Letters

In response to Doug Achterman's article, “Another School of Thought”, I am in full agreement. However, I don't believe it will ever be successful. I have been a school library media specialist since 1974. My current assignment is in an urban middle school serving 700 students and 80 staff members. The IMC is as large as, or larger than, many of the public libraries serving small cities and towns across the U.S. My responsibilities include all of those Mr. Achterman listed, and more.

Notwithstanding the above, it would be nearly impossible for me to be hired as a librarian in a public, college, or corporate library. Why? Because I do not have the Holy Grail, an MLS from an ALA–accredited university. No, I “only” have a master of education in school librarianship (and a second M.Ed. in educational technology). My degrees are from fully accredited Bridgewater State College in Massachusetts and its excellent School of Education.

For Mr. Achterman's proposal to work, employers of librarians, whether corporate, private, public, or university, must recognize that library degrees, other than an ALA–MLS, still provide the high level of academic and practical training they need. School librarians also must be teachers, trained to help students with special needs and completing a student teaching experience. Both of these are invaluable for any librarian who works with children or young adults.

Finally, until and unless employers recognize the value of school of education librarians, Master's candidates should carefully consider in which type of library they ultimately will want to work. If they choose a non–ALA–MLS program to become a school librarian, they must realize they may forever live with one foot nailed to the floor and the other only able to run them around in K–12 circles. Not a bad place to be, either! —William Hosford, Media Specialist, Taft Middle School, Cedar Rapids, IA

Go U of M

Just had to say YES to Doug Achterman's article, “Another School of Thought”. I have a master's degree in education with a library/media emphasis from the University of Montana. Reading the article made me think, Wow the U of M is ahead of its time! I agree that “If school library degree programs were run out of schools of education, the focus would be where it belongs—on the learner.” I can't imagine being a school librarian without education classes and without having spent some time teaching.

Perhaps rather than shooting yourself in the foot you might find a position at the University of Montana. Missoula is a wonderful place to live! —Susan Beall. Elementary Library Coordinator, Moses Lake School District, Moses Lake, WA

A Librarian First

Doug Achterman wrote that by incorporating an SLM program into schools of education, “Potential administrators may come to view school libraries as key allies in effecting schoolwide change.” That's an admirable goal that could be reached by including the importance of libraries and information literacy into the curriculum of schools of education since most teachers today don't know how to collaborate with librarians or value the importance of library time. Rather, many teachers still see it as a period “off.”

How should I run my library? Should my focus be on lesson plans? Or on motivating reading—outside the classroom environment—and giving students open access? It's a precarious balance, something I struggle with daily. Ultimately, I do a little of both, but I would never have known how to run my library in this manner had my degree come from a school of education.

I took a general tract in an MLS program, started out in the public library, and made the transition to a school library, and have often thought that the ideal school librarian would have had some classroom experience and public library experience. I've watched many of my colleagues who've come directly from the classroom into the library, and I think what's missing from their libraries is a sense of open space for students to use for learning and recreation. If I only taught my students information literacy skills in collaboration with their teachers, most of them would view the library as a cold, crusty place.

I am not a teacher first. I am a librarian first. All librarians, public and academic, are teachers, too. But if I was a teacher first, in a classroom sense, then who would teach my students that libraries are a safe, fun place they can go to even if it's not for a school assignment? —Esther Lewenstein, School Media Specialist, I.S. 278 Marine Park Library, Brooklyn, NY

It's Common Sense

I agree with Doug Achterman's opinion that school library media programs should be in schools of education rather than schools of information science. I think this is common sense and I don't know why we aren't in the school of education programs. My dad was a professor at George Mason University in Virginia for 30 years. In the 1950s–1970s, they used to have that certification as part of the school of education. I am not sure when the trend began to include school library media programs in library schools. My father also thought it was strange that when I trained to be a librarian I was not a part of the school of education. —Jennifer L. Smith, Information Specialist, Sullivans Elementary School, Yokosuka, Japan

Our Focus Is Where It Belongs

While we certainly agree with Doug Achterman that “the bottom line is that good school librarians are teachers first,” we disagree that they should receive their knowledge and training through the school of education.

The Palmer School of Library and Information Science, Long Island University has a unique school library media program that specifically works toward the formation of a true teaching librarian. It consists of 24 graduate–level education/school library media courses, which were designed after examination of the requirements of preservice classroom teachers and aligned to the mission and philosophy of Information Power. In addition, 12 credits in the CORE Library Science Skills are taken because the philosophy and principles of the school media field are those of librarianship.

Palmer students examine the roles of school media specialists as curriculum partners and instructional leaders, as well as the principles and strategies of managing school information centers. We recently added Teaching Methodologies for the School Media Specialist (previously taken in the School of Education), which is tailored to teaching strategies and lesson plans that are particularly appropriate to the work of the school media classroom. We also require a three–credit course in literacy, which is taken through the School of Education, thereby providing a “partnership” experience for our school media students.

Palmer's capstone course is Internship/Student Teaching, where required hours are focused on observing and participating in important experiences related to the many and various tasks of school media specialists, including management and preparation for teaching.

Media specialists are the information specialists and technologists in educational settings today. Schools of education do not teach these concepts or ideals. We believe that it is up to the library schools to review and revise their curriculums, as we did, to meet the goal of “teacher first.” —Don Wilson, Director of School Media Program, Dr. Bea Baaden, Assistant Professor, Palmer School of Library and Information Science, Long Island, NY

Thank you so much for your coverage of AASL's response to the “65 Percent Solution”. But, I do want to correct the published statement that I presented the resolution at ALA Midwinter. I am not currently a member of ALA Council so could not do that. The resolution was actually presented by Councilor Nancy Zimmerman; she, Barbara Stripling, and other AASL members on Council eloquently spoke to the issue and it was passed unanimously at Council's first session. The full resolution is available on SLJ.com, as well as the ALA Web site, and it lists those ALA councilors who brought it to Council.

I certainly promoted enthusiastically AASL's swift reaction to the problem as more and more school library programs and positions were (and are) threatened by this one–size–fits–all solution for educational funding reform that actually fits no one! The AASL Board also approved a special task force chaired by Ann Dutton Ewbanks to develop a position paper and other tools to combat this state–by–state attack on funding formulas. —Sara Kelly Johns, Library Media Specialist, Lake Placid Middle/Senior HS, Lake Placid, NY

It is indeed ironic how the authors of the article entitled “Monkey Business” have so arrogantly established themselves as censors while claiming not to do so. They claim to be supporters of “students' right to access information—but only if it is credible.” Intelligent design may not be credible to the authors, but it is to a lot Americans, including some scientists. As such it is sure to be a hot topic in debate and English classes. How dare the authors deny students access to material on both sides especially when they are able to get it for free. Although a librarian may not find Mein Kampf, the Bible, or the Koran credible, it does not mean that they will not provide them for others to read and make their own decisions. For the article to only supply a list of links and books that support evolution shows that the authors are failing in their duty to allow others to research and make up their own minds. They are completely censoring one side of the debate just because they do not agree with it. What hypocrisy! —John Volkman, Library Media Teacher, Reedley High School, Reedley, CA

As a response to Barbara E. Fulara's letter about censorship in school libraries, I would like to say: AMEN! —Susan L. Parkins, Outreach Specialist, Laramie Country Library System, Cheyenne, WY

I was very disappointed in Joyce Adams Burner's review of Sex, Puberty, and All That Stuff by Jacqui Bailey. We have just received our copy, which has been on back order for a long time. Your reviewer made a serious oversight by not mentioning that the book is intended for UK, Australian, and New Zealand audiences. Louise Rennison notwithstanding, most of my students do not know what knickers are. The list of resources in the back gives phone numbers and Web sites for UK, Australia, and New Zealand organizations. In addition, the book is far too mature to recommend to fifth graders (your reviewer suggests it for grades 5–10). The publisher itself suggests it for grades 8–12. On pages 70–71, the author seems to suggest that teens should be having oral sex as an alternative to intercourse, and it even reads slightly like a sex manual. The book's unfortunate combination of comic– book presentation and explicit subject matter would lead me to not recommend this title for any age group. —Olive Woodward, Library/Media Specialist, Dover–Sherborn Middle School, Dover, MA

While offering explicit information about sex and sexuality, the book is not a sex manual. Its purpose is not to achieve personal satisfaction or pleasure through sexual experiences, but to educate adolescents about the changes puberty brings to their bodies and lives. The author busts myths about sexuality and devotes considerable space to the dangers, both physical and emotional, of having sex too soon and for the wrong reasons. Her clear and repeated message is to say no, clearly and often and consistently, until you are absolutely sure you are ready for a committed sexual relationship with another person.

Is the information appropriate for students as young as fifth grade? Many of these students are already experiencing very explicit changes in their own bodies, and if they are not yet, their friends are. It is a constant subject of discussion, and cause of worry and embarrassment for many. They encounter information and misinformation about sexuality on a daily basis from the popular media, and even within their own homes. Having access to accurate information about sexuality arms them to make wise personal choices, equips them to discern myths they encounter, and empowers them to avoid having sexual experiences before they are emotionally mature enough to handle them.

While the book was originally published in London by Franklin Watts, the review copy (ISBN 0–7641–2992–9) was published in the United States. It is not laden with Briticisms, or intended for readers in England, Australia, or New Zealand in any particular way. The spellings and word choice are not specifically British. The list of Web sites and agencies appended at the end is divided into two lists—16 in the U.S. and 7 in Canada. An additional list of 7 more Web sites includes 2 from the UK and 2 from Australia.—Joyce Adams Burner, Hillcrest Library, Prairie Village, KS

Debra J. Shumate's review of Women's Letters: America from the Revolutionary War to the Present, edited by Lisa Grunwald & Stephen J. Adler carried the wrong byline. Ms. Shumate is with the Potomac Community Library, Prince William County, VA.