The Professional Practice Standards outline the skills a Teacher Librarian (TL) should demonstrate to provide excellent service to the shcool and wider community. The four standards in which a TL must strive for professional excellence inlcude:
2.1 engage and challenge learners within a supportive, information-rich learning environment 2.2 collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes 2.3 provide exemplary library and information services consistent with national standards 2.4 evaluate student learning and library programs and services to inform professional practice
2.1 Learning environment
Excellent teacher librarians: • create and nurture an information-rich learning environment which supports the needs of the school community • provide access to information resources through efficient, effective and professionally-managed systems • foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment • appreciate the dynamic nature of ICTs and their role in education
Promotion of Reading ALIA & ASLA’s (2004) Standard 2.1 requires TLs to engage and challenge learners in a supportive information rich learning environment. This includes fostering an environment that promotes literature and empowers students to read, view, listen and respond for understanding and enjoyment. Donham (2008, p.303) says this literature promotion by the TL should be “intrinsic, initiating and continuous”. ‘Intrinsic’ motivation will be explored under this Professional Standard, the ‘initiating’ concept will be explored under Professional Standard 3.2 and ‘continuous’ motivation will be explored throughout my continued SPP in the future. After making observations at Site 1, I believe the TL promotes reading ‘intrinsically’ by:
creating an inclusive physical space that promotes reading and is conducive to learning
promoting reading through a variety of mediums including print and digital formats
allowing access and opportunity to a range of resources
providing literature that caters for a multicultural clientele
ensuring literature is incorporated as part of student’s everyday lives
The first point will be explored in detail here for this Learning Hubs assignment. The promotion of reading and “actually getting kids to read and enjoy reading” is one of the most significant aspects of the TL’s role at Site 1. (Terwin, Module 2, 2012)
“There is a high need to improve reading and literacy skills at the school and so the TL spends a great deal of time engaging and enthusing students about reading. Many students don't have access to high quality print or virtual resources at home and the TL takes it upon herself to spark interest and encourage students to be involved in the wonder of reading” (Terwin, Module 6, 2012).
This highlights the importance of creating an inclusive physical space that engages students in the amazing world of literature. The AASL standards for the 21st century (2007) state that “school libraries should provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating and safe environment”.
The following points show examples of the TL at Site 1 creating a stimulating environment that is conducive to engaging students with literature and encourage reading.
Low level shelving for displays and junior fiction section to allow younger student access
Tables and chairs that can be moved and interconnected for group, whole class or individual activities. Hay and Todd (2010, p. 34) support the use of a transformational design based on the needs of learners.
The tall cubby over the circulation desk has been recently removed to open the desk and allow access to students
Appealing book displays relevant to events and units of work students are studying (below is a display for Anzac day 2012)
Display student work around the library to create a sense of belonging and ownership for students
Easy access to computers and online search facilities
Indigenous artwork to add personality and contribute to ambience of the space
Comfortable storytelling and reading chair with suprise footstool where books are hidden to reveal during storytime
The design of the library with large glass windows allows natural light which “creates an ambience of quiet contemplation and visual comfort” (La Marca, 2010, p.33).
Another aspect that would further enhance the reading experience for students would be a structured reading space with invitingly decorated environs and comfortable furniture (La Marca, 2010, p.22). During my SPP at Site 1, the comfortable cushions students used in the library for reading had to be removed for health and safety reasons. I decided to seek advice from the OZNET_TL community about creating comfortable reading spaces. Below is a list of websites I received about library furniture and bean bags that would entice students to read in an enjoyable and relaxing environment. This list was given to the librarian and the purchase of Ezibuy beanbags is currently being considered.
Reconsider the large fire door at the entrance of the library. This was poorly considered during library design and the new Principal is investigating installing glass doors to create appealing access and improve the entrance to the library.
2.2 Learning and teaching
Excellent teacher librarians: • collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes • ensure that their programs are responsive to the needs of learners in the school community • support learning and teaching by providing equitable access to professionally-selected resources • assist individual learners to develop independence in their learning • teach the appropriate and relevant use of ICTs and information resources
ICT Literacy “The ability to process and use information effectively is a basic survival skill for those who wish to be successful learners in the 21st century” (ALIA, 2010). Engaging students in new technologies and incorporating digital literacy into the library is an essential factor to enhance learning and teaching in today’s evolving technological society. Wall and Ryan (2010, p.31) define digital literacy as a “set of skills, processes and attitudes that enables a learner to utilise information in whatever form it is published or transmitted so that the learner can manipulate the information to construct knowledge”. ICT literacy, information literacy and critical literacy are three components of digital literacy. For the purpose of this Learning Hubs assignment, ICT literacy will be the main focus even though these three components are interconnected and work in collaboration with each other. The incorporation of ICT as a general capability in the Australian Curriculum highlights the importance of students using technologies “to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas” (ACARA, 2012). The following points show a number of techniques the TL at Site 1 uses to include ICT in learning and teaching:
Utilise the wall projector to read online books, show book trailers and interact with learning objects
Teach cybersaftey across all year levels including maintaining a safe online presence and social networking etiquette (the TL has use the Cybersmart website to assist in teaching cybersafety)
Despite the use of the above ICTs, the TL at Site 1 admits her knowledge of emerging technologies and Web 2.0 tools needs refinement (TL, Site 1, 2012). She is currently updating her Masters in Education Teacher Librarianship to gain expertise in this area. With this newfound knowledge the TL hopes to take a stronger leadership role in the advocacy of school-wide ICT implementation which is preferable to current individual teacher-led interventions (O’Connell & Groom, 2010). O’Connell and Groom (2010, p. 55) encourages teachers to promote experiences where students can “use creation and expression to demonstrate learning with Web 2.0 through a variety of forms (such as wiki’s, fan fiction, videos, podcasts and Voicethreads)”. Teachers at Site 1 are slowly moving away from the typical PowerPoint presentations as they begin to explore new learning tools such as blogs, wiki’s and podcasts. Generating this Portfolio Wiki has been my first experience in creating a virtual space. Obstacles that have prevented teachers engaging in Web 2.0 tools includes a limited number of computers for student use, lack of proficient knowledge in use of Web 2.0 tools, reliability of connectivity and access to software in classrooms. The installation of school-wide wireless Wifi in 2011 and the possibility of increased funding to purchase a bank of new laptops toward the end of 2012 will allow an entire class to work online simultaneously. To improve teacher confidence in ICT use, the TL conducted professional development sessions on implementing iPads, flip video and wall projectors in classrooms. However there is still a “need to normalise use of digital technology in everyday teaching [and] move rapidly from a position of constancy and continuity to one of natural and constant evolution and change” (Lee, 2012, para 5). If I were TL at Site 1, I would attempt to normalise the use the digital technology by incorporating ICT in the following ways:
Inform staff of new technologies and online resources at staff meetings or via email
Conduct professional development sessions in the use of Web 2.0 tools
Encourage use of the school portal for open collaborative curriculum planning and communication
Investigate possible implementation of student email to enable opportunities for teacher/student discussion and shared collaboration
Develop virtual spaces for the library (for example: book club blogs or reading response Wikis) O'Connell and Groom (2010, p.21) support the use of blogs which encourages critical literacy and is a powerful personal and group tool for reflective writing.
Utilise Web 2.0 tools to explore alternative methods to demonstrate learning (for example: podcasts, Wikis, Voki’s, mindmaps, Wordle)
Create learning objects and webquests to promote information literacy skills in the library
2.3 Library and information services management
Excellent teacher librarians: • ensure that the library's policies and procedures implement the school's mission • provide exemplary reference and information services to the school community • strategically plan and budget for improvement in library and information services and programs • apply information management practices and systems that are consistent with national standards Collection Management An excellent TL needs to provide exemplary library and information services to the school community (ALIA & ASLA, 2004). Ensuring that a library collection is “responsive, well organised and accessible” are vital aspects a TL must consider to provide exceptional library service (Hay & Foley, 2009, p.18). A collection policy is required to effectively acquire, organise and evaluate the range of resources available to the community. The Site 1 library is lucky to house a large collection with over 17,000 resources for 52 students and 10 staff. Having years of experience, the TL at Site 1, understands what works well in a small school library and seems to have all documentation and management systems in her head. The TL explained that writing policy documents has not been a priority as completing grant applications and developing school wide literacy programs has taken precedence (TL, Site 1, 2012). I expressed concern in the Learning Hubs discussion Wiki about the “need for policy documents when the TL recently became the Literacy and Numeracy Improvement Teacher (LNIT) and another teacher worked in the library... so the TL's knowledge had to be passed predominately by word of mouth” (Terwin, Module 4, 2012). Debowski (2001, p.115) explains how a policy document could have helped the new TL transition by “providing guidelines that can be followed by a number of members of the work team”. Bishop (2007, p.9) supports the implementation of a collection policy as it is through this document that “evaluating the collection and assessing the needs of users” occurs. The area of collection evaluation is a concern at Site 1. Despite the TL weeding the collection regularly there has not been an official stocktake completed in over three years. There is also an extensive overdue list of 1700 resources dating back to 2010. Since beginning my SPP, I also observed numerous occasions where teachers or students request books the system finds available and yet cannot be located on the shelves. As I find this time consuming, frustrating and inconvenient I would make stocktake and regulation of overdue returns a priority if I were appointed TL at this school. The TL only working two days a week, time constraints, moving into the new library and the TL taking on the Literacy and Numeracy Improvement Teacher (LNIT) role are reasons for this lack of collection management. A policy document would assist in conducting regular stocktakes and enable the "development a holistic collection of information resources that meets the needs of leaners" (Wall & Ryan, 2010, p.9). Another area in which a policy document would assist organisation is resource acquisition. As Bishop (2007) describes, a collection policy outlines a criteria for selecting materials and acquisition process. In the past at Site 1, acquisitions have been random stemming from request from teachers. However, resourcing for the Australian Curriculum and the development of structured Year A/B unit plans is reducing the ad hoc manner in which resources are purchased. Hay and Foley (2009), and Kuhlthau, Maniotes and Caspari (2007) both support the dynamic purchase of new resources for a current and broad collection that provides different experiences for learning. Since the opening of the new library, a dedicated workroom has enabled the development of an improved system to manage new materials with a structured ordering, cataloguing, covering and shelving process. Below is a photo of the new workroom.
A system that can effectively manage a dynamic and flexible collection is imperative in creating a professional learning environment. Site 1 uses the Softlink Oliver library management software to organise resources. Since beginning my SPP I have been familiarising myself with this comprehensive software program that enables effective administration of borrower circulation, ordering, acquisitions, cataloguing, stocktake and other extensive collection management processes. I have learnt how to use the circulation desk to loan and return books, add borrowers, catalogue resources and run overdue records. There are many aspects of the Oliver system including stocktake, acquisitions, and manual cataloguing that I am yet to experience. Other aspirations I have as a future TL in the area of collection management include:
Familiarise myself with existing collection
Continue learning how to use the Oliver library management software to efficiently organise the collection
Use borrower history, stocktake data or survey the school community to effectively assess the needs of the collection
Complete a collection stocktake
Use data collected from stocktake to evaluate collection and make informed decisions about purchasing resourcing and weeding the collection
Contribute and participate in the creation of a collection policy
Encourage sharing of resources
Learn process for selecting and ordering resources
Learn appropriate decision making processes and systems to weed the collection
Incorporate digital resources and online materials in collection policy development
2.4 Evaluation
Excellent teacher librarians: • monitor teaching practice to ensure improved learning and teaching • evaluate student learning to provide evidence of progress in information literacy and reading • measure library resources, facilities, programs and services against current policies, standards documents and benchmarks • use evidence to inform programs and services
Evaluation of Collection management and Information literacy/ICT literacy programs Evaluation is critical to create a professional, reflective and evolving 21st Century library. As ALIA & ASLA (2004) Standard 2.4 states, an excellent librarian must evaluate student learning and library services to inform professional practice. Donham (2008) supports that evaluation gives stakeholders insight to making better use of library programs and services. Although quite reflective in her teaching practice, the TL at Site 1 lacks formal evaluation of library services. Being in such a small school means most of the TL’s evaluation stems from encountering evidence that is incidental and she makes adjustments to services according to observations and discussion with students and teachers (Gillespie as cited in Hughes, 2012). With only 52 students to manage, the TL can provide individualised reading programs and respond to specific needs quickly and effectively. Time spent creating individualised reading programs could be the reason the TL at Site 1 has not developed policy documents in areas of information literacy, ICT and collection management. Like Donham (2008), I believe data collection should be integral to policy creation so the TL can develop a clear understanding of information and ICT skills that need to be taught and how to manage the collection. At the moment, the process of evidence based evaluation seems futile since there are no policy documents to measure against collected data. Evidence should be used in the creation of these documents, to inform the change and development process (Hay & Todd, 2010). If I were the TL at this school I would begin the formal data collection process with a focus on information literacy and ICT skills by:
Assessing the needs of teachers in training of ICT skills
Assessing student knowledge in information and ICT skills to plan for focus areas
Assessing which information skills are regularly taught and reasons others are neglected
Discovering how information skills have been included in planning documents in the past
Researching how other schools implement information literacy programs effectively
Using continuum documents to explicitly outline skills to be achieved at each year level (Attached is an Information Literacy Skills Years 5-7 Continuum that the TL found in her files that could be used as a guide).
I would also begin the formal data collection process to aid in the development of a collection management policy by:
Conducting a stocktake using Oliver software to gain statistical data on collection use
Collecting information through questionnaires and surveys to understand borrower preferences
Researching borrower history and loan statistics to improve collection utilisation
Not only should a TL use evidence to inform programs and services, but using evidence to assess student learning is another important aspect of the TL’s role (Hay & Todd, 2010). Since lessons are Non-Contact Time (NCT) at Site 1, the TL must clearly assess skills students have learnt during library time and communicate this with teachers. The TL creates individual reports to evaluate student learning and provide evidence of progress in information literacy, ICT’s and reading (ALIA & ASLA, 2004). Attached is an example of a simple progress report the TL provided class teachers in a year 2 class.
Another evaluative practice required for excellence in teacher librarianship includes TLs monitoring their own teaching and learning (ASLA & ALIA, 2004). To monitor her own teaching, the TL at Site 1 develops a student evaluation form at the end of each term to discover what they enjoyed, disliked and want more of during library lessons. This encourages students to be reflective, self directed learners and allows the TL to gather data for lesson improvement in the future (Catholic Education Archdiocese of Brisbane, 2002). Attached is the Roles of Lifelong Learning wheel used by Site 1.
To assess the overall effectiveness of the library I would like to survey staff and students about their views on library services. I would consider an online Survey Monkey to question the school community using Boyd’s (2006, p.11) strengths, weakness, opportunities and threats (SWOT) analysis to find out about successes and identify changes that need to be made. This reflective behaviour would encourage me to be a strategic librarian with a “deep understand of learning and literacy in a rich information and technological landscape” (Hay & Todd, 2010, p.37). Overall, there is clearly room for evaluation improvement at Site 1 which would provide enhanced professional library programs and services.
2.1 engage and challenge learners within a supportive, information-rich learning environment
2.2 collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes
2.3 provide exemplary library and information services consistent with national standards
2.4 evaluate student learning and library programs and services to inform professional practice
2.1 Learning environment
Excellent teacher librarians:• create and nurture an information-rich learning environment which supports the needs of the school community
• provide access to information resources through efficient, effective and professionally-managed systems
• foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment
• appreciate the dynamic nature of ICTs and their role in education
Promotion of Reading
ALIA & ASLA’s (2004) Standard 2.1 requires TLs to engage and challenge learners in a supportive information rich learning environment. This includes fostering an environment that promotes literature and empowers students to read, view, listen and respond for understanding and enjoyment. Donham (2008, p.303) says this literature promotion by the TL should be “intrinsic, initiating and continuous”. ‘Intrinsic’ motivation will be explored under this Professional Standard, the ‘initiating’ concept will be explored under Professional Standard 3.2 and ‘continuous’ motivation will be explored throughout my continued SPP in the future. After making observations at Site 1, I believe the TL promotes reading ‘intrinsically’ by:
The first point will be explored in detail here for this Learning Hubs assignment. The promotion of reading and “actually getting kids to read and enjoy reading” is one of the most significant aspects of the TL’s role at Site 1. (Terwin, Module 2, 2012)
“There is a high need to improve reading and literacy skills at the school and so the TL spends a great deal of time engaging and enthusing students about reading. Many students don't have access to high quality print or virtual resources at home and the TL takes it upon herself to spark interest and encourage students to be involved in the wonder of reading” (Terwin, Module 6, 2012).
This highlights the importance of creating an inclusive physical space that engages students in the amazing world of literature. The AASL standards for the 21st century (2007) state that “school libraries should provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating and safe environment”.
The following points show examples of the TL at Site 1 creating a stimulating environment that is conducive to engaging students with literature and encourage reading.
Another aspect that would further enhance the reading experience for students would be a structured reading space with invitingly decorated environs and comfortable furniture (La Marca, 2010, p.22). During my SPP at Site 1, the comfortable cushions students used in the library for reading had to be removed for health and safety reasons. I decided to seek advice from the OZNET_TL community about creating comfortable reading spaces. Below is a list of websites I received about library furniture and bean bags that would entice students to read in an enjoyable and relaxing environment. This list was given to the librarian and the purchase of Ezibuy beanbags is currently being considered.
Further improvements I would make to the physical space of Site 1’s library include:
2.2 Learning and teaching
Excellent teacher librarians:• collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes
• ensure that their programs are responsive to the needs of learners in the school community
• support learning and teaching by providing equitable access to professionally-selected resources
• assist individual learners to develop independence in their learning
• teach the appropriate and relevant use of ICTs and information resources
ICT Literacy
“The ability to process and use information effectively is a basic survival skill for those who wish to be successful learners in the 21st century” (ALIA, 2010). Engaging students in new technologies and incorporating digital literacy into the library is an essential factor to enhance learning and teaching in today’s evolving technological society. Wall and Ryan (2010, p.31) define digital literacy as a “set of skills, processes and attitudes that enables a learner to utilise information in whatever form it is published or transmitted so that the learner can manipulate the information to construct knowledge”. ICT literacy, information literacy and critical literacy are three components of digital literacy. For the purpose of this Learning Hubs assignment, ICT literacy will be the main focus even though these three components are interconnected and work in collaboration with each other.
The incorporation of ICT as a general capability in the Australian Curriculum highlights the importance of students using technologies “to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas” (ACARA, 2012). The following points show a number of techniques the TL at Site 1 uses to include ICT in learning and teaching:
Despite the use of the above ICTs, the TL at Site 1 admits her knowledge of emerging technologies and Web 2.0 tools needs refinement (TL, Site 1, 2012). She is currently updating her Masters in Education Teacher Librarianship to gain expertise in this area. With this newfound knowledge the TL hopes to take a stronger leadership role in the advocacy of school-wide ICT implementation which is preferable to current individual teacher-led interventions (O’Connell & Groom, 2010).
O’Connell and Groom (2010, p. 55) encourages teachers to promote experiences where students can “use creation and expression to demonstrate learning with Web 2.0 through a variety of forms (such as wiki’s, fan fiction, videos, podcasts and Voicethreads)”. Teachers at Site 1 are slowly moving away from the typical PowerPoint presentations as they begin to explore new learning tools such as blogs, wiki’s and podcasts. Generating this Portfolio Wiki has been my first experience in creating a virtual space. Obstacles that have prevented teachers engaging in Web 2.0 tools includes a limited number of computers for student use, lack of proficient knowledge in use of Web 2.0 tools, reliability of connectivity and access to software in classrooms. The installation of school-wide wireless Wifi in 2011 and the possibility of increased funding to purchase a bank of new laptops toward the end of 2012 will allow an entire class to work online simultaneously. To improve teacher confidence in ICT use, the TL conducted professional development sessions on implementing iPads, flip video and wall projectors in classrooms. However there is still a “need to normalise use of digital technology in everyday teaching [and] move rapidly from a position of constancy and continuity to one of natural and constant evolution and change” (Lee, 2012, para 5). If I were TL at Site 1, I would attempt to normalise the use the digital technology by incorporating ICT in the following ways:
2.3 Library and information services management
Excellent teacher librarians:• ensure that the library's policies and procedures implement the school's mission
• provide exemplary reference and information services to the school community
• strategically plan and budget for improvement in library and information services and programs
• apply information management practices and systems that are consistent with national standards
Collection Management
An excellent TL needs to provide exemplary library and information services to the school community (ALIA & ASLA, 2004). Ensuring that a library collection is “responsive, well organised and accessible” are vital aspects a TL must consider to provide exceptional library service (Hay & Foley, 2009, p.18). A collection policy is required to effectively acquire, organise and evaluate the range of resources available to the community. The Site 1 library is lucky to house a large collection with over 17,000 resources for 52 students and 10 staff. Having years of experience, the TL at Site 1, understands what works well in a small school library and seems to have all documentation and management systems in her head. The TL explained that writing policy documents has not been a priority as completing grant applications and developing school wide literacy programs has taken precedence (TL, Site 1, 2012). I expressed concern in the Learning Hubs discussion Wiki about the “need for policy documents when the TL recently became the Literacy and Numeracy Improvement Teacher (LNIT) and another teacher worked in the library... so the TL's knowledge had to be passed predominately by word of mouth” (Terwin, Module 4, 2012). Debowski (2001, p.115) explains how a policy document could have helped the new TL transition by “providing guidelines that can be followed by a number of members of the work team”.
Bishop (2007, p.9) supports the implementation of a collection policy as it is through this document that “evaluating the collection and assessing the needs of users” occurs. The area of collection evaluation is a concern at Site 1. Despite the TL weeding the collection regularly there has not been an official stocktake completed in over three years. There is also an extensive overdue list of 1700 resources dating back to 2010. Since beginning my SPP, I also observed numerous occasions where teachers or students request books the system finds available and yet cannot be located on the shelves. As I find this time consuming, frustrating and inconvenient I would make stocktake and regulation of overdue returns a priority if I were appointed TL at this school. The TL only working two days a week, time constraints, moving into the new library and the TL taking on the Literacy and Numeracy Improvement Teacher (LNIT) role are reasons for this lack of collection management. A policy document would assist in conducting regular stocktakes and enable the "development a holistic collection of information resources that meets the needs of leaners" (Wall & Ryan, 2010, p.9).
Another area in which a policy document would assist organisation is resource acquisition. As Bishop (2007) describes, a collection policy outlines a criteria for selecting materials and acquisition process. In the past at Site 1, acquisitions have been random stemming from request from teachers. However, resourcing for the Australian Curriculum and the development of structured Year A/B unit plans is reducing the ad hoc manner in which resources are purchased. Hay and Foley (2009), and Kuhlthau, Maniotes and Caspari (2007) both support the dynamic purchase of new resources for a current and broad collection that provides different experiences for learning. Since the opening of the new library, a dedicated workroom has enabled the development of an improved system to manage new materials with a structured ordering, cataloguing, covering and shelving process. Below is a photo of the new workroom.
A system that can effectively manage a dynamic and flexible collection is imperative in creating a professional learning environment. Site 1 uses the Softlink Oliver library management software to organise resources. Since beginning my SPP I have been familiarising myself with this comprehensive software program that enables effective administration of borrower circulation, ordering, acquisitions, cataloguing, stocktake and other extensive collection management processes. I have learnt how to use the circulation desk to loan and return books, add borrowers, catalogue resources and run overdue records. There are many aspects of the Oliver system including stocktake, acquisitions, and manual cataloguing that I am yet to experience. Other aspirations I have as a future TL in the area of collection management include:
2.4 Evaluation
Excellent teacher librarians:• monitor teaching practice to ensure improved learning and teaching
• evaluate student learning to provide evidence of progress in information literacy and reading
• measure library resources, facilities, programs and services against current policies, standards documents and benchmarks
• use evidence to inform programs and services
Evaluation of Collection management and Information literacy/ICT literacy programs
Evaluation is critical to create a professional, reflective and evolving 21st Century library. As ALIA & ASLA (2004) Standard 2.4 states, an excellent librarian must evaluate student learning and library services to inform professional practice. Donham (2008) supports that evaluation gives stakeholders insight to making better use of library programs and services. Although quite reflective in her teaching practice, the TL at Site 1 lacks formal evaluation of library services. Being in such a small school means most of the TL’s evaluation stems from encountering evidence that is incidental and she makes adjustments to services according to observations and discussion with students and teachers (Gillespie as cited in Hughes, 2012). With only 52 students to manage, the TL can provide individualised reading programs and respond to specific needs quickly and effectively.
Time spent creating individualised reading programs could be the reason the TL at Site 1 has not developed policy documents in areas of information literacy, ICT and collection management. Like Donham (2008), I believe data collection should be integral to policy creation so the TL can develop a clear understanding of information and ICT skills that need to be taught and how to manage the collection. At the moment, the process of evidence based evaluation seems futile since there are no policy documents to measure against collected data. Evidence should be used in the creation of these documents, to inform the change and development process (Hay & Todd, 2010). If I were the TL at this school I would begin the formal data collection process with a focus on information literacy and ICT skills by:
I would also begin the formal data collection process to aid in the development of a collection management policy by:
Not only should a TL use evidence to inform programs and services, but using evidence to assess student learning is another important aspect of the TL’s role (Hay & Todd, 2010). Since lessons are Non-Contact Time (NCT) at Site 1, the TL must clearly assess skills students have learnt during library time and communicate this with teachers. The TL creates individual reports to evaluate student learning and provide evidence of progress in information literacy, ICT’s and reading (ALIA & ASLA, 2004). Attached is an example of a simple progress report the TL provided class teachers in a year 2 class.
Another evaluative practice required for excellence in teacher librarianship includes TLs monitoring their own teaching and learning (ASLA & ALIA, 2004). To monitor her own teaching, the TL at Site 1 develops a student evaluation form at the end of each term to discover what they enjoyed, disliked and want more of during library lessons. This encourages students to be reflective, self directed learners and allows the TL to gather data for lesson improvement in the future (Catholic Education Archdiocese of Brisbane, 2002). Attached is the Roles of Lifelong Learning wheel used by Site 1.