| Media specialists in a growing number of elementary schools in Georgia are addressing the challenges of providing information literacy education to a significant number of Latino children who demonstrate limited English proficiency. The purpose of this study was to identify the effects of a majority limited English proficient Latino enrollment on the roles of three elementary school media specialists; the roles examined were the following: a teacher, an instructional partner, an information specialist, and a program administrator. Interviews, observations, and a collection map of materials available in each media center were used to collect raw data.; Prominent themes emerged from the data concerning the four roles. In all four roles the media specialists exhibited joy and satisfaction in working with limited English proficient Latino children. Concerning the role of teaching, each participant noted communication difficulties that resulted from an inability to speak Spanish, limited involvement in curriculum implementation, and concern about stagnant work environments.; The media specialists cited limited collaborative relationships with other faculty members and a lack of meaningful staff development as factors affecting their roles as an instructional partner. The participants viewed deficiency in technology resources and support to be a formidable barrier in implementing the role of information specialist.; The media specialists observed that technology constraints and limited opportunities for professional growth had detrimental influences on their abilities to function effectively as program administrators. Each media center's material collection lacked timeliness and relevance for limited English proficient Latino children. |
