The Teacher Librarian toolkit for The Teacher Librarian toolkit for an Information Literate School an Information Literate School CommunityCommunity

Presented by Sue Spence [formerly Sue Cartwright]“Island Journey” ASLA conference, Hobart, 2003

The journeyThe journeyIt may take several years for a school to approach the goal of universal information literacy. The journey requires a substantial and sustained commitment to professional development and program development.

McKenzie, 1998 http://www.fno.org/sept98/infolit.html

An ILSC – who is responsible?An ILSC – who is responsible?Role of Principal

System Support

http://golum.riv.csu.edu.au/~lhay/iasl/ilsc.html

http://www.ericit.org/digests/EDO-IR-2002-06.shtml

Gibbs, Rod, Reframing the role of the teacher librarian: the case for collaboration and flexibility. Scan. Vol22. No3. August 2003

Changing contextsChanging contextsAll curriculum documents include clear statements regarding the information literacy expectations that are developmentally appropriate for each grade level. McKenzie, 1998

Changing contexts Changing contexts – curriculum reform– curriculum reform

The model of Essential Learnings is

part of a growing national and

international trend to organise

Curriculum around constructs

designed to meet current educational

needs by making legitimate

connections between disciplines. Department of Education, Tasmania 2002

FuturesFutures

develop the flexibility to respond to change, recognise connections with the past and conceive solutions for preferred futures

IdentityIdentity

develop a positive sense of self and group, accept individual and group responsibilities and respect individual and group differences

InterdependenceInterdependence

work in harmony with others and for common purposes, within and across cultures

ThinkingThinking

be independent and critical thinkers, with the ability to appraise information, make decisions, be innovative and devise creative solutions

CommunicationCommunication

communicate powerfully [Literacy, using ICT]Why re-invent the wheel?

Changing contexts Changing contexts - technology- technology

Schools operating as strong learning communities are characterised by distributed ICTs and are underpinned by learning models that incorporate information and ICT literacy. ASLA, ALIA 2001

School libraries have responded quickly, and as effectively as School libraries have responded quickly, and as effectively as

resourcing has permitted, in providing online services. The resourcing has permitted, in providing online services. The

school library not only makes online information freely school library not only makes online information freely

accessible to all students, but also makes teaching them how to accessible to all students, but also makes teaching them how to

access and use that information effectively and ethically a high access and use that information effectively and ethically a high

priority. Teacher librarians have applied their professional priority. Teacher librarians have applied their professional

knowledge and expertise in teaching information literacy skills knowledge and expertise in teaching information literacy skills

directly to students and in providing professional development directly to students and in providing professional development

for their classroom colleagues in this area.for their classroom colleagues in this area. (Spence, S. Mitchell, P. 2002)

AEU (SA) Survey ResultsAEU (SA) Survey ResultsSector

Under TL formula %

On or over TL formula %

Qualified %

Not TL qualified %

Junior Primary

12.5 87.5 50.0 50.0

JP/Primary 20.4 79.6 64.8 35.2

Primary 23.2 64.8 51.3 48.7

R-12 37.5 62.5 71.4 28.6

Area 42.9 57.1 100.0 0.0

Secondary 89.6 8.3 63.8 36.2

Special 14.3 57.1 100.0 0.0

Total 35.3 57.8 59.2 40.8

Obstacles to successObstacles to success

Staff resistant to change; ignorant or indifferent to role and expertise of teacher librarian

Lack of time to teach in the library or collaborate with other teachers due to classroom teaching and other commitments

Resistance to flexible timetabling in primary schools Limited funding ?

Know your communityKnow your community attending meetings, staff & student functions,

speaking at assemblies, joining committees communication

daily bulletin notices speaking at staff meetings each week informal contact with staff at morning tea keeping staff informed about resources/services via email forwarding oztlnet information as appropriate distributing publishers information library newsletters, items in the school newsletter

Know your community as well as the curriculum.

Establish your credibility in the community.

Teacher Librarian as PD providerTeacher Librarian as PD providerBy collaborating on instructional design and by providing relevant professional By collaborating on instructional design and by providing relevant professional

development for teachers, teacher librarians can affect the learning outcomes of development for teachers, teacher librarians can affect the learning outcomes of

far more students than by working as an individual with a few classes. far more students than by working as an individual with a few classes.

Not only is that approach a more efficient and pervasive use of your expertise, as a Not only is that approach a more efficient and pervasive use of your expertise, as a

bonus it can earn you the gratitude of your colleagues as they come to appreciate bonus it can earn you the gratitude of your colleagues as they come to appreciate

your efforts in easing their workload and enhancing their practice. your efforts in easing their workload and enhancing their practice.

It works towards an ILSC that includes staff as well as students.It works towards an ILSC that includes staff as well as students. (Spence 2003)

More strategies..More strategies..

SummarySummaryWho creates this ILSC?Who creates this ILSC?

The system that employs you

Your Principal and colleagues

You - A proactive Teacher Librarian with persistence, patience and a passionate belief in your role and mission within that community.

What tools & materials we have to work with? What tools & materials we have to work with? Curriculum innovation + Technology as ‘hooks’ for CPPT

How do we do it? How do we do it? Involvement in your school community

Technology as a tool to create scaffolds for learning

Re-design rather than re-invent the wheel Being proactive and initiating projects, approaching teachers with our ideas or even having staff morning teas in the library!

‘Working with the willing’ – accepting the fact that we will not ‘win’ with every teacher

Creating a high profile by documenting, publicizing and celebrating our achievements

Building our credibility and authority by offering PD activities

Strategies to keep you sane! Strategies to keep you sane!

Avoid self-blame when things don’t work

out as you would wish

Give yourself permission to leave the

library, to say ‘No’ sometimes.

Make lists and think ahead.

Don’t be hard on yourself.

Join the community of Teacher

Librarians in order to keep your leading

edge and your passion.

““Good company in a journey makes the Good company in a journey makes the way to seem the shorter”.way to seem the shorter”. (Izaak Walton, 1593–1683)(Izaak Walton, 1593–1683)