Program advocacy : power, publicity, and the teacher-librarian

목차 (Table of Contents)

• CONTENTS
• A Special Message from the former Prime Minister of Canada / Pierre Elliott Trudeau = xi
• Part 1 THE PRODUCT
• School Libraries-Definitely Worth Their Keep / BevAnderson = 3
• Background = 3
• Findings = 3
• Elementary Schools = 4
• Consultation Index Level = 5
• Senior High Schools = 6
• Leading Edge Programs = 6
• Summary = 6
• Conclusions = 7
• References = 7
• Btesearch on Library Services for Children and Young Adults :Implications for Practice / Shirley Fitzgibbons = 7
• 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
• What Works :Research about Teaching and Learning from the U.S. Department of Education = 19
• Research and Study Skills = 19
• The Impact of Resource Centers on Reading／Research Skills = 20
• Cooperative Program Planning and Teaching in Secondary Schools = 20
• 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 Teacher-Librarians in British Columbia Schools by The British Columbia Library Association = 26
• Introduction = 26
• Why School Libraries Are Important = 26
• The School Library As an Agency for Socialization = 26
• School Libraries Foster Independent Thinking and Learning = 26
• 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 / Ken Haycock = 31
• Who Speaks for Us ? Power, Advocacy and the Teacher-Librarian / Gene Burdenuk = 32
• 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 Base = 35
• Gaining Power by Developing a Professional Power Base = 35
• Gaining Power by Developing an Expertise Power Base = 35
• Conclusion = 35
• Bibliography = 36
• Power and the School Librarian-Starting Here, Starting Now / Jim Bowman = 36
• Too Many Chickens :Too Few Hogs / Lorne MacRae = 41
• Hard Times :Hard Choices / Ken Haycock = 42
• Part 3 THE STRATEGIES
• The Teacher-Librarian and Planned Change / Linda Rehlinger = 47
• Introduction = 47
• The Action Research Model of Planned Organizational Change = 47
• Action Research and the Teacher-Librarian = 47
• Ambiguous Job Responsibilities = 47
• Fragmented Communication = 48
• Energy Dissipation = 48
• 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 Session) = 49
• Step 4 :The Creation of the Organizing Mechanisms = 49
• Step 5 :Evaluation = 50
• Conclusion = 50
• Bibliography = 50
• Teacher-Librarian Collegiality : Strategies for Effective Influence / Ronald Jobe = 50
• Strategies for Effective Influence = 51
• Active Listener = 51
• Complimentor = 51
• Environmental Designer = 51
• Curiosity Coordinator = 51
• Free Agent = 51
• Sustained "Ideator" = 52
• Library Promoter = 52
• Avid Articulator = 52
• Skills Exemplar = 52
• Theme Planner = 52
• Curriculum Architect = 52
• On Jargon / Ken Haycock = 53
• Plan and Target : Assess and Measure. Public Relations Ideas That Work / Kathy Fritts = 54
• Plan and Target = 54
• Assess and Measure = 54
• Communicate Visually = 55
• Communicate Verbally = 55
• Programming = 56
• Marketing Services for Young Adults in the School Library / Carol Hauser = 57
• Farewell to Miss Prune Face" : or, Marketing School Library Services / Pat Cavill = 59
• Communication = 61
• Steps to Developing Support from School Principals / Ken Haycock = 62
• Pyramid Power : The Teacher-Librarian and Censorship / Larry Amey = 63
• Analyzing and Assessing Programs and Services. Science／Resource Center Principles : For Every Action There Is a Reaction / Linda Dunlop ; Julie Andreacchi = 68
• Introduction = 68
• Problem Identification = 68
• External Considerations = 69
• Goals of the Study = 69
• Objectives of the Study = 69
• Evaluative Instruments and Analysis of Results = 69
• Recommendations and／or Solutions = 70
• New Action = 71
• Communication = 71
• Curriculum = 71
• Collection = 71
• Creativity = 71
• Conclusion = 72
• Building Consensus and Power in the Library Community : The Marketing of School Library Services by a Provincial Library Association / Robin Inskip = 72
• Marketing for Nonprofit Organizations = 72
• Situation Analysis for Alberta School Libraries in 1983 = 73
• Problem Definition = 74
• Goal Setting = 74
• Target Market Segmentation and Consumer Analysis = 74
• Influence Channel Analyses = 75
• Marketing Strategy and Tactics = 75
• Program Review and Evaluation = 76
• Sources = 76
• The Legislative Imperative for School Library Media Programs / Thomas Hart = 77
• First Year = 77
• Second Year = 77
• Third Year and Beyond = 77
• Chronicle of a Successful Legislative Program = 77
• Establishing a Network = 77
• Developing a Telephone Tree = 78
• Hire a Lobbyist = 78
• Establishing a Legislative Award = 78
• Rejuvenating the Network = 79
• The Results? = 79
• Professional-Lobbyist and Volunteer Professionals : A Formidable Force for Advocacy / Mary Margaret Rogers = 80
• The Network = 80
• The Process = 81
• The Key = 81
• How to Lobby by Letter, by Phone, in Person by Advisory Council on the Status of Women = 82
• Develop a Plan = 82
• Decide the Methods = 82
• Define the Target = 83
• Monitoring-How to Run an Observer Corps = 83
• Corporation Lobbying = 83
• Negotiation Techniques = 83
• The Trustee As School Library Advocate / Ken Haycock = 84
• How Can Trustees Be Effective School Library Advocates ? = 84
• What Kind of Trustee Can Be a School Library Advocate ? = 84
• Trustee Action Program for School Libraries = 85
• Action Ideas = 85
• Twenty Ways to Invite School Board Members / Dean Fink = 86
• How to Get Your Legislator's Ear / Charles Parr = 87
• School Libraries-A Rationale / Alberta Learning Resources Council = 88
• Introduction = 88
• Future = 88
• Technology = 88
• Changes = 88
• Democracy = 88
• Bias = 88
• Learning Styles = 88
• Gifted／Special = 88
• Deficiency = 88
• Effective Programs = 88
• Lack Staff／No Services = 88
• Goal of Schooling = 88
• Libraries Essential = 89
• Crucial Time = 89
• Action = 89
• Elections = 89
• Part 4 THE CONCLUSION
• to Quality / Ken Haycock = 93
• Together or Hang Separately / Carol-Ann Haycock ; Ken Haycock = 94
• Make a Difference ! / Ken Haycock = 95
• Where Do You Stand ? / Ken Haycock = 95
• References = 96
• Contributors = 97
• Sources = 99
• Added Entry = 101
• Index = 103