1. Put the RIGHT book in the RIGHT hands at the RIGHT time - meaning the
   certified LT gets to know the children on a level that allows her/him to be able
   to recommend a volume that is appropriate to the child's interest, reading
   level and developmental level.
2. Provide LONG term research-based curriculum that over time (in the
   elementary schools K-5) teaches children critical thinking skills so that they may
   discern appropriate information from inappropriate information, form a "research
   question or statement", find materials that inform their thinking (books,
   journals, internet, interviews, statistical studies, etc) and eventually
   formulate a research based paper or project.
3. Collaborate with fellow teachers to brainstorm cooperative projects to be
   completed both in the library and in the classroom.
4. Broadening the reach of fellow teachers by recommending useful materials
   to enhance curriculum within the classroom.
5. Provide an accepting yet stimulating environment that invites all members
   of the school community to raise questions, perform research, find materials
   or even to simply relax and enjoy a great read!
6. Researching, processing, maintaining, categorizing, and cataloging
   materials. (The librarian has the skills to remain informed of new and appropriate
   materials so that the library does not become stagnant.)

All this and MORE in one job position ...

Pam WattsFlavin,
ex-school librarian ...

Hey There,

Pam covered 99% of what you get with a good school library program. I
got lucky and landed in a great program in Waltham where I am full time in
a school about the size of Peirce (258 kids) and don't cover teacher prep
time--teachers come in with kids to select books and do research
projects. Here's what I'm able to do in this splendid setting:

• REGULARLY plan projects with teachers on curriculum units that we
  co-teach in the library so that children learn research skills that we
  know are transferable down the road for everything from high school
  projects to researching what sort of car to buy. The projects we plan in
  tandem tend to be very engaging, easy to differentiate so that all sorts
  of learners can participate well, and to cover lots of the standards
  specified in the Mass. DOE frameworks.
• Provide lots of time and space for kids who need something extra--I run
  three book/research discussion groups weekly for advanced readers, I have
  a "Literary Review Team" that consists of all kinds of kids who are
  either bright and finish work early or quirky and need a breather from
  their classrooms each day and they come in independently and review
  books, I have small spaces where kids who are struggling readers come in
  and read to senior citizen volunteers, etc.
• Figure out curriculum "on the run"--parents and teachers and students
  all know that the Frameworks we teach to in Massachusetts change
  regularly. As a library teacher, who knows materials and curriculum, I
  can most easily help teachers adapt to new and unexpected changes (e.g.,
  this year the social studies curriculum for grades 3 and 4 is VERY
  different), by finding everything from resource materials to online
  lesson plans to field trip destinations and programs.
• Evaluating information--I think Pam did mention this--but it is HUGE.
  Right now there is TOO MUCH information available (thank you Internet),
  and a good library teacher is trained to help kids assess the information
  they locate and determine which resources are authoritative, accurate,
  and appropriate for their work. We also steer kids toward resources they
  will actually be able to understand. (Much of what's on the net is
  written for adult readers).

Oh, and we do know the Dewey Decimal system as an added bonus. These are some more things we aren't getting here.

Sigh,
Judi in Library Land