Program Advocacy: Power, Publicity, and the Teacher-Librarian

344 Pages·1990·1.75 MB·English

by  Ken Haycock

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Page iii
Program Advocacy
Power, Publicity, and the Teacher-Librarian
Ken Haycock
1990
LIBRARIES UNLIMITED, INC.
Englewood, Colorado
Page iv
Copyright © 1990 Dyad Services All Rights Reserved Printed in the
United States of America
Readings selected from the journal Emergency Librarian published by
Dyad Services Box C34069, Department 284 Seattle, Washington
98124-1069 and P.O. Box 46258, Station G Vancouver, British
Columbia V6R 4G6
LIBRARIES UNLIMITED, INC. P.O. Box 3988 Englewood, CO
80155-3988
Program Advocacy: Power, Publicity, and the Teacher-Librarian is
copublished with Dyad Services.
In this book, readers may note some inconsistencies in spelling, usage,
and referencing styles. These differences are due to the nature of these
readings, taken from previously published articles and written by a
variety of authors of different nationalities.
Library of Congress Cataloging-in-Publication Data
Program advocacy: power, publicity, and the teacher-librarian /
[edited by] Ken Haycock.
xii, 105 p. 22x28 cm.
Includes bibliographical references.
ISBN 0-87287-781-7
1. School libraries Administration Political aspects. 2. School
libraries Aims and objectives. 3. Public relations School
libraries. 4. Libraries and community. 5. Libraries and education.
6. Teacher-librarians. I. Haycock, Ken.
Z675.S3P7527 1990
027.8'223 dc20 89-78042
CIP

Page v
CONTENTS
A Special Message from the former Prime Minister of xi
Canada Pierre Elliott Trudeau
Part 1
The Product
School Libraries Definitely Worth Their Keep 3
by Bev Anderson
Background 3
Findings 4
Elementary Schools 4
Consultation Index Level 5
Senior High Schools 6
Leading Edge Programs 6
Summary 6
Conclusions 7
References 7
Research on Library Services for Children and Young 7
Adults: Implications for Practice
by Shirley Fitzgibbons.
Introduction 7
What Is Research? 8
What Research Can and Cannot Do 8
Access to Research 8
Implications 8
Goals and Future Outlook 9
State-wide Surveys of Children's Services 9
Administrative Studies 10
Reading Interests, Behavior, Motivation 10
Use and User Studies 11
School/Public Library Cooperation 13
Programming and Services 13
Services to Special Groups 14
Professional Image of Youth Librarians 15
Conclusion 15
References 16
Page vi
What Works: Research about Teaching and Learning from 19
the U.S. Department of Education
Research and Study Skills 19
The Impact of Resource Centers on Reading/Research 20
Skills
Cooperative Program Planning and Teaching in 20
Secondary Schools
Resource Centers and the Curriculum 21
Personality Factors in Successful Resource Centers 22
Teacher-Librarians and the Professional Literature 22
Media Director Has Positive Effect 23
Principal Has Key Role 24
Libraries Complement Resource Centers 24
More Continuing Education Needed 25
The Importance of School Libraries/Resource Centres and 26
Teacher-Librarians in British Columbia Schools
by The British Columbia Library Association
Introduction 26
Why School Libraries Are Important 26
The School Library As an Agency for Socialization 26
School Libraries Foster Independent Thinking and 26
Learning
Role of the Teacher-Librarian 27
School Libraries Increase Academic Achievement 27
Conclusion 27
Footnotes 27
General References 27
Part 2
The Commitment
Program Advocacy: The Missing Element 31
by Ken Haycock
Who Speaks for Us? Power, Advocacy and the Teacher- 32
Librarian
by Gene Burdenuk
Power and the Teacher-Librarian 34
Steps to Becoming Influential with Administrators 34
Changing Ourselves 34
Developing a Clearer Role Definition 34
Working with Your Feet Not Your Seat 34
Gaining Power by Establishing a Community Power 35
Base
Gaining Power by Developing a Professional Power 35
Base
Gaining Power by Developing an Expertise Power 35
Base
Conclusion 35
Bibliography 36
Power and the School Librarian Starting Here, Starting 36
Now
by Jim Bowman
Too Many Chickens . . . Too Few Hogs 41
by Lorne MacRae
Hard Times . . . Hard Choices 42
by Ken Haycock
Page vii
Part 3
The Strategies
The Teacher-Librarian and Planned Change 47
by Linda Rehlinger
Introduction 47
The Action Research Model of Planned Organizational 47
Change
Action Research and the Teacher-Librarian 47
Ambiguous Job Responsibilities 47
Fragmented Communication 48
Energy Dissipation 48
A Modified Action Research Plan for Teacher-Librarians 48
Example 49
The Setting 49
Step #1: Problem Identification by a Key Individual 49
Step #2: Identification of the Parties Concerned 49
Step #3: The Convention (Workshop/Discussion/Idea 49
Session)
Step #4: The Creation of the Organizing Mechanisms 49
Step #5: Evaluation 50
Conclusion 50
Bibliography 50
Teacher-Librarian Collegiality: Strategies for Effective 50