1. Main Points
Chapters 1 & 2 of
Thomas, Crow, &
Franklin
Mary Catherine Lyons 9/8/14
2. Main Points of Introduction
• Intro
– A brief history of our chosen profession
– How it has affected and continues to affect
the lives of students
– Directions that we are headed in with new
technology at our fingertips
The introduction celebrates who we are as media specialists
and gives us a sampling of the rich culture inherent in our
chosen profession. The authors make a point of highlighting
just how valuable the LMS is to the student, even though we
are not present in the traditional classroom arena.
3. Main Points of Chapter 1
• The history of the LMS and how we came to be
– A detailed background on how the LMS actually developed during
“Ye Olde Times” and our ever-evolving role within the library
media center.
• VIP’s
– Names to know when it comes to the LMC and the LMS:
• Justin Winsor – father of research assistance
• Melvil Dewey – King of LMS organization (All Hail the King!)
• William Warner Bishop – Mastermind of sequential learning of
Information Literacy skills
• Lucy Maynard Salmon – Pioneered for the education of the LMS and
LMC assistants
• B. Lamar Johnson – pushed for instruction for students on how to use
the LMC; aka “How to Library for Dummies”
• Louis Shores – Envisioned a Utopic college in which all teachers
would be library trained to better serve students, which helped to
create instructional programming in academic libraries.
• Patricia Bryan Knapp – experimented on teachers; attempted to
created instructors who had a grasp on how to use the LMC.
4. Main Points, Ch. 1 (cont.)
• Reference Service Levels
– The various types of services that can/should be offered by LMS,
depending on the environment in which they serve.
• 21st Century BI
– Ways in which LMS can better serve their clientele, updated to
reflect the new, ever-changing technologies of the 21st century.
5. Main Points of Chapter 2
• 3 New Roles (1988)
– Information Specialist
– Teacher
– Instructional Consultant
• Refocus Teaching & Learning
– Scope-and-sequence skills curriculum = ineffective, regardless of
how much it is taught
• Where are we now?
– Revising LMC policies/standards/focus to become a better
resource for students and to help students gain knowledge of the
information in the LMC.
• History, History, History
– The history of the SLMC and
• How it came to be
• Struggles it faced
6. Main Points, Ch. 2 (cont.)
• New Focus
– Student learning – Focus on the ways in which students learn and
how best to facilitate that in the LMC.
– Scheduling – From fixed to flexible to better serve students and
teachers
– School reform – New ideas in the classroom flowed into the LMC
as well, while more and more was expected of the SLMS, mainly
by administration.
• Who Needs Em?
– Defending our jobs – proving that the LMC and the SLMS do in
fact serve a great purpose within the educational experience of the
students and that what we do matters.
