Professional+Knowledge

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Excellent teacher-librarians ....... ======

**__ Planning Sessions (1.2) __**

"When teacher-librarians collaborate with classroom teachers in teaching and integrating literature and information skills into the curriculum, there is opportunity for more authentic learning experiences and a positive influence on learning outcomes and student achievement" ( U.S. National Commission on Libraries and Information Science, 2008, pp.5-6).

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The teacher-librarian indicates a clear understanding of her knowledge-based role through her participation in planning and curriculum discussion. As she is also the curriculum support teacher she successfully supports educational pedagogy. Sitting alongside her at our most recent Term 4 planning session, the teacher-librarian assisted myself and my colleagues to utilise resources that would be of most benefit to the students we teach to ensure they're learning at an enjoyable, developmentally appropriate level. I have a real interest in not only teacher-librarianship but also curriculum support. I perceive the roles to be so closely linked as I see the role of the teacher-librarian as a facilitator and leader in curriculum. I would hope to continue to develop my knowledge of curriculum and developmental levels through professional development and planning days so that I give my colleagues the best possible support in their challenging teaching positions whilst also teaching all year levels at my school using the knowledge I possess. ======

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**__Library Management (1.4)__**  ======

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"Information services staff manage the information centre and its services to ensure that the learning environment is functional and congenial and supports the achievement of agreed student-learning outcomes." (Curriculum Corporation, 2001, p41) ======

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 This year my school has changed from using Alice to Oliver as its library management software. Oliver is a “web based relational database Library Management System developed by Softlink International Limited." (Oliver website, 2009) From my observations the changeover hasn’t been as smooth as first intended as there are some significant differences between the programs. The Library team are using a guide specially written to assist Alice users to move to Oliver which has been an excellent resource. (Softlink, 2006, p IV) As the changeover to Oliver occurred during term one I have been able to use the system myself. I have found the Oliver system to be much slower than the Alice system. My class has had to wait alot longer for the books they've borrowed to actually appear on the monitor so I can ensure they have been borrowed out correctly. The teacher-librarian explained that at times it works really well and is a better system than Alice. I have identified the area of library management as an area I need to really work on. I need to develop a better understanding of 'Oliver', the dewey decimal system and I need to learn how to effectively manage the resources in the library with regards to borrowing, returning, cataloguing and shelving books. ====== **__Role Statement (1.4)__ ** When interviewing my teacher-librarian about her role and whether the school had a role statement or library policy, she immediatley produced the ASLA/ALIA document of the standards of excellence for teacher-librarians. Furthermore, she gave me a copy of her role statement that she had personally created based on the ASLA/ALIA standards. She has highlighted four key areas that are vital to her role as a teacher-librarian. She identified how she works within that key area in order to attempt to achieve the standards of excellence.  //1. Teacher-Librarians partner teachers to develop, implement and evaluate curriculum which facilitates student learning. // The Teacher-Librarian aims to partner teachers through co-operative planning sessions, by having a flexible timetable, communicating openly with all staff members and evaluating the effectiveness of resources and programs at the conclusion of modules of work.

//2. Teacher-Librarians work collaboratively to provide opportunities for students to become discerning users of information. // The Teacher-Librarian provides opportunities for students by identifying specific information skills that apply to learning when planning modules, by running the ‘Library Care Group’, evaluating resources before purchasing them and instructing students in the use of the library inquiry system ‘OLIVER’. //3. Teacher-Librarians advocate reading, promote literature for children and young people and offer reader guidance. // The Teacher-Librarian advocates reading, promotes literature and offers reader guidance by inviting guest performers, authors, illustrators and storytellers to visit the school, organising Book Week, the Bilby Awards, Reader’s Cup and relating fiction to the modules.

//4. Teacher-Librarians manage a school’s information resources and services. // The Teacher-Librarian manages a school’s information resources and services by collaborating with the IT specialist and Curriculum Support Teacher, budgeting, planning and purchasing, creating resource module boxes for classes and accessing and managing ‘OLIVER’.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This role statement incorporates four of the the teacher-librarian standards of excellence and demonstrates a rich professional knowledge of the national standards for library and information management. I believe that through studying this Masters of Education in teacher-librarianship, I too am developing a professional knowledge of the national standards for teacher-librarians. As a future teacher-librarian I intend to attend professional development days and continue my subscriptions to OZTL_NET and BCE TLs to further develop and stay abreast of future developments in teacher- <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">librarianship in not only library management but all areas of the teacher-librarians role.