Reading with Purpose

[Ernie Cox]

I recently spoke with School Library legend Dr. David Loertscher about the book we are reading. He is concerned about the absence of school librarians in much of the education literature. On scanning Comprehension and Collaboration it appears that the librarian and library receive passing mention and make fleeting appearances. One of my questions for this reading - where can we extend and elaborate the role of the librarian mentioned in these pages?

First appearance of the Librarian - Chapter 1 (pg 1 & 2) a teacher finds books for students with the assistance of the librarian. I like that the librarian and teacher are working together - why did the librarian not work directly with students?

[Paula Daubert]

What journal is SLM? (mentioned in Leslie's post)

[Kristin Fontichiaro]

School Library Monthly (formerly School Library Media Activities Monthly).

[Beth Friese]

I started a page for this in the wiki - so we can make note of the mentions of librarians in this edition, then create a new vision (which might go into one of the other summative documents Kristin mentions.

Here it is - I couldn't create a table on my computer, for some reason. I thought it might be interesting to do a comparison chart for the librarian's role, like they did on the inside cover. What do librarians do now?

http://inquirycirclesinaction.wikispaces.com/A+new+vision+for+the+s...

Beth

[Kristin Fontichiaro]

Figured out how to make a table and added it to the page

[Mary J. Johnson]

Leslie states, "From teaching in a Univ School of Ed, I know that there is little to no mention of the librarian and their role in learning throughout the undergrad and grad program." About a dozen years ago, Colorado added a piece to its standards for pre-service teachers that required that a collaborative lesson with the teacher/librarian be completed during internship teaching (don't think I've used the current term, but it used to be called student teaching!). Because of this standard, many new teachers have had their eyes opened to the potential of collaborations between teachers and librarians. I am not "au courant" since retiring from full-time librarianship, so I do wonder if schools of teacher education have continued this requirement. Just having it on a checklist was an extremely helpful step.

I do think it's important for school librarians to identify directors of teacher education in their local colleges and universities and make the effort to build relationships with them. When I have spoken to classes of pre-service teachers, they have been quite receptive to my message. Those sessions helped future teachers begin to break down outdated ideas about the role of the school library and the school librarian, and they gave young teachers the hope of an ally/mentor in their futures. It was even better when the instructors actually held a class in my school library and I could bring in collaborative teacher partners to describe various lessons made stronger through collaboration.

Far better to anticipate the arrival of new teachers in our schools and do what we can to change perceptions early! I would say the authors of Inquiry Circles never had that happen in their preparation for teaching.

[Leslie Maniotes]

Thanks for the clarification, Mary. This is true about Colorado and pre-service teacher's programs. So our pre-service teacher's get a little bug planted in their ear about the possible potential of collaborative partnerships with librarians for learning. I just want more. I want it infused into every course, how to collaborate as teachers rather than being the "sage on the stage". I think having one check on a list of many is a good start, but not near enough to satisfy learning in the 21st Century!
:)

[Franki]

As a classroom teacher for 20+ years, I think teachers have soooo many people that they are expected to collaborate with--resource teachers, their grade level teams, related arts, librarian, etc. I don't think it is that teachers don't want to collaborate but what I am learning as a librarian is that it takes time to build relationships that lead to true collaboration. Classroom teachers are ultimately responsible for student learning so I am not sure I agree with the "control" issue. It is more that they have to be part of it so that they can respond, assess, etc. And to truly collaborate takes such an enormous amount of time that teachers just don't have. I think this is an important issue but one I can't seem to find an answer to. How do we collaborate with teachers in a way that is supportive and isn't another "thing to do"?

[Barbara Jansen]

I agree with David Loertscher. Upon receiving the book, I examined the index and found no mention of libraries or librarians. The AASL and ISTE standards are in the index, but misplaced. Libraries do get superficial mention in several places (I stopped reading at page 84 to post to our ning). I usually skip the silly little conversations that occur between the authors, but for some reason was drawn to the one on page 84. The authors flippantly and smugly talk about never using the library because everything is on the Internet. I am so disappointed because I really thought that this book would be an excellent choice for our faculty. I have apent eleven years nurturing a collaborative environment with our faculty and most invite me to plan with them to integrate ICT skills and materials in their curriculum. This book tells them that the library (and the librarian) is not necessary. I'll finish reading the book and make a decision on whether or not to recommend this book. But right now, my inclination is to shelve it.

I know, I know! I can continue to work with the faculty to show them how libraries and collaborations with me really ARE vital to the inquiry process, but boy, this sure undermines the attitudes I (we) have built over time.

[Paula Daubert]

Did you read Chapter 4? The authors write, "The good news: there's been a boom in nonfiction texts for students, and there's tons of good stuff out there. With a great librarian (and whose isn't?) you can quickly assemble a cart of tantalizing readings on almost any conceivable topic." Then, 3 pages later they write "And don't forget school librarians and media specialists. No one knows better than these indispensable folks where to find a great book or a useful website for research. They are also terrific teachers." They go on by encouarging teachers to invite librarians in to the classrooms and talk with them and plan with them. No where does it say that librarians aren't necessary. If anything, I find it great that this much is being said about librarians in a book that is written for classroom teachers.

[Barbara Jansen]

Yes, I did subsequently read this and it did restore some confidence the authors' credibility. No it does not say that librarians are not necessary, but sure implies that initially when they say that they never use the library anymore. Let's don't pick this to death. There are many good ideas in the book that make it worth exploring. That silly conversation was not necessary, didn't serve a purpose, and just really irked me.

[Beth Friese]

oops, just saw this follow up. Well, I'll leave my long-winded comments (below) anyway. :) Still need to bring up that conversation with them, I think. I witnessed a presentation at a conference that expressed the same view of the library-as-unnecessary this fall - many people in the room were nodding. So, its definitely not rare to think that.

[Beth Friese]

I think that was the page I first opened to in the entire book. I was just flipping through, then my jaw completely dropped when I saw this conversation - and I thought to myself "how could they SAY that?" And these authors are literacy leaders. I respect, even admire them. So I do understand and feel your frustration.

I guess what I take from it is this: this mixed-up and sometimes backwards view of the library is what many educators/authors/leaders have in their heads when they think of us. That view has made its way into professional books (many others besides this one, I would suspect, if libraries are mentioned at all).

I have still enjoyed many of the ideas they share in the book, and think the librarian is the "hidden key" to making their approach work in a scalable way. So, on the wiki we have some resources that we are hoping to write and send to the authors when we are done. Maybe I am too pie-in-the-sky, but I have to hope and believe that if we respectfully share our profession and how we help make their inquiry vision a reality, they might make changes to the next edition, or mention us in the talks they give (for example). These two authors are voices that many many people respect. This book is being adopted by many professional groups.

There is a page on the wiki to take note of the places where librarians are mentioned in the book (libraries too) - and *how* they are mentioned, too. This could help us show them the kind of library/librarian they really portray. I hope you'll add your notes there. Like many in the literacy field, I think they just need someone to point this misguided view out to them. In my experience, many people, if they just have someone talking to them about libraries and librarians, will see how much we offer and contribute. I hope you and many others will help compose a letter to the authors when we finish our discussions.

Sharing in your frustrations!

Beth