“Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?” When T. S. Eliot wrote these words in 1934, he could hardly have imagined the information explosion of the 21st century.

We are awash in information. Data and facts are available at our fingertips; even at our voice command, if we are lucky enough to be on the leading edge of the technological curve. With this almost universal ease of access to information, our role as teachers and librarians is no longer the mere teaching of content. Instead, I believe our mission has shifted. Content knowledge is no longer enough. It must be complemented by wisdom.

Wisdom? In an elementary school? Isn’t wisdom the province of those of advancing years? Of crones and wise old men? Not necessarily. If wisdom is defined as insight or a deeper understanding, then wisdom can be developed and nurtured in our youngest students.

What does wisdom look like in elementary school? It is the ah-ha moment when a face lights up and a hand shoots up into the air. It is the text-to-self connection that cannot wait to be shared. It is the “I get it!” shouted out with glee. Wisdom is self-knowledge. Wisdom is empathy. Wisdom is becoming aware that one is a citizen of a global society.

I believe that this is our goal as educators of the 21st century—to go beyond the teaching of facts and figures, beyond to the world of asking questions, making connections and digging deeper. This, to me, is the wisdom of the young child—it’s noisy, unbridled and joyful. It is our future.



How can school librarians support the implementation of the Common Core State Standards? How should we view our role? How do we get started?

Rebecca Hill, in the April 2012 issue of School Library Journal offers solid advice—“It’s the perfect time to step up (our) involvement as text and inquiry specialists….if (we)are not already on a literacy or curriculum-mapping committee…it’s crucial to become a participant.” I am lucky in that I am participating in both, one at the district level and one newly formed committee at my school.

In the September 11, 2012 online issue of Education Week, Catherine Gewertz paints librarians as being “thrust…into (a) leadership role…help(ing) teachers acquire inquiry-based skills integral to standards.”

So let’s take the bull by the horns and get started!

With the new emphasis on informational texts, think of how our libraries can provide enriched resources to teachers looking to go beyond the textbook. Let’s look at our collections with a critical eye. Are they current? Are they of high quality? Do we offer a wide range of reading and comprehension levels? Are we looking at e-books and interactive books as well as other media to support this new shift?

As information literacy gurus, we can partner with teachers as they design lessons and units to teach research strategies. I am lucky to work in a building where collaboration runs rampant! Sometimes all it takes is a quick conversation in the faculty lunchroom and we are off and running. More often, it requires meeting during planning periods or before and after school. Whenever and whatever it takes, it is worth it.

Imagine the excitement of third graders as they design their own research questions, building on their interest in Native American cultures gained on a field trip to a nearby museum. This project meets the third grade writing standard-“Conduct short research projects that build knowledge about a topic.” The students brainstormed “thin” and “thick” questions and used their understanding of nonfiction conventions such as the table of contents, index, photographs, and captions to locate information.

Or, the fourth graders who discover the important contributions of the presidents they are researching for the Presidential Hall of Fame to be displayed on Election Day. Students used a variety of resources (both print and online) to determine the important role their president played in the history of our country.

Both of these projects were initiated by teachers but enhanced by what I could bring to the table—a knowledge of the resources and how best to use them.

So, what do we need to do to remain a part of this conversation?

  • Learn the standards. No need to memorize, but get a sense of what they entail, how they progress from grade to grade, what is emphasized and what may no longer be as important.
  • Talk to teachers. Yes, this is nothing new, but listen for opportunities to support the Common Core in the classroom.
  • Design library lessons that support the Core. You are probably already doing this. A tweak here and there and you will find that you have been teaching to the Core all along.
  • Become familiar and comfortable with any subscription databases or research sites you have available and then use them with students and demonstrate them for teachers. Online literacy is definitely a 21st century skill!
  • Stay current in the literature. Read my blog. Read lots of blogs.
  • And as always, drink plenty of water and get sufficient sleep (just wanted to see if you were still reading!)


Read the rest of this entry »


What is your job title anyway?

The Department of Elementary and Secondary Education of the Commonwealth of Massachusetts calls me a Library Media Specialist and I have my educator’s license to prove it.  But, I’ve never liked that designation and I use it infrequently. For one thing, I think it’s misleading.

I take issue with the connotation that “specialist” brings to mind, when in fact I see myself as a generalist. A “specialist” is a neurosurgeon. Focuses on one particular part of the anatomy. Doesn’t necessarily see the forest for the trees. Can be single-minded at times. A “generalist” is a General Practitioner who looks at the whole individual. Who knows the family by name. Who still makes house calls. That’s me. I make house calls! 

I make house calls! Visiting a third grade classroom

Visiting a classroom for an author study


Teacher-Librarian and Library Teacher, while accurate representations, are just plain awkward. I agree with the image they intend to project (I am a teacher, after all), but they just don’t roll off the tongue so easily.

I could be tongue-in-cheek and refer to myself as a resourceress. I wouldn’t be the first! That might be setting the bar a little too high however. I can usually grant the wishes of most of my students by finding just the right book, magazine or other resource but I haven’t quite mastered the casting of spells.

So, please, please, just call me the good ol’ fashioned term “librarian”. As long as you don’t call me old-fashioned! No buns, granny sweaters, half glasses or shushing fingers allowed in my library. 


Stay tuned for my next post-“When?”


Why another blog about libraries when the blogosphere already boasts hundreds of them and great ones at that ? Is there really room for one more?

As a veteran blog reader, I am in awe of the quality of writing in this field.

Doug Johnson’s Blue Skunk blog (#12 on the list from the link above) is one of the best written and certainly the most amusing blogs about trends in educational technology I have ever read. How can you not love his tagline—“Leaving readers confused at a higher level since 2005”?

Not to mention the outstanding kiddie lit blog, Seven Impossible Things Before Breakfast  or the truly amazing work of Madame Esme on her Planet Esme blog?

These writers have been blogging for years and certainly have CV’s longer and more impressive than mine. Who am I to join this community and why now?

Let’s be honest—many people blog to hear themselves talk. And yes, that is part of my motivation. There is a little bit of “selfish” in every blog.

But that alone wasn’t enough to get me to finally put pen to paper, or should I say fingers to keyboard. The impetus behind this blog was my desire to share the ever-increasingly important role of the school library (starting with my own library, of course, but sharing ideas from others as well) in the implementation of the Common Core , in the focus on turning out 21st century learners and in the education of the whole child.

The school library has become a Learning Commons. To quote Valerie Diggs, high school librarian at the Chelmsford High School in Chelmsford, Massachusetts, a Learning Commons “is more than ever a place where students and staff are the center of all happenings.  Activities, learning experiences, literacies, teachable moments, information sources, and technology explorations occur every day, all day.” (Massachusetts School Library Forum Winter 2009).

This blog will be less of a review of the literature (although there will be some of that, as I do want to share some of the best that’s out there) and more of a personal reflection based on my 14 years as an elementary school librarian.

Finally, this is a library blog for non-librarians as well as librarians. We don’t need another blog just preaching to the choir. Oh, I will preach! And I will sing (off-key, no less)! But I hope the whole world (or at least my little corner of it) will begin to listen.