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TL11.4FALL2004_singles 24 Ontario School Library Association "thank you," or when a collaborative unit goes particularly well. If I had to isolate the higher pro- file moments, I would include the two workshops I offered with colleagues at the OLA Super Conference: "Electronic Research Strategies, and Meeting the Needs of ESL Students Through Your Library". The second workshop was the result of dramatic changes in my own school population from a traditional academic high school to one that housed one of the largest ESL populations in the city. This presentation was later repeated as part of the Secondary School Reform professional development program for TDSB staff. In 2003, I was a presenter of "Literacy in your Library: EQAO and Beyond", with colleagues Jo-Anne LaForty and Karen Smulevitch. I am also extremely proud to have been a contrib- utor to the TDSB Student Research Guide, a publi- cation that is used extensively throughout our board. I also collaborated on two OSLA PowerPoint presentations addressing the con- cerns of academic honesty and plagiarism. Most recently, the OLA White Pine Reading Program has been a major focus for my library, and I have enjoyed sitting on the White Pine Selection Committee for the past two years. Last year, George S. Henry Academy hosted the TDSB Author Event, and I will always remember the sight of 400 secondary students cheering the win- ning author, Don Aker, as if they were at the most exciting sporting event! With all the pessimism about teenagers and reading, these enthusiastic students showed that, as teacher-librarians, we have the ability to ignite a passion for reading in others that will expand their horizons and offer enhanced opportunities for their future. TL: Can you share your dream for school libraries in Ontario? SM: School libraries exist to support academic success through the development of research skills, to promote a life-long enjoyment of reading, and to provide access to information in a welcom- ing environment that is conducive to learning. In order to continue to do that, school libraries must be well staffed (with professionals who possess a love of teaching and a love of libraries), well stocked (with updated and meaningful resources), and well used by students, staff and the wider community. School libraries have stiff competition these days from public libraries, from the internet, from on-line sources of student sup- port such as TVO, the CBC and a variety of groups putting information (valuable and otherwise) out there for everyone to access. Teaching students to sift through information, to approach research in a logical and progressive manner, to apply crit- ical thinking skills and to evaluate and problem solve - these are the things that will guarantee that we continue to have a valuable place in edu- cation. TL: Can you share your favourite reads or pas- times? SM: I read a lot of fiction. I try to read most of the Young Adult novels that I put into the collec- tion. I read quickly and so can easily get through a few each week to have ready recommendations for students. I have always enjoyed Canadian fiction, reading everything by writers like Margaret Atwood, and Anne Marie MacDonald. I'm also enjoying the more multicultural works by Canadian authors such as Rohinton Mistry and Wayson Choy. Two separate book groups are a great source of pleasure. I have attended the Robert Adams series of lectures at Hart House for the past three years and am also a member of a small book club consisting of eight women who have bonded over once-a-month discussions that feature books and coffee. I also spend a great deal of time exploring Toronto on foot, and enjoy its many diverse neighbour- hoods, each with its own unique history and flavour. TL: What advice would you give to new teacher- librarians or those building a collection in a new school library? SM: ◆◆ Tap into the resources of your Board, using the expertise of central library staff and experienced teacher-librarians to evaluate your current collection. the profileTL