A librarian's role as teacher is clearly in flux and has been since the Web 2.0 revolution. AASL conducted a survey in 2006 asking librarians to rank their four main roles in order of importance now and to predict the ranks for the future. Librarians ranked their role as teachers #1 now and as #3 for the future (AASL, 16). I'd argue that the role of teacher will remain in the #1 spot, but will become closely blended with the role of Instructional Partner, so that what librarians teach is going to be the new and drastic change. The three websites under evaluation support this theory that librarians are teachers and will remain teachers, but that what they teach is not what "your mama's librarian taught" any longer. The shift is from reading and literacy to information literacy and technology skills, "multiple literacies" as Susan Ballard went on to state in a PPT she created on the L4L and AASL standards. These multiple literacies include "information literacy, media literacy, visual literacy, and technology literacy" (AASL, 1).


At Plymouth Regional HS, this new blend of instructional tech teacher is presented immediately in the daily changing content that shares with users what happened today in history along with books on that subject that are available in the library. What an easy way to encourage "reading for understanding, for exposure to diversity of viewpoints and genres, and for pleasure." A quick search of the homepage shows other signs of teaching intent - a Library Curriculum link clearly listed on the right, a how-to citation tab at the top of the page, and with a little more exploring, LibGuides are found on the Research Pages tab. The librarian's role as an instructional tech teacher is not just about teaching the students, but the staff and parents too. This piece is less clear, but still evident at this library. There is a section with links to information on Senior Digital Portfolios, which shows possible collaboration opportunities with "teachers and students to design and teach engaging inquiry and learning experiences and assessments that incorporate multiple literacies and foster critical thinking." On the homepage alone there are several Web 2.0 tools being used and acknowledged, demonstrating the librarian's ability to provide and plan "professional development opportunities within the school and district" for anyone interested.


There is definitely less flash at the Northfield Mount Hermon Library webpage than other library sites. Less distraction from the focus and the facts that the NMH Library is presenting - this library is for study, college preparatory style. The librarian's role as teacher here is in assisting students and staff through the research process with a heavy focus on school history/archives. While the research process is part of the teaching role of all librarians, I feel there may be a bigger emphasis at this library. Possibly from the list of "things to do" through the library website are few, but are arranged in a particular order to highlight the high priority site uses - 1. Catalog 2. Databases 3. LibGuides 4. EasyBib The list goes on, but is less relevant to the student body as it goes (so I am guessing). Or simply from the sheer size and scope of this library and its staff - four full time workers to staff four fully functioning and different library spaces. The staff and the various uses directly correlate to the library team being instructional partners as there is an information commons/media center, a classroom, and two different circulation desks. This says to me, an outside viewer, that staff and space are seen for their various purposes and are being utilized to their fullest potential as teachers, leaders, and co-creators of media/research related projects.

I also saw some differentiation in the database pages and how they can be accessed. There were several ways to access the various databases on offer - by alpha order, by personal use/purpose, and by subject. And while the NMH library is not flashy, they are not unaware or unable to participate in the Web 2.0 learn and share aspects of teaching: there is a library blog, a library facebook page, and the school itself is using other social media to communicate.

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Ah, Joyce Valenza. Recognized by her home state and by national librarian professional organizations, she is iconic and held up as THE 21st Century Librarian example. Alas, when I visited her website at Springfield Library , I was overwhelmed and awed ... and not necessarily in a good way. The home page of the library is a big hot mess - there are glogsters loading everywhere, a never ending list of links in the left hand column, and many colorful, but seemingly random pictures on the other side and below the glogsters. That said, IS there a plethora of information here that could assist any patron to do just about ANYTHING they want? Well, yes, if they can find it. As David Walbert said about Valenza's site in our reading, "the variety and depth of content is wonderful. The problem with this site is that all the wonderful content is hard to find" (Walbert, 1). Regardless of the chaos, it is apparent that this librarian is a major heavy hitter as a teacher. And more than the other two sites, Valenza manages to show the blending and the integration of a teacher/Instructional partner far easier. Right away, the links in the lefthand column (though endless) call out to students AND teachers. All the links center around student projects, school curriculum or policies, and seem highly relevant to daily life at the school. There are specific teacher and staff LibGuides (if you can get there), and lots of them. Valenza seamlessly presents the information in cool, Web 2.0 ways encouraging them to USE the new tools and "participating in the curriculum...to ensure that the curricula include the full range of literacy skills (information, media, visual, digital, and technological literacy) necessary to meet content standards and to develop lifelong learners" in both teachers and students (AASL,1).