| An ethnographic case study was undertaken in order to investigate the roles of the school library media specialist in an elementary school in Manatee County, Florida, that had recently initiated a literature-based reading program. The study provided insights into the roles of the school library media specialist in a literature-based reading program; how those roles changed; the relationships of the school library media specialist with teachers, administrators, and students; and the problems that occurred with the introduction of the program.;Qualitative research methods and techniques were used in the gathering and analysis of the data which took place during a six-month period in 1991-92. Anecdotal data obtained through interview and observation were carefully selected to demonstrate particular points or implications.;Results of the study included the following: (1) The school library media specialist plays important roles as information specialist, teacher, and instructional consultant in the initiation and implementation of a literature-based reading program. (2) The most significant changes in the roles occur when the school library media specialist moves to flexible scheduling and curriculum-integrated instruction. (3) Positive, cooperative relationships between the school library media specialist and the teachers, administrators, and students contribute to the success of the program. (4) Some problems that may occur in the initiation and implementation of the program involve parent concern about the evaluation system, feelings of insecurity by the teachers, and inadequate funding for needed materials. |
