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TL9.1Larry The Teaching Librarian Volume 9/No. 1 15 the school to improve student results included a chronology of events that went something like this: First of all, a tally of failing students was taken and each was categorized into factors that affected or might have affected test scores. The categories were: 1. ESL students 2. SLD students 3. students taking a subject at the applied rather than at the academic level, (hence an inappropriate level) 4. students with a history of poor achieve- ment whether due to poor behaviour, poor motivation, emotional dysfunction, family difficulties or poor attendance or 5. students taking instruction in French Immersion. After creating a profile of weak students, the plan was devised for remediation of instruction- al strategies to address some of the difficulties for these students. Students began to get short assignments for reading and writing in all their core subjects to familiarize them with the format of the test. If students were unable to think, read, and write efficiently then remediation was needed. But this is only a small part of today's cur- riculum requirements. As teachers are assign- ing more technology-based projects, we are see- ing (and I speak as a teacher-librarian, informa- tion specialist) that students are becoming more proficient in designing newsletters and brochures in Quark, Claris Works and Microsoft Publisher, building web pages and creating PowerPoint presentations. Using the internet as a primary research tool impacts on how much reading students need to do as well, which leads one to wonder if students are read- ing more or just moving faster through the con- tent. Students can now copy, cut and paste and download skinny versions of books. This point and click research is not what we would like to promote as an ideal. Rather, there should be an emphasis on reading widely, taking point form notes and scanning for main idea before printing. We should make clear our expectation that good research involves using more than one source of information. Though projects may look professional, the thinking, reading and writing part of the project still needs to be monitored. For weak students reme- diation is necessary to emphasize the necessary skills. Integral components of school-wide literacy success should include an individualized pro- gram that uses technology, emphasizes a read- ing program, provides mentoring of students with specific difficulties, and fosters a school cli- mate and atmosphere for support of the pro- gram. Additionally recommended is an area for school literacy materials housed in the library, communication with broader discussion groups, teacher training and classroom support. For new ideas in education Educational Leadership and Access should be ordered and actively promoted. Sometimes dropping off a relevant article into a mailbox helps to circulate the item. We need an individualized remediation pro- gram with three main components: people, technology and books. We need caring, com- mitted and knowledgeable mentors who can sit with a poor reader on a regular basis and offer encouragement when a weak learner just hasn't the patience to stick with the work. A good read- ing teacher specialist as a resource person would be excellent. For individual instruction and feedback there are some fabulous computer programs that can complement class instruction. A few which are used at our school are The Reading Academy, and Inspiration. Also of note are Click2Learn Assistant, Toolbook for online projects and Accelerated Reader for reading evaluation. Finally, good quality reading material, which is well chosen and appropriate to motivate and inspire reading, is a must. In essence, students entering grade ten this past September will be aware of higher expecta- tions and will have to demonstrate their ability to perform literacy tasks. We all have a stake in this processand need to use the results toreflect on the efficacy of our teach- ing practices, hone our skills as professionals and take actions that are appropriate to make results. I look forward to the challenge! z President's comment: The second OLA Leadership Forum. In April, the Ontario Library Association will present a meeting to address the changing role of school libraries in an evolving education system. As in this article, the emphasis will be placed on the role of all players from teachers to principals to parents to library staff in creating the information literate stu- dent in the years ahead.