media specialists may be asked to evaluate canned teacher training programs. But too many administrators will purchase those tools in the same poor way they choose textbooks and teaching materials—by listening to the first sales rep who comes along. They will not think to establish criteria, develop a rubric, and screen for quality and value. In reality, library media specialists in most schools will not be asked to participate in this process.

I am surprised that the article does not mention an important part of No Child Left Behind. Yes, all teachers must be "highly qualified," so must support staff who work with students. Did you notice, though, that the school library media specialist is one educator who does not have to be highly qualified? It is interesting that a library media specialist does not have to be highly qualified, but the library aide must be. What does this tell us about the national perception of the school media specialist? I am afraid that it is increasingly likely that the library will be staffed by "highly qualified" aides with no library degree or experience. Those people will surely not be asked to review staff development materials (nor should they be).

Can I cynically call it "All Librarians Left Behind"?
--Linda Fox, Director, School Library System, Capital Region BOCES, Albany, NY

I just want to thank you for the wonderful article on teaching students to overcome adversity ("Saving Kids from Despair ," August 2003, pp. 46–49). I work in an office of library media teachers and usually receive SLJ late. I was thrilled to see you address such an important topic. Personally, the students I know cannot read because they cannot cope. Thank you again.
--Joan Kramer, Coordinating Librarian, Audiovisual and Ed. Software Services, Los Angeles Unified School District, Los Angeles, CA

The American Library Association (ALA) recently established a task force to explore the possibility of adding one or more new awards to those announced at ALA's Midwinter Meeting. Among those being considered by the Association for Library Service to Children (ALSC) is an award for audio books.

In a proposal made last spring to ALSC about establishing this award, I shared my views that children's audio books are an important link between the worlds of TV and computer/video games and the world of imagination that children discover through books. Audio also offers an easy way for adults and children—at varying reading levels—to enjoy stories together. Audio books can introduce children to new authors, books, and characters whose stories can then be pursued on the printed page. Children's audio also provides a link from other children's media to books. Moreover, audios are more affordable than videos, computer software, or CDs.

Since there is an award for video, the Andrew Carnegie Medal, I think it would be valuable to have a medal or award given for excellence in children's audio. There are children's notable lists for books, video, and audio, but audio is missing from the awards category. As Laura Tillotson, editor of Book Links, commented in an editorial on the subject, "… given the success and growth of children's audio books, isn't it time for an audio prize? Otherwise it's a bit like watching the Oscars and realizing that there's no award for best supporting actress… it's important that we give this important, exciting facet of children's literature its place in the limelight."

ALSC President Cynthia Richey welcomes any comments on establishing an audio award. E-mail her at richeyc@einetwork.net.
--Susan Salzman Raab, Partner Raab Associates, Chappaqua, NY

Editor's Note: Raab Associates is a consulting firm that specializes in marketing children's books and other products.

Lynn Evarts's evailuation of the book, Survey of 300 A+ Students (Crème de la Crème Pr, 2003; Aug. p. 174) is awkward and misrepresents the book in many ways. The cover art is, in fact, eye-catching because it has five loud colors and images of students from five different ethnic backgrounds studying in different positions. The book was never meant to be "a book of advice for teenagers." The students in the survey for the book were university students. Some of the principles can be applied to a younger crowd. Evarts picked part of a sentence from the smallest chapter in the book and represented it as a statement from the author. However, if she had included the beginning of that sentence, the audience would see that the statement came from a student who was surveyed for the book, not from the author himself.

The book has an excellent presentation because: (1) The author uses simple terminology; (2) information is given in chronological order, making it easy to go directly to a section of interest and move between sections; (3) over 60 percent of it contains direct quotations from the students; (4) there is a great outline at the beginning of the book, a great summary in the last chapter, and many Internet resources in the appendix. Unlike other books of its type, this one only surveys A+ students (a higher standard of student). The book also distinguishes itself by having a chapter that is devoted to educators, one devoted to how to write a thesis, and one devoted to students in the arts.
--Paul Cohen, Editor, Crème de la Crème Press, Berkeley, CA

As I examined the points the publisher makes in regard to my review, I found nothing to change my opinion that this book is not suitable for SLJ's audience, which is for K–12 students. First and foremost, the cover art is simplistic in style and looks dated. In format, the book resembles a college dissertation. As one reads through the book, one sometimes comes across confusing and irrelevant statements. For example, one student states, "(When studying)…I try to have something to munch on. My favorites are Black Forest Gummy Bears. They are quiet, last a long time, and provide a variety of flavors." Even more problematic are the confusing statements. In the summary chapter, one of the suggestions that "stood out for me" (I assume for the author) is, "At least 30% of factors may be unpredictable." It is unclear what factors he is referring to. It is often difficult to determine what suggestions are from the students and what statements are the author's. One awkward statement, that is not in quotation marks in the book so I assume it to be from the author, is "Issues of short cut, convenience, and strained schedules can also result in errors in the grading of assessments." Superior books on this topic abound.
--Lynn Evarts, Sauk Prairie High School, Prairie du Sac, WI

The author credit for the September Learning Quarterly editorial "Dispelling the Myths " (pp. 3–4) was incomplete. Sharon Coatney and Barbara Stripling cowrote the piece.