Birds of a Feather?

At first glance, library media specialists and technology coordinators appear to be two vastly different species with very distinct cultures. Some librarians, frankly, see their technology chief as the least likely person in the entire district with whom they would share a cup of coffee.

However, librarians have more in common with techies then they realize. Both require versatility in serving students and staff. Both must be familiar with the curriculum in order to provide the best resources. Both need public relation skills, and must work creatively with reluctant faculty members to encourage them to take advantage of services that will make them more effective teachers.

The similarities don't end there. Both librarians and technology supervisors interact closely with the school administrator, and they often provide leadership in their schools. The payoff from librarians and tech chiefs working well together is that all of the school's stakeholders—students, teachers, and administrators—are better served.

I am convinced the potential for a dynamic working relationship exists between every media specialist and technology supervisor. Why? Because my skills as a library media specialist helped me make a smooth transition into my current role as district technology supervisor. It was a natural fit. My main focus continues to be service. I also continue to use technology to boost student achievement. I am now responsible for providing tools—as well as the appropriate training—that enable students to access and use information. I do this through both formal and informal instruction, and, in addition, provide recommendations for instructional planning that involves technology. When I was a library media specialist, I was the one responsible for my school's technology implementation and training. As the district's technology director, I now have the same responsibility, but on a much larger scale.

My experience as a media specialist and tech chief has certainly led to a more collaborative relationship between librarians and the tech staff at the Liberty County School System in Hinesville, GA, where I work. Because of my involvement in both the technology and the library media programs, I encourage the media specialists to include technology as "another of the many hats" they wear. I see a natural link between the media program and the technology program. In fact, technology provides the ideal tools for carrying out the responsibilities of the media specialist.

Our media specialists model the use of technology when collaborating with teachers and when teaching information skills to students. Our librarians use technology to create morning news programs and electronic bulletin boards, and provide teachers and students with other multimedia resources. Their familiarity with technology helps teachers implement our Accelerated Reader and Accelerated Math programs and the computerized assessment tools that come with these programs. Most librarians serve as their school's Webmaster; and all of them have created a Web site for their media center.

In fact, where technology is concerned, our media specialists are jacks-of-all-trades. They oversee their school's technology budget and conduct the annual hardware inventory, and I've made sure they are included in professional development opportunities that involve technology. Since they oversee technology purchases, they are responsible for keeping abreast of the latest technology so they can make more informed decisions. Currently, our librarians are participating in a pilot program that models wireless/paperless meetings using PC Tablets. We also designed a technology-training program especially for media specialists, that shows them how to weave technology into their roles as instructors and leaders.

A great example of the fusion of information and technology literacies is the creation of the Information and Communication Technology (ICT) Literacy by the Partnership for 21st Century Skills (www.21stcenturyskills.org), an advocacy organization that brings together leaders from the business and education communities. In creating ICT Literacy, the Partnership has, in essence, taken the American Association of School Librarians' bible, Information Power, and strengthened it by linking it to the National Education Technology Standards, which were created by the International Society for Technology in Education to help students use technology efficiently. The Partnership's strategy parallels our schools' efforts to integrate the disciplines of information and technology instruction into our district's learning objectives.

Here are three practical strategies to help you forge a more productive relationship with your chief technology officer:

Empower teachers to become savvy technology users. Media specialists must inspire teachers to take responsibility for using technology in the classroom. They must also take on the critical role of serving as a conduit between teachers and the information technology (IT) department, so that teachers' technology needs are met. Media specialists must also create professional development opportunities to inform and train teachers about technology tools and applications.

Be a worthy and willing partner, resisting the urge to act territorially. Media specialists can help techies. As is often the case, an IT person may not be on-site at a school. How you manage the relationship can make the difference between being seen as an ally or as a threat by your technology supervisor. Getting through to a tech chief may require demonstrating the impact that the library media program has on student learning.

Learn as much as possible, so you can model the successful uses of technology. Take the opportunity to get involved with professional conferences. My principal and I went on a National School Boards Association site visit, which allowed us to see how technology was being used in another district and to bring some fresh ideas back to our school. Much of your success hinges on the amount of initiative you are willing to take. A librarian needs to be an agent of change, even if the only thing you can afford is to invite someone to your district to model some innovative uses of technology that have proven effective elsewhere. Enthusiasm and passion—in the absence of money—are often what gets the job done.