Doug Johnson ist zuständig für Schulbibliotheken und Medien in der Stadtverwaltung der Kleinstadt Mankato, Minnesota, USA. Er publiziert Zukunftsweisendes, Kritisches, Mutmachendes in seinem Blog.
Er bezieht sich auf eine im School Library Journal veröffentlichte Umfrga, nach der 72% der befragten Lehrkräfte im Schulbibliothekar den führenden Technologieexperten der Schule (technology leader). Warum nur 72% fragt er? Lassen wir diese Frage unbeantwortet. Schon der Ist-Zustand ist aufregend genug. Hier drei von acht Gründen für die Führungsrolle, die nennt:
Librarians have good teaching skills. Unlike technicians they are more likely to use good pedagogical techniques and have more developed human relations and communication skills. We are understanding and empathetic when technologically related stress occurs in the classroom.
Librarians are models for the successful use of technology. The library’s automated library catalogs, circulation systems, electronic reference materials, and student accessible workstations all showed up well before classroom technologies. Teachers rightfully see the librarian as the educator with the most comfort with technology
Librarians have a whole school view. Next to the principal, the librarian has the most inclusive view of the school and its resources. The librarian can make recommendations on where technology needs to be placed or upgraded as well as on what departments or teachers may need extra training and support in its use.