library-media programs "at risk" or how to avoid reductions in force

gene scholes
associate professor of library services
director of the audiovisual center
eastern illinois university
charleston, illinois

The recent trauma experienced by boards of education in trying to provide a viable educational program for students has been devastating in too many instances. Many local boards were ill prepared to deal with the constraints imposed on them in recent years by the state and federal governments, and the results affected students in direct and indirect ways. The potential of these losses cannot be measured.

Members of local boards of education do not relish the idea of cutting productive programs, but they often must. When cuts have to be made, they are often made on the basis of cost, expendability, or at the point where controversy is least likely to be generated.

Library-media programs are often early targets for Reductions In Force (RIF) or elimination altogether, and the sooner we in the field realize that, the better. We must begin immediately to avoid this! Granted, it isn't easy, but it isn't impossible either!

How do we avoid becoming one of the ealry targets for a reduction in force? Should we "educate" administrators about the importance of our role in the school program? Could we establish a program of service the teachers would object to being cut? Suppose we provide services for extracurricular activities which would make cuts "politically" sensitive. Is there some way we can make the board aware of our program? The best answer to alll of these and other questions of this nature is yes! No doubt about it!!

Most library-media specialists have tried educating administrators about the value of their programs, a least on an informal basis. Few however, have taken the time to develop an ongoing plan to accomplish this task — too busy!

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Classroom teachers under RIF circumstances are often so concerned with the loss of teaching positions that they are hard pressed to fight for service programs such as library-media, guidance, music, athletics, and so on. They may be appreciative of our services and laud the appropriateness of our program, but under stress associated with RIF, may well consider our program expendable.

The community generally perceives the library-media program as it was when they, the adult members of the community, were students. This provides little hope for influential support when the board of education is paring down or eliminating programs.

Boards of education can hardly be depended upon to protect library-media programs in hard times. After all, they are the ones doing the paring! If they do not know the value of the program firsthand, or at least have an administrator, faculty, students, and community members staunchly defending it, they have no alternative but to target it for reduction.

Many library-media specialists have chosen to concentrate their efforts on student/faculty needs as they have in the past, and hope for the best. Others have, in addition to striving to meet these needs, focused on certain administrators, particular teachers, or given academic programs in the hope of generating enough support to avoid being targeted. One can present a cogent argument that the responsibility for defending productive library-media programs rests with the administrators responsible for academic leadership up to and including the superintendent. The problem with this argument is that it presumes the administrator's knowledge and support of the program. It also presumes administrative courage to support the program when given board members may want to save something else instead.

The best approach is to conceive, develop, and orchestrate a plan designed to make the library-media program one of the last cuts to be made. Further, every effort should be made to direct efforts toward several audiences. We believe those audiences having decision making responsibility should be targeted for particularly well designed, well orchestrated strategies which will be informative, helpful,and prove the diverse value of the library-media program beyond any doubt. These will include administrators in the decision making line, and the board of education in particular. Classroom teachers students, and community members may be targeted for development as advocates of the program. They should be informed of and if possible touched by the library-media program to the extent that they will discuss its merits in any setting.

There are numerous alternatives open to the library-media specialist to promote his or her program within and outside of the environments of the classroom or media center. Extra curricular activities such as band, chorus, scholastic bowls, athletics, and the like provide opportunities for increased service and visibility within the school. Holiday parades, local government affairs, civic activities, and other similar events offer exposure in the community. These activities provide occasions for people in the community to better understand and appreciate the value of the library-media program. The importance of support from the boosters clubs, civic clubs, the Chamber of Commerce, and local industry should not be underestimated, particularly under circumstances of reductions in force.

With careful analysis, good planning, and creative management, we can certainly reduce the risk of our program being RIF'ed, and probably avoid it altogether! The task is primarily twofold. First, we must carefully attend to the three items just mentioned: analysis, planning, and management. Second we need to get priorities established so that we are not distracted from the task at hand. These cannot be overemphasized.

Careful analysis of our situation should include attention to each of the major suggestions provided here, as well as others which may prove helpful in the district. Remember, we are trying to convince several groups of the value of our program. It would be appropriate to determine what their thoughts regarding our program are. Talk to them! Try to determine what they know about the program, what they think about it, and perhaps what it should offer that it doesn't.

When enough data has been gathered to begin planning, consider what needs to be done without regard for the various constraints which are omnipresent. We suggest this approach because at this stage of our effort, we do not want constraints to affect our planning. There will be time for that later. For the present, we want to consider the best plan(s) to accomplish our purpose.

At this point it is appropriate to consider priorities. No doubt an analysis of the situation will help identify several opportunities to communicate the value of the program to targeted audiences. That is, there may be a plan to educate the administrators, another for the teachers, and still another for the board. Each will vary in importance, and some may be more important at one time of year than another.

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In any event, priorities should be established for each plan or target group before implementation.

Management naturally follows planning, and often is responsible for a good plan having less than total success. We suggested creative management because so many library-media specialists are the entire professional staff, and creative management seems the best way to describe what needs to be done. Parent volunteers, student workers, teachers, and administrators may all be included in implementing the plan developed, but the library-media specialist must manage the effort.

By this time, you may have decided this is too much trouble. However, we suggest this as a process which may be integrated into the program in an almost leisurely fashion, if time permits. If, on the other hand, time is of the esscence, it may be appropriate to concentrate your efforts

In summary, each of these suggestions have merit. Each takes time, and requires planning and effort to accomplish. Each could, and should involve students. The opportunities for learning are numerous. On the other hand, arguments can be made against each. They require creative energy and taxing, to say the least. "We really should 'save'our resources and energy for students. Whatever posture you decide to take, there is nothing "at risk" but your library-media program!

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