Throughout this semester my views of the library have changed significantly, with both subjects ETL 401 and 503 I have discovered that it is vital that the school library collection is balanced and it suits the school community.
My View of: The Collection
The school library must support the school with developing the love of reading and student demands. The school I work in consistently achieves high scores in the NAPLAN assessment and the collection must support the needs of its users.
The DET Quality Teaching Framework (2003) acknowledges that many traditional resources such as books promote deep knowledge, deep understanding, higher order thinking and substantive communication in the classroom. The aim is to link syllabus outcomes and DET foundation statements with the library’s daily practices.
It is easy to gain personal ownership of the library and provide resources to suite the liking of the TL and perhaps (MAKING THE LIBRARY LOOK THE WAY THAT THE TL LIKES IT TOO LOOK LIKE… e.g. like nesting that a pregnant woman may do).
A TRAP
This needs to be avoided.
Also the library must always undertake ongoing and systematic evaluation (Oblinger, 2008).
Throughout the course I have undertaken various surveys and found that in my school the collection needs more digital resources and resources to encourage boys to read. The problem in the library until now was that the library failed to evaluate what it needed and it is crucial to communicate with teachers in the school to find what is needed to better the library.
Collaboration
To have an outstanding library to support the needs and demands of a 21st Century Learner, Collaboration is vital. Throughout the course I have seen the importance of collaboration. I had undertaken a survey with the staff to see what were they main problems faced in our school community and the findings helped me realise that the library needs more resources to support boys to enjoy reading.
That is just one example of how collaboration is vital in the school.
Collaboration promotes forward thinking in a school community, and it is fundamental that a cohesive approach is developed in order to achieve an environment where there is discovery, interpretation and creation of ideas.
An information literate school community can provide students with critical skills that are needed to survive in a community that is rich with information. The teacher librarian can play a key role in creating an information literate school community. The NSW the Department of Education and Training have developed the ‘Information Skills Process’ (IPS) to assists the teacher librarian in resourcing the school and developing resources to support the curriculum.
The school’s philosophy should be engrained among teachers, staff, teacher librarians, students and parents. The key to sustaining this environment is the collaboration process. This serves to create, reinforce and sustaining the environment in promoting information literacy in schools.
My view of the library has changed, where I believe that the library has to promote core school values and the curriculum, and is the heart of the school. It is a place that is provides knowledge and supports the school and promotes growth academically and socially in the school. The library must be an environment that has a transparent disposition where everyone in the school knows what is being taught (Henri, 2005). The library can help to unify an information literate school community and support quality teaching practices.
I strongly disagree with many people in the forum in ‘module 5’ that collaboration being an obstacle. If you want progression in a school and if a TL wants support, this works better with everybody pulling together in the same direction.
Principal Support
Through the readings, successful school libraries are where the TL is a leader and is able to work well with the principal. The principal in my school is very supportive and I feel that I do have a positive relationship with her.
As seen in the Canadian Case study that principal who believed that the teacher librarian were valuable resource in the school aided in future developments in the library (Oberg, 2006).
The Teacher Librarian
The TL has a role to play in developing information literacy skills, whilst I have understood the concept there is no easy way to achieve it. Information models when taught and practiced through the library and the school can contribute, as can the library collection, professional practices of the TL and the school environment and culture.
References
DET. (2003, May). Quality Teaching Framework. Retrieved March 01, 2010, from Curriculum Support: http://www.curriculumsupport.education.nsw.gov.au/qualityteach/assets/pdf/qt_disc_pap.pdf
Henri, J. (2005). Chapter 2: Understanding the information literate school community. In J. A. Henri, Information literate school community 2: Issues of leadership (pp. 11-26). Wagga Wagga: Centre for Information Studies, Charles Sturt University.
Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian. , 13.
Oblinger, D. (2008, September 11). ‘Growing up with Google. What it means to education,. Retrieved 03 30, 2010, from ’ Emerging technologies for learning 3(11). : partners.becta.org.uk
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