Whenever I go through the readings, I’m constantly struck by how closely the taxonomies of the library media center reflect the constructs of the AVID program. While all AVID programs vary in quality, a true AVID program really incorporates all subjects and teachers. The emphasis on process (Cornell notes, Costa’s level of questioning, collaborative tutorials with peer mentors, cross-curricular projects) is so integral to student success because it moves the process to student needs and student-generated materials. Information Power “practical approaches to the curriculum” (p. 51) specifies that librarians market themselves to the school community as an approachable, knowledgeable bridge between information services and the curriculum. That is one of the main reasons why I asked the administration to remove me from the “out of classroom” department and place me as an “adjunct member” of every department on campus so I can move within the school community and meet with teachers to provide services. The campus is huge and sometimes teachers do not have time to go to the library and meet with library services. I come to them whenever they need me and bring the resources to them. The idea behind the library ambassadors program I’m starting is to increase the access to the library by providing a group of knowledgeable students who can help teachers with information services. These kids know the curricula; they were the students and can provide additional insight into the process. That’s what AVID students did with their peers everyday in the AVID classroom.

I agree that each academic discipline has its own "vocabulary" and literacy requirements that are taught and learned on a continuum. Math and science students are inundated with words, phrases, theories - but math and science teachers often focus their teaching on the problem-solving aspects of their disciplines. This does students a grave disservice, especially those who go on to pursue careers in these areas. Every teacher, no matter what subject they teach, should stress literacy as it applies to that subject. The web is full of tools and products that enhance the teaching and learning of these "other" literacies. As for strict vocabulary, this should be a component of every course taught, but always in context and never for its own sake.

Another important aspect of developing literacy is giving students the confidence that they can learn new technology. For example, at my school students are required to learn AutoCAD. While most will probably never use the program once they graduate, they will know that they "conquered" that hard-to-learn technology and can do so again with another technology. This is also great for employability.

Regardless of subject matter, each of the disciplines has varying media, vocabulary, and format imbedded into it. Understanding how to read these varying formats is vital to developing mastery and becoming literate. The math and science teachers can demonstrate how to read equations, graphs, and other graphic materials. The history teacher can guide students through understanding map reading as well as reading charts and graphs used to provide visual support to topics. Band and choral directors guide students to learning the language of music and reading it. The woodshop teacher shows students how to follow plans and schematics. All teachers can provide students practice in responding to art that supports their curriculum. Where all these different types of literacies come together is the Internet where these features are utilized to convey all kinds of information. The more practice and guidance we can give to young people, the more their critical thinking skills will develop and the more they'll get out of their interaction on the web. The possibilities of response to the need to provide lots of varied experiences are endless, and creative teachers and learners will further explore how they can continue to build the idea of what 21st century literacy means.

Heather, I agree with your thoughts that "students must develop literacy skills which incorporate new technologies". I was reflecting on the lower income middle school that I work at and sadly it's becoming more and more "the haves" and the "have nots". Let's face it, technology is here to stay, but it is expensive. My library is currently being remolded through bond money and when school starts in the fall there will not be a library for several months. Many of my students come and use the computers before school, during lunch and after school to work on projects because they do not have internet access at home. Our local public library is not within walking distance. I will have to work out something with my principal to have another computer lab available to these students. It seems that most students love incorporating technology, such as your example with podcasting, with learning. The most popular teachers at my school are the ones that use a lot of technology in their teachings. Hopefully the students are learning also.