Professional+Knowledge

1 Professional knowledge Excellent teacher librarians…

1.1 understand the principles of lifelong learning [Information literacy, independent reading, ICTS]

The current generation of learners being educated today demonstrates the impact of having developed under the ‘digital wave’. //“These youth have been completely normalized by digital technologies – it is a fully integrated aspect of their lives (Green and Hannon, 2007). Many students in this group are using new media and technologies to create new things in new ways, learn new things in new ways, and communicate in new ways with new people – behaviours that have become hardwired in their ways of thinking and operating in the world”// (Klopfer, Osterweil, Groff and Haas, 2009). This realisation has great implications for TLs and the library. Learners are surrounded by technology when outside of the classroom, therefore it is not only worthwhile, but also beneficial to be incorporating and linking these skills into daily library practices to aid in the development of encouraging lifelong learners.

Site 1 has both a curriculum coordinator and information technology manager, reducing the TL’s responsibility in particularly the area of ICT literacy. When asked what her role was in the information literacy process the TL stated that she didn’t play a huge role, and that “//information literacy was up to the school and her job was to buy books that support the curriculum and literacy standards in place//”. She sees her role as the person responsible to “//foster and support reading//” (TL, 2010). While she does collaborate with classroom teachers and the curriculum coordinator to develop her lessons to fit in with what the students are currently learning, her focus is primarily in teaching them drama skills, as this was her major before becoming a TL.

Learning for the future notes that information and ICT literacy is developed through the following process: · Defining information needs · Locating information · Selecting information · Organising information · Creating and sharing information · Evaluating information and the information process (ASLA/ALIA, 2001, p.14-19) The TL at Site 1 employs practices that help the students develop in the first three areas in order to aid in the development of their drama skills, however, evidence of the remaining three process wasn’t seen during my time there. As most of her lessons are drama-based, the use of ICTs is limited to presentation of information to students via the interactive white-board and through the students’ use of computers to locate information.

As a practicing TL I hope to aid in the development of information and ICT literacy bridging “the information gap by ensuring that all people have the resources and skills they need to live, learn, work and take part in the democratic process” (ALIA, 2003, p.8). I hope to do this by keeping up-to-date with latest and effective teaching initiatives and strategies such as using the practice of Guided Inquiry throughout my lessons. I believe it is important to understand the tools and ICTs that students have access to outside the classroom, and use these to help the students become life long learners. It is important then to make sure that my ICT skills are continually being developed and evaluated in order to aid in this endeavor. Having undertaken a unit on cyberlearning this semester, I have realised there is much that I still need to learn, however, employing these skills not only benefits my learning, but also the learning of the students.

1.2 know about learning and teaching across curriculum areas and developmental levels [current pedagogy, information literacy, social, cultural and development of students]

The first TL observed at Site 1 met with the curriculum developer each term in order to be prepared for her classes. She didn't receive her own copy, and while she was able to meet with those who were writing the curriculum, she didn't have a lot of say in how it was being developed. The first TL at Site 2 on the other hand met with teachers regularly and was often asked to assist in the writing of assessment and marking criteria. She was constantly researching new technology ideas and kept up to date with all of the changes associated with the national curriculum. This Teacher Librarian was constantly interacting with students that she encountered making it easier to cater towards their needs. She demonstrates Stephens' view of Librarian 2.0 being someone that 'plans for their users'.

In my role as Junior School TL this year I have tried to keep myself well-informed of what is going on in the classroom. At the beginning of each term I scan the intranet for unit plans and curriculum overviews for each year level that I am teaching. I try to get a basic understanding of the topics being covered and the assessment that will be happening. From here I usually arrange to meet up with each year level and see how I can be of assistance and link in what what they are doing. In some cases I have gone to meet teachers with a clear idea of how I could work alongside what they are doing in the classroom and basically 'sell' them on what services, activities, skills can be provided during their weekly lesson time. The more I have linked in with the classroom curriculum, the more teachers have come on board and been enthusiastic for the next term's adventures. I have heard rumours that the head of Junior School is starting to think that I should be more involved in the beginning stages of thier planning. This is good news and I will do everything within my power to keep fanning that flame within him!!

Currently we are in the process of switching over to the new Australian Curriculum. This is something that I really need to read up on and make myself familiar with. Many of the teachers in the junior school are overwhelmed with the difference and changes to what they have been doing. If I can become more knowledgeable and informed then I can hopefully make their job easier. This is my task for the holidays and really needs to be priority before returning in the new year.

1.3 have a rich understanding of the school community and curriculum [literacy, literature, curriculum, foster reading, assessment]

The previous TL at Site 2 stayed in touch with developing curriculum by being highly involved in the life of the school. She met regularly with both Junior and Senior school teachers in order to provide an overview of curriculum to aid in resource development. The current TL has emailed staff for curriculum overviews, however, has had little success as previous relationship hasn't been established with them. The previous TL demonstrated the ability to //'have a rich understanding of the school community and curriculum'//, through her active seeking out of subject topics and unit overviews. I have tried to follow this example in my practice as a beginning TL. At the beginning of each term I try to meet with each year level in order to establish the topics for the term, resources that I can work towards, and ways of integrating information literacy lessons into the curriculum. This hasn't always been successful as a few of the teachers don't feel the need to integrate library lessons with what is happening in the classroom. However, as I continue to build relationship with teachers and identify ways to link in with units based on the information provided on the school's intranet, I have had more teachers prepared to collaborate and work with me in providing lessons that are relevant and worthwhile. This is something that i will continue to work on and develop.

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, 26) This cannot be achieved, //'if the professionals do not know what their students enjoy'// (Moser, 2006). The previous TL at Site 2 was very involved in the literacy programs within the school. She constantly spoke to students about what they were reading, their recommendations, and offered suggestions based on previous selections. She held a regular book club with senior school students, where current books were discussed and new choices were considered. The previous TL constantly spoke with students about their selections and was always 'out on the floor' getting to know students, having also taught them in their junior years. The current head TL at Site 2 has only been in the position for 2 terms, however, has not made much effort to engage with students entering the library. One student was recommended to her by the head of the English department as a keen reader able to read and review new items. While this student has been very keen to be involved in the selection and recommendation process, not much has been done with her. If I were in power I would use this opportunity to get the student writing reviews or blogging on the school's website. This way her interest would be stoked and other students would benefit from the reviews that were being provided. Following this, other students might also show interest in getting more proactive and contribute to the life of both the school and the library.

As a beginning Teacher Librarian I aim to continue in the development of similar skills to the previous TL at Site 2 in knowing my students, listening to them, and helping them make suitable selections. I had my first success in this area earlier this year with a very fussy year 6 reader. An avid year 6 reader came to me seeking advice on novel selection as her parents and teacher were wanting her to read more widely. While she was a keen reader, her book choice usually stuck to the same series or author. She asked if I could help find a title that was similar to what she had been reading, but perhaps a little more challenging to please her parents and teacher. I made a suggestion based on information that I knew about the students' interests and to my delight she enjoyed my suggestion. This exercise highlighted to me the importance of taking the time to listen to my students in order to find a selection that suits their needs and interests.

1.4 have a specialist knowledge of information, resources, technology and library management [collection management – cataloguing, weeding, stocktake]

Libraries face many challenges when it comes to collection management. The Arizona State Library lists some such challenges as: //limited budget, limited staffs, limited space for print material and limited computers for electronic access, time constraints and limited opportunities for library training and education within easy access// (2010). They also state, “//In addition to these traditional issues, the changes in formats, market models, and technological tools have further exacerbated these challenges and are making collection development even more complex//”. It is because of these challenges that effective management practices, along with a clear library policy are vital.

A written policy lays down “//guidelines for selecting materials for the collection of the library. It also describes steps on weeding (deselection), retention, preservation and archiving//” (Baddigam, 2009). Site 1 has a library policy that was developed by the TL in consultation with the school principal. The policy states specific selection criteria and procedures in relation to selection of resources, borrowing, maintenance, culling, challenged materials and donations etc (Click here to view Site 1 Library Policy ). These criteria were based on the Education Departments guidelines for selection. The policy document for Site 1 is clear evidence of the TL’s aim to “//establish policies and procedures for efficient school library management//” (ASLA, 2004).

ASLA and ALIA advise that, “//as a member of the school’s management team, the teacher librarian has a role in ensuring the school community’s access to an organized collection of teaching and learning resources and services designed to meet the educational, recreational and cultural needs of that community//” (2001, p.56). To effectively manage and distribute this collection it is vital for the TL to have a well functioning and suitable cataloguing system in place. Site 1 uses ELIBRARY. This package allows the user to perform many different functions such as loans, returns, cataloguing, deleting, stocktaking, student’s photos, overdues, and reporting etc. Users can also contact the programmers if there is a feature that they require and they will simply add it in. The TL chose this package as it was not only very user-friendly for herself but also for the students and teachers using the catalogue. Throughout my SPP at this Site I have used several functions of the system and have found it very easy to pick up and navigate my way around. When I am a practicing TL this is a computer cataloguing packaging that I would definitely take into consideration if looking for a new one.

Site 2 uses a program called 'Infocentre', however, are currently in the process of choosing a new LMS. Infocentre has not met the needs of the library and the OPAC has often been a problem for students. Both Destiny (the big brother to Infocentre), and Oliver are being considered as replacements. I have been involved in the reviewing process and seen the importance of finding a program that is well equipped to perform the functions required. This has been a long process as we have had representatives from each company come out and profile their product and then leave a demo copy to play with. The head cataloguer at Site 2 has been in the position for 20 years so the new TL is hesitant to make any big change. She would prefer Oliver while the technician prefers Destiny, as it is a program she is very familiar and comfortable with. If I were in power I would carefully consider the pros and cons of each program being considered, and match those to the future plans of the school and requirements. I would opt for the program that best projects us into the future and caters well to the school's increasing electronic needs.

In line with ensuring that the resources meet educational, recreational and cultural needs, it is necessary for efficient culling or weeding to take place allowing the space for growth. Larson suggests, “//The justification for weeding – to maintain a collection that is vital, relevant, and useful – and the criteria for weeding a library – physical condition, relevance of the subject, currency of the information – remain basically unchanged//” (2008, p.6). The policy on culling at Site 1 reflects these criteria, however, the TL at this site usually only has time to do this process about once a term, sometimes only every second. When I am working as a TL I would like to employ the view that Larson advocates of setting monthly targets, “//looking at specific areas of the collection and intentionally weeding a small area//” (2008, p.6).