So what is our role in the curriculum, new or otherwise, if we aren’t implementing the ALA’s Information Literacy Standards, mainly because if we try, we’ll be ignored?
Certainly, the good people who wrote the Georgia Performance Standards do not seem to have given it any thought. I find no hint in the GPSs* of standards that recognize even the existence of a trained media professional on the premises, much less of the collaborative planning he is prepared to do with the teachers.
Nor do media specialists seem to have been involved in the fiction-writing process at any level. Surely, if we had been, there would be embedded in this active curriculum some hint that students need to be trained in how to find and use information.
::sigh:: Oh, well.
So what is our role in the curriculum?
*[Incidentally, I’ve been torqued about the term ‘GPS.’ The term itself is plural, but it seemed natural, though idiotic, to add an s to it, I’ve given up on apostrophes, just like we do with the QCCs. In yesterday’s New York Times Magazine, William Safire had the same torquation with WMDs, and his conclusion was that the initials focus on the item, not the number, so adding an s to the term, though syntactically foolish, is OK. Just don’t insist on periods and an apostrophe, like the Times.]