Role of the Library Media Specialist reading #2

Callison, D. and Preddy, L. (2006). Foundations of the Library Media Specialist’s Role. The blue book on information age inquiry, instruction, and literacy (pp. 135-150). Westport, Conn: Libraries Unlimited.

            In Mr. Callison’s chapter he points to several important factors that schools and librarians should be cognizant of in order to run a successful program.  First, he focuses on the media specialist’s self-perception.  Next, he goes on to define the instructional role of media specialists as well as the role that communication and collaboration play in the field.  Finally, he closes with some best practice information and tips for success.

            Callison begins by asserting that media specialist often perceives their role as a support role rather than as a teacher.  This statement should be untrue, at least in Michigan, where media specialists are recognized by the Michigan Education Association as teachers and receive the same contract as teachers.  Callison’s assertion however reminds media specialists that self-perception is the true key to success.  A media specialist should therefore believe the truth-of-the-matter which is that he or she is a powerful instructor. 

He sends a reminder that positive attitude along with high ability will create instructional actions for student achievement.  This is an obvious statement but is also a reminder that economic conditions give administrators the notion that money can be saved by making cuts to the media center.  Cuts to the media center, however, effect all students in the school in a negative way and do not support adequate yearly progress. Obviously, the media specialist must keep a positive attitude but moreover he or she must continue his or her education so that the school sees him or her as the biggest asset in the media center.

            As Callison defines the role of the media specialist he states that, “the library media professional would conduct in-service media training for teacher and develop learning programs that would assist all individuals in access to and use of materials found in the school’s collection” (138).   His concept is extremely logical, yet, not always implemented when school districts separate media professionals from technology staff.  When a district draws this distinction, they are making an illogical choice.  A media specialist has the teaching credentials that it takes to conduct trainings; an IT person does not.  It is therefore logical to employ the media specialist’s talents.

            Next, the chapter goes onto explain the definitions of instructional roles that the media specialist needs to take on.  On page 140 he shares a list from Kay Vandregrift, professor at Rutgers. This list is very comprehensive but quite idealistic.  If the media specialist participates in all of the stated activities when will the media center be open?  It seems like the answer to that question is: not enough.  The collaboration piece, however, is dead on.  Media professionals should have an innate love of investigation.  There is no better way to learn about a variety of topic and see a variety of teaching styles than to collaborate will as many teachers as possible.

            Finally, he closes with some important information about how to have a successful career.  To summarize his points, he emphasizes that media specialists should communicate with the principal allowing him or her to understand why collaboration is so important.  In other words, the media specialist should be a self-advocate.  In addition, Callison makes it clear that media specialist should continue to seek information and strategies to engage learners be it the students, teachers or the administration.