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##  The Role of the School Library Media Specialist in the 21st Century.            ERIC Digest.                                                                 

INFORMATION POWER: LESSONS AND LEGACY
In 1988, the American Library            Association published its monograph about school library media                  standards, Information Power. This publication, along with its                  follow-up published in 1998, provide an extremely helpful road map              to guide educators into the next century. Information Power                     underscores the importance of the role of the library media                     specialist in producing well-rounded, information literate                      students. 
Information Power does more than offer an inspiring                 vision of the future of library media specialists in the school. The            authors provide standards for information literacy learning, as well            as indicators for each standard.  These standards create goals for              all educators. TECHNOLOGY AND OPPORTUNITYWhat kinds of                    technology tools will be available to schools in the near future?               Some trends appear clear-we will have more connectivity and                     technology that is customized to individual needs. Technology will              be integrated seamlessly. Processing tools, communication tools, and            information tools will be connected with common access mechanisms               and interfaces. Clearly, future technology will present a special               challenge and opportunity for education. 
Library media specialists            are part of the solution. As noted, librarians are the original                 information specialists. We call this "the information perspective,"            and it means that library media specialists look at curriculum,                 assignments, and learning in terms of the information resources,                processes, and technologies required for student success. Library               media professionals have tried to teach students to consider the                information resources they need and then to use the appropriate                 access technology to find resources and information. 
Library media            specialists have been pioneers in teaching information skills and               integrating technology skills into the information problem-solving              process. One of the most popular approaches to integrated                       information and technology skills is the Big6 approach, developed by            Mike Eisenberg and Bob Berkowitz (1988). The Big6 approach is a six             stage, non-linear model for information problem-solving. The Big6               and other models of the information process (such as those by                   Kuhlthau, 1993; Stripling and Pitts, 1988; and Pappas and Tepe,                 1995) define the path that students take to solve information                   problems. When the focus is on the problem-solving aspects of                   learning, technology assumes its rightful place as a                            tool. CHALLENGES FOR LIBRARY MEDIA SPECIALISTSGary Hartzell,              professor of education at the University of Nebraska, refers to                 library media specialists as "invisible" professionals (1997). He               argues that in many school districts, library media specialists                 should be participants in the decisions affecting technology,                   curriculum, and resources at the school and district level. He also             points to the widespread trend of cutting library budgets and, in               some cases, library media positions to ease school financial                    problems. 
Hartzell points out that there are very few courses in              any major school of education in this country that focus on the use             of library and information in learning and teaching. Few teacher                training programs mention the roles of the library media program and            the library and information professional at all. Some library media             specialists are reluctant to promote themselves to fellow educators             and the school administration because they do not clearly                       communicate the nature and role of library and information                      work. 
Library media specialists need to do a better job of clearly            articulating their roles in preparing students for the information-             and technology-rich workplace of the future. It is essential for                library media specialists to commit themselves to the central                   principles that define their roles as information specialists and               educators-helping students to achieve optimum use of information                literacy. GUIDING PRINCIPLES* Principle One: School libraries             have no boundaries. The "library" is not a place; rather, library is            everywhere. This means that school library media specialists should             not be cloistered within the walls of the library and within the                constraints of scheduled library time. Beyond the school                        environment, students will need to make library skills part of their            daily lives. Information problem-solving skills help students on a              daily basis. 
* Principle Two: Library and information                         professionals should be flexible. In the opening chapter of                     Information Power: Building Partnerships for Learning, the authors              describe a vision of the library media specialist in the                        information-rich society of the future. In their view, library media            specialists of the future will need to wear many professional hats.             These roles include four basic categories: teacher, instructional               partner, information specialist, and program                                    administrator (1998). 
* Principle Three: Ensure that students are             effective users of ideas and information. This principle describes              the central vision of Information Power. This is also one of the                central tenants of the library profession. Additionally, it                     highlights the most important and enduring role that the library                media specialist plays within the school-that of the provider of                information services and skills instruction. All members of the                 school community need to understand that the library media                      specialist is uniquely qualified, valuable, and able to provide                 essential information literacy instruction and valuable information             services. 
* Principle Four: Information is everywhere, essential,             and central. Principle Four and Principle One are closely related.              Information resources exist inside and outside the library. Students            need to master the information literacy skills they will use in                 everyday life. The idea that information is everywhere is a basic               premise of information literacy (Spitzer, Eisenberg & Lowe,                     1998). CHANGE AND THE LIBRARY MEDIA SPECIALISTThe changing                role of technology in education will increase opportunities for                 information literacy educators. As technology becomes more prevalent            in learning and teaching, there is even a greater need for                      information, library, and technology work in schools. 
The                     word "disintermediation" is discussed in reference to future                    technologies. Disintermediation is the idea that as technology                  becomes more advanced, users will no longer require assistance to               use it (Gillian, 1996). The development of the World Wide Web has               revealed a very different story. We have seen a dramatic increase in            the use of question-and-answer services (such as AskERIC,                       www.askeric.org) in the past five years. As the Web becomes more                complex, users need more help to find what they want. Information               and technology specialists are well equipped to help users find                 information. THE INFORMATION AND TECHNOLOGY TEAMOf course, the            roles and responsibilities of the school faculty will also change in            the future. Information and technology teams composed of technology             teachers, library and information professionals, English teachers,              history teachers, and key administrators can help with successful               integration of technology. These team members represent the                     political muscle, technical savvy, and information literacy                     expertise to ensure that all students get the information literacy              instruction they need. 
The work of the information and technology             team goes beyond creating technology-rich learning environments for             students, although this is one of their most important tasks.                   Effective teams have a close relationship with classroom teachers               and administration, and their responsibilities affect every aspect              of the school. Teams provide a technical support system, coordinate             tech services and resources, and facilitate purchasing decisions.               The team oversees the information and technology literacy program               and ensures it is implemented as part of the classroom curriculum.              An active, dynamic information and technology team is an integral               part of the school, and they provide essential support to many                  administrators, teachers, and students. WHERE DO WE GO FROM                   HERE?Educators must assume a leadership role to ensure students             learn. But how can we make this vision a reality? Here are a few                steps for library media specialists to consider in creating a                   promising future: 
*  Learn and absorb: Read and learn about                   information literacy and share that knowledge with other                        colleagues. 
*  Get involved: Become actively involved in the                  information and technology program. Other teachers, administrators,             and parents need to become aware of the importance of library media             efforts to help students learn essential skills. 
*  Be a leader:              Assume an active role in decision-making and planning. Become                   involved with your school's technology committee, and come to                   meetings with your own vision of what the school's technology policy            should contain. 
These efforts are not optional. As educators, it              is our responsibility to equip our students with the skills and                 understanding they will need. Clearly, this task will require                   high-quality library and information technology programs to meet                students' needs in schools or in electronic, networked, or virtual              learning environments. SOURCESAmerican Association of School              Librarians and Association for Educational Communications and                   Technology. (1988). "Information power." Chicago: American                      Association of School Librarians. 
American Association of School              Librarians and Association for Educational Communications and                   Technology. (1998). "Information power: Building partnerships for               learning." Chicago: American Association of School                              Librarians. 
American Library Association Presidential Committee on            Information Literacy. (1989). "Final Report." Chicago: Author. (ED              316 074) 
Caffarella, E. (1998). The new information literacy                  standards for student learning: Where do they fit with other content            standards? In: "SITE 98: Society for Information Technology &                   Teacher Education International Conference" (9th, Washington, DC,               March 10-14, 1998). Proceedings (ED 421 076). 
Eisenberg, M. B., &             Berkowitz, R. E. (1988). "Curriculum initiative: An agenda and                  strategy for library media programs." Greenwich, CT: Ablex. (ED 296             731) 
Gillian, A. (1996). Disintermediation: A disaster or a                   discipline? In: Online Information 96. Proceedings of the                       International Online Information Meeting (20th, Olympia 2, London,              England, United Kingdom, December 3-5, 1996). (ED 411                           809). 
Hartzel, G. (1997). The invisible school librarian: Why                 other educators are blind to your value. "School Library Journal,"              43(11), 24-29. (EJ 554 171) 
Haycock,                                          K. (Ed.). (1998). "Foundations for effective school library media               programs." Englewood, CO: Libraries Unlimited. (ED 428                          776). 
Kuhlthau, C. (1993). "Seeking meaning: A process approach to            library and information services." Greenwich, CT: Ablex Publishing              Company. 
Lighthall, L., Ed.; Haycock, K., Ed. (1997). "Information            rich but knowledge poor? Emerging issues for schools and libraries              worldwide." Research and Professional Papers Presented at the Annual            Conference of the International Association of School Librarianship             Held in Conjunction with the Association for Teacher-Librarianship              in Canada (26th, Vancouver, British Columbia, Canada, July 6-11,                1997). (ED 412 942). 
National Board for Professional Teaching                 Standards. (2001, in press). "Library Media Standards." Arlington,              VA: Author. 
Pappas, M., & Tepe, A. (1995). Preparing the                      information educator for the future. "School Library Media                      Annual" (SLMA), 13, 37-44. (EJ516 579) 
Spitzer, K. (1999).                    Information literacy: Facing the challenge. "Book Report," 18(1),               28-28. (EJ 589 883). 
Spitzer, K., Eisenberg, M. B., & Lowe, C.                A. (1998). "Information literacy: Essential skills for the                      information age." Syracuse, NY: ERIC Clearinghouse on Information &             Technology. (ED 427 780) 
Stripling, B., & Pitts, J. (1988). "                 Brainstorms and blueprints: Teaching library research as a thinking             process." Littleton, CO: Libraries Unlimited. 
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This ERIC               Digest was prepared by Carrie A. Lowe, ([email protected])                ERIC Digests are in the public domain and may be freely reproduced              and disseminated. ERIC Clearinghouse on Information & Technology;               Syracuse University, 621 Skytop Road, Suite 160; Syracuse, New York             13244-5290; (315) 443-3640; (800) 464-9107; Fax: (315) 443-5448;                E-mail: [email protected]; URL:                                               http://ericir.syr.edu/ithome 
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This publication is funded in            part with Federal funds from the U.S. Department of Education under             contract number ED-99-CO-0005. The content of this publication does             not necessarily reflect the views or policies of the U.S. Department            of Education nor does mention of trade names, commercial products,              or organizations imply endorsement by the U.S. government. The                  Department of Education's web address is: http://www.ed.gov/                 **Title:** The Role of the School Library Media Specialist in the 21st Century.            ERIC Digest.                                                                 **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Available From:** ERIC Clearinghouse on Information & Technology, Syracuse University,            621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel:                        315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448;                 e-mail: [email protected]; Web site: http://ericir.syr.edu/ithome.         **Descriptors:** Change, Elementary Secondary Education, Futures (of Society),                   Information Literacy,  Information Technology,  Librarians,  Library            Role,  Media Specialists,  School Libraries                                  **Identifiers:** ERIC Digests, Information Power (AASL AECT)                                  
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