Main PointsChapters 1 & 2 of Thomas, Crow, & Franklin

Mary Catherine Lyons 9/8/14

Main Points of Introduction

• Intro– A brief history of our chosen

profession– How it has affected and continues to

affect the lives of students– Directions that we are headed in with

new technology at our fingertips

The introduction celebrates who we are as media specialists and gives us a sampling of the rich culture inherent in our chosen profession. The authors make a point of highlighting just how valuable the LMS is to the student, even though we are not present in the traditional classroom arena.

Main Points of Chapter 1• The history of the LMS and how we came to be

– A detailed background on how the LMS actually developed during “Ye Olde Times” and our ever-evolving role within the library media center.

• VIP’s– Names to know when it comes to the LMC and the LMS:

• Justin Winsor – father of research assistance• Melvil Dewey – King of LMS organization (All Hail the King!)• William Warner Bishop – Mastermind of sequential learning

of Information Literacy skills • Lucy Maynard Salmon – Pioneered for the education of the

LMS and LMC assistants• B. Lamar Johnson – pushed for instruction for students on

how to use the LMC; aka “How to Library for Dummies”• Louis Shores – Envisioned a Utopic college in which all

teachers would be library trained to better serve students, which helped to create instructional programming in academic libraries.

• Patricia Bryan Knapp – experimented on teachers; attempted to created instructors who had a grasp on how to use the LMC.

Main Points, Ch. 1 (cont.)

• Reference Service Levels– The various types of services that can/should be offered

by LMS, depending on the environment in which they serve.

• 21st Century BI– Ways in which LMS can better serve their clientele,

updated to reflect the new, ever-changing technologies of the 21st century.

Main Points of Chapter 2• 3 New Roles (1988)

– Information Specialist– Teacher– Instructional Consultant

• Refocus Teaching & Learning– Scope-and-sequence skills curriculum = ineffective,

regardless of how much it is taught

• Where are we now?– Revising LMC policies/standards/focus to become a

better resource for students and to help students gain knowledge of the information in the LMC.

• History, History, History– The history of the SLMC and

• How it came to be• Struggles it faced

Main Points, Ch. 2 (cont.)

• New Focus– Student learning – Focus on the ways in which students

learn and how best to facilitate that in the LMC.– Scheduling – From fixed to flexible to better serve

students and teachers– School reform – New ideas in the classroom flowed into

the LMC as well, while more and more was expected of the SLMS, mainly by administration.

• Who Needs Em?– Defending our jobs – proving that the LMC and the

SLMS do in fact serve a great purpose within the educational experience of the students and that what we do matters.