A+new+vision+for+the+second+edition

How about we create a new vision for the librarian for the second edition of the book?

The list below will track the ways librarians are represented in the book. When you see a mention of librarians, make a note - if that representation needs an update, add that next to the 1st edition description.


 * Who || Page || What's in the 1st ed. || What could be in in the 2nd ed. ||
 * Beth || 1 || Librarian helps teacher select books for inquiry || Why is it only books? Where does the librarian go after this step? ||
 * Katie || 84 || Smokey/Steph interchange in which they admit they never go to a real library anymore

Thought from Kristin: How much of this is because they are in a financial position to purchase books? (Or because they travel frequently, and it's simply more convenient to purchase books to take with them/have on hand for speaking engagements.) Not all of our students have that option. || School libraries could be given a bit more of a boost -- or recognition that they're not just a book warehouse ||
 * Katie || 98 || Example of the teachers and technology coach collaborating to create a digital "library" of resources - no mention of the school librarian who might have something to offer

Thought from Kristin: One of the things I loved about S. Harvey's early work was that she was so inclusive of the librarian; this was particularly resonant in her book //[|Nonfiction Matters] .// What has changed? (I say this not having started the book yet!)

Reply from Katie: This was in an example write-up by someone else - from a school in New York. ||  ||
 * Donna || 69 || Your "great" librarian can help you assemble "a cart of tantalizing readings on almost any conceivable subject." || The same librarian can also help you assemble a collection of tantalizing websites and online videos on the same topic.

From Joan: subscription databases, e-books, interlibrary loan, etc. ||
 * Donna || 72 || "Don't forget school librarians and media specialists. No one knows better than these indispensable folks where to find a great book or a useful website for research. They are also terrific (and sometimes underutilized) teachers. When you launch inquiry circles, invite them in. Talk with them, plan with them, teach with them." || From Joan: teacher librarians = school librarians ||
 * Donna || 101 || The authors mention the AASL //Standards for the 21st Century Learner// when discussing sources for electronic information literacy. || From Joan: Why not include a contribution from a teacher librarian too? (p.97-101) ||
 * Donna || 169-176 || This case study of a kindergarten curricular small-group inquiry unit was a collaborative effort between the teacher and the school librarian. ||  ||
 * Joan || 61-62 || Small-Group Inquiry Model chart: "Engage in deeper reading and research using books, articles, websites, videos, library visits." || Include library (physical and virtual) and librarian in every stage. ||
 * Joan || 136 || "Invite the school librarian in to fire kids up about the many ways to get information." ||  ||
 * Joan || 220 || "I also encouraged them to think about how they would enlist the help of our librarian as they did research." ||  ||
 * Joan || 241 || "We all decided that we better head to the library to get more information. I got the principal to cover my class for half an hour so we could go. Once there, we didn't find any resources on cave paintings..." || Was the librarian helping? ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||
 * Who || Page || What's in the 1st ed. || What could be in the 2nd ed. ||


 * 1) page 1 - librarian is helping teacher find books for inquiry. Why only books? Where does the librarian go after this step?