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The LMS is also running a small business. The LMS must work with budgeting, program goals, lms colleagues, and administrators to creative an effective Learning Commons that promotes current trends in education. It also includes creating effective programs that both students and faculty want to participate in. This may involve promotions, involvement in various campaigns, the creation of new projects.

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The LMS needs to provide professional development for teachers and administrators that focuses on the most useful technology resources available for each department. The LMS must be a visible presences within the school community who is a "go to" for a variety of resources.

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The LMS works with students, teachers, and administrators to help promote a variety of skills including information literacy and critical thinking. As an instructional partner, the LMS may also help to create curriculum and assignments that align to the Common Core Standards while instituting higher levels of Bloom's Taxonomy.

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The LMS must be at the forefront of technology to create engaging student learning assessments as well as to support colleagues with assignments. The LMS must also focus on digital citizenship and help students and colleagues alike to be respectful and thoughtful in how they use technology and online sourcing.

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The role of teacher is the most traditional role of the LMS. The LMS supports students in reading and literacy within the school. The LMS may also work with colleagues to create lessons and help with plans.

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Teachers,
Informational Specialists,
Instructional Partners,
Leadership,
Program Administrators

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The DHS Media Center is now called The Library Learning Commons. This change in title shifted at the beginning of the school year. At first, I was unsure why, but through the research of this assignment and the work we have done this far, it makes complete sense. It is more than a place with books, and it is more than a place for media. It is a place to learn, challenge, and create. It is a place to sit with friends and play chess or sit alone and study. It is the center of my school in so many ways. I am always working with the LMS to help with technology. I also scheduled a book talk for my new FVR assignment.

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If it isn't obvious based on the created timeline, yes-the role of the library media specialist and the library itself have shifted. The LMS and the Learning Commons should be considered the "hub" of the school. It is where students and teachers alike should go to create, discover, and challenge their thinking. LMS are leaders in the community, finders of information, seekers of knowledge, and the force behind critical thinkers. The LMS has changed due to the introduction and evolution of technology, discovery of student thinking and creating, and research. To be a LMS, you have to "geek out" about learning and with that learning, critical thinking, and research comes discovery and change.

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The LMS is at the hub of the school. We should help to support curriculum and advance teacher and student knowledge of and access to the most current skills.

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Always evolving and more colorful than ever.

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The LMS not only creates book talks, but now creates tech talks. A discussion which, much like the book talk, tailors its discussion to various technology. This is not only for the student, but for classroom and colleagues as well.

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The ever evolving role of the LMS has changed from finding books and organizing shelves in the late 1800's to teaching and engaging students in critical thinking and applying a variety of skills to their learning.

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Help students effectively interact with information to create and construct meaningful knowledge.

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Help students to master information concepts and strategies creating skills for lifelong learners.

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The LMS plays a role in all  three Areas in several ways.

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Promote and Reinforce student learning through books, technology, and audio.

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Work collaboratively with teachers, administrators, and parents to facilitate student learning

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Program Administration

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Information Access

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Learning and Teaching

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Creates an engaged learner and "fosters authentic learning"
It does this through three areas and nine standards

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Information Literacy happens as an effect of Critical Thinking. It happens between "believing" and "thinking." (Woolls)

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Along with the changing language of information literacy, there is the addition of Critical Thinking into the LMS position. It is the idea that students and patrons can "engage in purposeful, extended lines of thought during which they identify the task or problem type, define and clarify essential elements and terms, judge and connect relevant information, and evaluate the adequacy of information and procedures for drawing conclusions and of solving problems." (Quellmalz)

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The aforementioned scholars added the the 1989 definition of Information Literacy through the following,
"Information literacy in telecommunications is achieved when learners know when to use on-line resources, how to access information competently, how to evaluate information for accuracy and significance, and how to use this information to communicate effectively. Learners who are able to do this have a life long skills to meet the challenges of the information age."

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The introduction of Microcomputers, OPAC, and Perseus created a new role for the LMS to teach patrons how to use these programs and provide a variety of ways to access research.

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The AASL created a National School Library Media month which began in the Spring of 1985. It is currently called the School Library Month.

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An online Dewey Decimal System?!

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Standards for School Library Programs: 1980

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Standards for School Library Programs: 1980

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After years of research, the ALA states in 1989 that in order "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the information needed... Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organized, how to find information, and how to use information in such a way that others can learn from them." (1989, 1)

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The 1980's introduced a newer role for the library and the library media specialist. The language changed from "finding" and "locating" to "evaluate", "communicate", "organize", and "teach".

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Standards for School Library Programs: 1960

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Standards for School Library Programs: 1960

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Library skills were focused on "information find and locate skills focusing on the library as a place." (eduscapes.com)

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The 1960's brought about some change. The advancement of technology invited two new systems to the library. The Medlar, which focused on retrieving medical information, and The Inforonics, a more generalized retrieval system.  Even with all of this change, the role of the librarian stayed the same.

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Medlars in the 1960s

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1960's Fiction Department

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The AASL begin December 1914!

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The role of the library was focused on women, but throughout the 1920's men and women held equal positions. With the dawn of the 1930's, women held 92% of the librarian positions compared to just 8% of men.  That is a decline of 45% for men in just 30 years.

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The role of the first untrained librarians was to identify and select books for patrons. They would also organize meeting rooms and times for various organizations.

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The position of the librarian did not begin until the late 1800's, thus the owner of the Sturgis House, Reverend John Lothrop, most likely would have been the man in charge of the books.

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Although disputed, The Sturgis House is considered the first library in America. It is definitely the oldest building housing a library with its construction date at 1644.

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Proclaimed the "palace for the people" this image was actually the third, final, and official site of the library we know now. It was constructed in 1895 and was the first to house a children's section along with distinct art.

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The first college for librarianship began in 1887 by Melville Dewey; the renowned creator of the Dewey Decimal System with which I grew up.