I am extremely sorry to hear about the condition of libraries in the Chicago Public Schools (CPS).  I was fortunate to have the opportunity to re-open the Department of Libraries and Information Services in CPS in 1996, and had the good fortune to work with extraordinary individuals at both the District and building levels until 2000.  I accepted the position at CPS because of the strong commitment from the entire Chicago library community (particularly Mary Dempsey at CPL and Alice Calabrese at the Chicago Library System) to support the improvement of library services in the schools.   At the time I began my work, the Chicago School Reform Board, under the leadership of Paul Vallas and Mayor Daley, understood that good schools required good libraries.  During the four years that I worked with my District-level staff of eight, long-time, highly respected Chicago school librarians, we were given resources by the Reform Board to support schools in renewing their collections (many of which had average copyright dates in the 1970s) and adding technology.  We raised the expectations of principals and teachers about how school libraries contribute to literacy and academic achievement levels.  We opened more than three dozen new libraries in elementary and secondary schools, and re-opened the Professional Library.  During this time, we worked with Dominican University to enable a group of more than 24 individuals to receive their MLS and school library certification, and we encouraged librarians, principals, and teachers to implement many of the lessons learned through the National Library Power Program into the Chicago schools. 

Sadly, as the multiple changes of leadership occurred in the schools, the support for the library program diminished.  As individuals responsible for library programs and services at the district and building levels retired, their positions were not filled, and the district level funding for library collections and services, which encouraged individual schools to commit to continuous library improvement, diminished.

I believe that the reason that we were able to bring about such significant change in the library program in the Chicago schools between 1996-2000, was because we had the strong commitment of the entire library community in Chicago.  Leaders in Chicago-area public, academic, and special libraries understood and communicated to policy-makers information about the unique role that school libraries play in the lives of young people, particularly in urban centers.  They also were able to effectively address the importance of school libraries to the economic and cultural health of a city.  It was because of their extraordinary support that the value and importance of school libraries was understood and valued -- at least for a time.  If the children of Chicago are to have access to the information resources and services that they need to be productive, contributing members of the Chicago community, I believe that it will again take the aggressive, collaborative efforts of the library community in Chicago and beyond to help decision-makers understand the importance and unique value of school libraries.  Chicago's young people deserve nothing less.

Ann Carlson Weeks
Professor of the Practice
College of Information Studies
University of Maryland




From: Open Lib/Info Sci Education Forum [[log in to unmask]] On Behalf Of Fitzgibbons, Shirley A. [[log in to unmask]]
Sent: Friday, November 12, 2010 1:53 PM
To: [log in to unmask]
Subject: Re: Chicago Tribune story on the status of libraries in Chicago Public Schools

Shirley Fitzgibbons responds
As a retired faculty member of a library (and information) school, I find
this to be so disturbing especially in a rich public library system. It goes
back to a time when the public library served schools. Also every state
has different certification requirements. Also, there are two different
accrediting agencies though ALA does work with the school group.
Recently, in my town during drastic school corporation cutbacks, the first
cut was to eliminate school librarians except in one high school library.
The outcry from an informed citizenry and due to excellent school library
media specialist (angry, town hall type forums) that parent groups supported,
school librarians were reinstated but for only 1 year. Several months later,
during a public referendum, we increased the tax rate for support of the
schools. It passed after a long campaign with flying colors (even though
several Republicans waged a campaign against it.

These school librarians had masters degrees in library science plus of course
many education  credits to qualify for these positions; students really came
out to support them- it was amazing.

This could be done in Chicago; these children need literacy which can only be
accomplished with good school librarians working with teachers to help
the children accomplish their goals; to learn to read and love reading,
plus an
adequate supply of new books each year.

Remember when Ann Weeks was the school media coordinator of Chicago...what was
accomplished at that time?





Quoting Daniel Stuhlman <[log in to unmask]>:

> At 04:58 PM 11/11/2010, you wrote:
>> Yes and it has been bothering me since before I went to library
>> school.  There seems to be an inherent anti-library bias on the part
>> of school boards and local politicians.  My guess is that they don't
>> see librarians as any kind of teacher; they are enamored of any
>> technology they can get (as eliminating more of those pesky people
>> who want pay increases, etc.); and possibly see little value to any
>> kind of library.   I agree it bothers me, too.
>
> I live in Chicago and read this story when it was first published on
> Oct 26.  I made the following comment on the Tribune's web site.
>
> School librarians need an endorsement to be a certified librarian.
> They can get this endorsement in a post-graduate certificate program.
>  The do not need a masters degree.  Most public library librarians
> need at least one masters degree.  Academic librarians can get
> started with one masters degree, but usually earn a second.  I teach
> library school classes and I can assure you that to earn a masters
> degree requires a rigorous course of study.  The difference between
> what a potential school librarian and a potential academic librarian
> learns is at most two courses.   Most librarians can easily learn how
> to be a good librarian in another type of library.  Most
> non-librarian faculty members do not have the understanding of
> information gathering and distribution to properly guide students.
> Trained librarians are needed for the success of students and faculty.
> School libraries tune their collection to the needs of the students
> and the school curriculum.  Public libraries do not.
> -----
> I have visited many CPS school libraries.  I have yet to be impressed
> with the collections, rooms, or librarians.  One library had a roof
> leak that prevented books from being stored in 1/4 of the library.
> Another had a floor that was a danger to walk on.
>
>
> Daniel Stuhlman
> Chicago, IL
> ddstuhlman at earthlink.net
>
> Blog:  http://kol-safran.blogspot.com/      Latest entry Nov. 2
> Podcast:  http://ddstuhlman.podomatic.com
>