The Language Arts and the Library
INTEREST IN BOOKS AND INTEREST IN CHILDREN HAVE BEEN THE ties that have bound librarians and teachers together for many years. Their tools in trade being identical, they have spoken a common language and worked together for common goals long before school libraries, as such, existed. With the beginning of school libraries, the bond has grown even closer. School libraries have often been called "the laboratory of the English department," and, undoubtedly, through the years, the largest percentage of the library budget in schools over the country has gone into books which language arts teachers have used. Teachers and librarians have cooperated locally and nationally in preparing reading lists of various kinds to meet a variety of needs. Professional books and periodicals of each group have been liberally sprinkled with articles by teachers and librarians pointing out ways of cooperation. Teachers of the language arts were the very first to find class time for teaching the use of books and libraries to children and young people, and have continued to include such lessons in their planning from kindergarten through college.
In recent years, however, a gradual change is observable. Just as the language arts teacher is finding that reading, listening, speaking, and writing are not isolated but related activities, and in the teaching process, considers them not separately but together, so the librarians and the teacher are finding that research, bibliography, note-taking, creative writing, oral reports, and discussion are also related activities,