Professional+Practice

2 Professional practice Excellent teacher librarians…

2.1 engage and challenge learners within a supportive, informationrich learning environment [library physical and virtual spaces, collection development of physical & virtual resources]

In her article ‘Shift happens. It’s time to rethink, rebuild and rebrand’, Lyn Hay contemplates how individuals, school communities and education systems can build capacity for ‘a bright and sustainable future for school libraries’ (2010). She notes that in response to the BER program much of the focus from the Australian school communities has been on what they want their school library to look like. Hay would suggest, however//, ‘the question to be asked by these school communities is, ‘What do you want your school library to do?’, where ‘the function’ guides the form, or design.’// Thus when the focus is placed on the purpose or the ‘function’ of the library it //‘provides opportunities to discuss the implications of the digital reshift and clearly shape the future vision, goals, actions and outcomes of the school library’s role in supporting student learning in 21st century schools’// (2010).

I recently visited a school library on the Gold Coast (Site 3) that has just refurbished their existing library to create an 'iCentre'. In the designing phase, the TL and school executive team carefully considered where the school was headed, how technology was evolving and the library's place in all of these advances. The result; an iCentre that caters toward the changing shift in education, demonstrating a school that has put Hay's suggestion into practice. The look and feel is modern, open, inviting and provides many different options for student use. The layout of the physical resources is easily accessible, well spaced and provides many little comfortable nooks to relax and enjoy a book, or work together in a collaborative environment.

Schools of the future must be designed with emerging technologies and pedagogies in mind. Valenza claims that a 21st century teacher-librarian rethinks ‘the concept of library space’ (2007). This may take form in the way of ‘//less book space and more creative production and experience-sharing space’//. It could also mean responding to ‘//the increasing need for group creative production space – iMovie, Podcasting, blogging//’ (2007). Murray advises however, that ‘//the building of educational spaces need not blindly accommodate emerging technologies at any cost to learning//’ (2007, 25). Rather flexible criteria should be used to ‘//evaluate possible designs to apply a similar flexible framework to include user participation in the design process//’ (25). The teaching and learning spaces at Site 3 have been developed with the inclusion of technology in mind. Individual booths have been created to allow comfortable areas for students to work together collaboratively. Each booth contains an LCD screen and keyboard for students to use. Two heumi tables have been purchased to foster collaborative participation also.

As part of CLN603 I was required to identify a design problem with my current space and suggest improvements based on this standard. The Library is a newly refurbished space that caters for the whole school (Prep-Year 12). The Junior School space was recently added last year, and has now provided a separate space for the juniors to call their own. The Senior School space is what used to be the entire Library. It consists of 2 separate learning areas, 2 small computer hubs, a seminar room and a silent study room. It is a very practical and comfortable space that functions quite well. There isn't really anything big wrong with the senior school space, apart from the fact that we never seem to have enough room to fit all of the classes wanting to use it. Rather there are some small areas where this space could definitely use with some ‘tweaking’. If I had the funds and the executive backing to make some changes (which isn't likely at this stage as the library was only upgraded a few months before I started at the school), these are the things I would do; Below are the plans I submitted for the redesign of firstly our seminar room space, and secondly our circulation area.
 * 1) Replace all of the existing tables with small round collapsible ones that are easy to roll around and store. This will allow for a more flexible learning environment where teachers and student groups using the library will be able to arrange the space according to their needs, i.e. independent, small group or large group work.
 * 2) Reposition the circulation desk into the back end of the foyer, opening up another space that can be utilized for individual study bays and small group pods. Also creating an open and inviting help desk that students 'want' to go to.
 * 3) Place individual study bays in the seminar room around the edges allowing enough room for big groups, however, still catering for the individual.
 * 4) Fix the lighting in the seminar room, allowing for a more ambient environment that is pleasing to the eye.
 * 5) Build in a storage space in the seminar room to house the furniture that is not being used.
 * 6) Place a few more relaxed armchairs and couches around in the little nooks and alcoves, allowing a comfortable environment for those working independently or reading for pleasure.
 * 7) Work on the wireless network, ensuring quick and easy access for all both on/off campus.

 2.2 collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes [collaboration, design and deliver information literacy, ICT literacy & reading literacy programs, collection development to support curriculum and leisure]

Collection development is one of the integral parts of a Teacher Librarians role. It involves “//the identification, selection, acquisition, and evaluation of library resources (e.g., print materials, audiovisual materials, and electronic resources) for a community of users//” (Arizona State Library, 2010). It is at the centre of the function of libraries and “//it is in being able to meet the needs of the individuals with the ‘right stuff’ that we fulfill our missions//”.

The TL at Site 1 develops her collection in a variety of ways. Firstly, she is involved in planning meetings each term involving the Head of Curriculum, class teachers and herself. From here she can determine what resources will be needed to fit in with the select curriculum that is appropriate for both teachers and students. This is an important element as “//resource provision is an integral part of curriculum development//” (ASLA, ALIA, 2001, p.25). It is suggested by ASLA and ALIA that, “//the development of a balanced collection is the responsibility of the teacher librarian working in collaboration with all staff and within a framework of broader school policies//” (2001, p.25). When I am working as a TL I will aim to be as highly involved in the curriculum development process as possible. I believe it is important to foster good working relationships with all teachers to enable successful and effective collaboration, essentially resulting in better outcomes for students. In order for this to happen in some schools it would involve working on the perceptions of what the school administration and classroom teachers see as the role of the TL. //“Successful collaboration involves changing both the attitudes toward and expectations of the role of the library media specialist//” (Russel, 2003). This may mean, “//the library media specialists must assume partnership and look for opportunities to plan with teachers, rather than waiting to be asked//” (Russel, 2003). This is best done when the TL has developed a good working relationship with the teachers. One way of doing this that I have observed through various comments from practicing TL’s is by hosting special events (morning teas etc) for the teachers providing an opportunity to build relationship. I believe that better collaboration comes out of taking the time to build relationship and getting to know those you are working with.

Outside curriculum resources, the TL is responsible for building a collection of resources that meet “//the students’ personal interests and needs, achievement levels, learning styles and preferences//” (ASLA, ALIA, 2001, p.26). The TL at Site 1 enlists the help and expertise of four booksellers to help her achieve this goal. These booksellers will come out to the school once a week, providing a selection of resources that are popular and current. The TL keeps up-to-date on new books of interest by regularly reading industry magazines, subscribing to OZTL_NET and through her library network. From these associations etc she is able to make informed choices about what resources to purchase. She also has a suggestion box that students use to request particular items. Aside from the booksellers the TL makes fairly regular trips to Borders to get as she labels them ‘the junky titles that the kids love’. As a future practicing TL I wish to employ these sorts of purchasing methods.

In order to develop the collection according to the designated selection criteria, it is necessary to be provided with the appropriate funding. This year the TL at Site 1 applied for an overall budget of $54, 000 to which she was granted $30,000. In comparing this figure with the suggested benchmarks outlined in Learning for the Future, this figure falls short by about $17,000. This can be calculated by a simple formula that takes into account the recommended collection size for the school. Site 1 has 1269 students in attendance. Their collection size is roughly around 40,000, which is twice the recommended minimum size (ASLA, ALIA, 2001, p.31-32). This aspect of the TL’s role is one in which I still need to further develop as at this stage I wouldn’t know where to start. The TL at Site 1 has provided me with a copy of her budget for this year as a guide to help me out. Her budget is well thought out, clearly presented and a good basis to employ as a template (Click here to view Site 1 Budget Request ).

 2.3 provide exemplary library and information services consistent with national standards [policies and procedures, budget, collection development, collection management]

The new Head of Library at Site 2 is currently in the process of developing a new set of policies and procedures for our library. The existing ones were quite dated, and as would be expected the new TL came with her own ideas of how things should operate. This is a huge task and the TL at Site 2 has been working on this independently. According to Stephens (2006), Librarian 2.0 //'listens to staff and users when planning, tells the stories of successes and failures, learns from both, celebrates those successes, allows staff time to play and learn, and never stops dreaming about the best library services'.// Site 2's new TL has not so far included other staff members in decisions, planning, and operational strategies. The previous head of library operated very differently to this. She was very collaborative and inclusive and always asked staff members for suggestions and input. If I were in this position I would operate in a similar way to the previous TL, in that I would seek advice and input from other stakeholders. I also think it could be worthwhile to establish a policy and procedure committee who are constantly looking at best practice in line with the national standards. As suggested in 'Learning for the future', when developing policy I would include:
 * the anticipated outcomes for this area of the school's operation
 * the indicators of performance; and
 * the benchmarks to which the school aspires in the next planning cycle (2001, 7)

When it comes to collection development it is especially important to collaborate with department heads and teaching staff. Collaboration needs to occur in order to enable the best possible collection for the school community. Currently the TL at Site 2 has only provided resources for those staff members that have approached her. If I were in power, I believe it is important to be arranging meetings with each department head around budget time to discuss resources that could be useful and also offer suggestions for items such as digital resources.

 2.4 evaluate student learning and library programs and services to inform professional practice [reflective practice, evidence-based practice, formal evaluation of library services]

According to Ross Todd (2008), // "Evidence-based school librarianship uses research-derived evidence to shape and direct what we do. EBP combines professional wisdom, reflective experience, and understanding of students' needs with the judicious use of research-derived evidence to make decisions about how the school library can best meet the instructional goals of the school. // //In order to accomplish this, school libraries need to systematically collect evidence that shows how their practices impact student achievement; the development of deep knowledge and understanding; and the competencies and skills for thinking, living, and working."//

The former head Teacher Librarian at Site 2 (she finished at the end of Term 2 this year) is a firm believer in collecting evidence to support the role and value of the TLs within our school. She constantly reflected on her practice and collected samples to show heads of department, and heads of school. Her motto was that everything needed to be documented. She continually put surveys out to both students and staff in order to compile statistics on how the library was used, and used the responses as a tool for reevaluation of the services provided. This to me is a great example of how excellent teacher librarians 'evaluate student learning and library programs and services to inform professional practice'.

As part of my practice this year I have aimed to continue in the same ways. At the end of each term I have compiled a report that I submitted to executive staff outlining the achievements and activities of the students from each grade that I teach. In these reports I have tried to reflect the value and importance of both the library and specific information literacy lessons. In doing so, I believe that I have kept the library in the minds of exec by showing them exactly what I have been doing with the students, keeping them in the loop.

In Term 3 we celebrated Book Week. To show exec what we had been doing and the fun that students had, instead of writing a report, I made a short animoto profiling the students' craft and the activities that went on. Our Head of Junior School decided to show this at a school assembly as a promotion for what the library has been doing. This felt like a small success in terms of profiling the Library within the school.

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This year I was able to attend a professional development seminar featuring Lyn Hay and Ross Todd. Evidence Based Practice was a big focus of the day. One method highlighted was something that I tried to implement in Term 3 with my year 5 classes. This was the use of Todd and Kuhlthau's SLIM toolkit which I had previously used for an assessment item in CLN650. The year 5's were doing a unit on astronomy and I had the slightly surprising opportunity to work with the year 5 teachers to implement a library unit that linked in with their science task (the year 5's have generally not been overly collaborative). I developed a research booklet to aid in collecting resources etc and conducted surveys at different phases of the task. In theory this was great, however, as the unit progressed, what I had in mind and what the teachers had in mind were two rather different things. While I still took the opportunity to conduct the surveys and analysed the results, because I didn't have much opportunity to stage interventions along the way not a lot of improvement was documented. I had intended to use the evidence collected as promotion of what we can do in the library with the other grades. In future I think I will need to clearly establish with the teachers what I would like to do and how I see this happening. I don't think I planned this action research out enough this year and therefore it didn't really achieve my desired goals or intentions. This is something that I'd really like to work at and focus on next year as I believe it is an important way of not only demonstrating what we can do, but also aiding students to become critical thinkers and inquirers.