Using Technology in the Media Center
When the process of library automation first started, most libraries started out with one stand-alone machine, with only the librarian allowed to touch it. Bar codes were put on books, but, often, the old book cards were retained, as were many other aspects of pre-computer processing. The early library computer programs only did what the librarian had done by hand before, cataloging, check out, and overdues for materials in our own library. Some of them still do.
Better computers and computer operating systems, easier to use graphical interfaces, inventory guns that read bar codes, and library programs able to be networked led to a general idea that single user automation was a required minimum for school libraries where districts could afford it. However, it is now becoming clear that the school media center needs to add the idea of "total connectivity" to successfully serve its patrons.
This idea has become possible because existing network technology is being replaced by cheaper and more reliable systems. These network changes now allow us to imagine a computer that not only points to resources in our own libraries, but to resources in other buildings, and in other places around the world. All of these connections being available by a mouse click or two on a graphical display screen.
When the same screen can be displayed on other computers in other rooms, and by any other connected computer outside the building, that completes the vision: a vision of total connectivity.
In those schools where circulation and cataloguing have already been automated, the impact on both the media specialist and the students has been remarkable. Media specialists process resources in much less time, and more students successfully find what they want because they no longer have to deal with card catalogs that may be unorganized, incomplete, or just out dated. I have learned to use the time saved by automation to do more teaching and give more direct support to students.
The idea of "total connectivity", brings a shift from not only managing the resources of a school library, to managing searches of unlimited resources found elsewhere. Control of how students use this limitless supply of resources and their searches on computers are a challenge many media specialist face today. It is obvious that total connectivity will require changes to how students are to be best served by teacher-media specialists.
I have found that allowing students to use computers in the media center for school related searches and activities has allowed me to maintain some sort of control over the information they are accessing from the media center. Each year I have the seventh grade class come to the media center for orientation. During this time we go over how to use the electronic card catalog, the internet, the Readers' Guide to Periodical literature, the InfoTrac, and how to perform online searches. When students want to do online searches they must first ask permission to use the computers and they must tell myself or my library aide (Mrs. Meyer) the topic they are searching for. This allows for supervision of their searches without interruptions to make sure what they are working on is appropriate. It also allows Mrs. Meyer and I to help point the student in the right direction when beginning their searches. This can be done by suggesting a search engine, helping to come up with keywords for a search, showing them online connections to other libraries, or by showing students a particular site that might be beneficial to their search. Whether searching for information at school or for information outside our school, my job as a media specialist is still to help steer student in the right direction to find the information they need.