The role of the Teacher Librarian in creating an Information Literate School Community

I'm giving myself 10 minutes to Rocket Write everything that is in my head after completing the first Assessment Task for ETL401 (Teacher Librarianship). The task was on the role of the Teacher Librarian (TL) in creating an Information Literate School Community (ILSC) and the obstacles that a TL may face.

An ILSC is one where the entire community is dedicated to improving the information literacy of its members. This is through policies, clear role descriptions for specialist and leadership staff, assessment, integrated and adaptable curriculum, funding, ongoing PD and evaluation. The readings leading up to the assessment task also suggest that its important for the TL to be adequately trained. I completely agree with this sentiment as I have already learnt so much about being a TL and I'm only a couple of month in. I've already been inspired to make changes to my school library.... Imagine the inspiration and motivation I'll have once I've finished the course!!!

The roles of the TL that I discussed within my paper is the need for the TL to collaborate with classroom teachers. This way, the TL can help classroom teachers integrate information skills into their assignments and give teachers the confidence to integrate information literacy skills into their everyday teaching. Also because the TL teaches the entire student body, they are in a unique position to see the overall plan and learning for students.

The second role of the TL that I discussed was the need for the TL to be able and willing to keep abreast of technological advances and to be able to teach the teachers and students how to best use the technology to enhance their information literacy skills.

The obstacle that faces a TL that I discussed was a lack of funding. The suggested ways to overcome funding issues were: developing yearly and long term budgets for the library, searching for funding through grants and the P&P committee, using resources (e.g. the internet) that we already have to teach IL skills and to search for free and useful resources (an electronic catalogue), and to be financially creative when acquiring fiction books (e.g. birthday book donations, book fairs and book fundraising).

Well I think I'm getting close to my allocated 10min. Overall, this assignment has been interesting. It really boiled down the role of the TL and helped me set goals for the future.... E.g being more willing to working collaboratively with classroom teachers and also immersing myself in technology. If this is the first assignment, I'm looking forward to seeing what else this subject has to offer.

Selection and Acquisition - A reflection on ETL503 Assessment 1

To be completely honest, prior to starting this assessment task and related Modules for Resourcing the Curriculum, I had little to no understanding of the needs assessment, selection and acquisition processes undertaken by librarians in resourcing curriculum areas for the school libraries. However, it has been made apparent that proper management and consideration of these three areas is fundamental to a successful and useful library. A needs assessment must be completed in collaboration with the teachers involved to ensure that resources eventually acquired will actually be used and help meet the goals of the curriculum. A selection criteria must then be decided upon. Although a general criteria will be suitable in most cases a specific selection criteria might be called for in subject specific cases and perhaps instances of electronic resourcing. Finally, the acquisition process, where suppliers must be decided upon using a set criteria and issues relating to online acquisitions, for example licensing, copyright and subscription rights must be clarified.

This assessment task has made it clear that I need to develop my skills in acquisition as I believe too much time was spent looking for potential suppliers of the resources. As a teacher librarian I would hopefully develop a greater knowledge and understanding of and an appreciation of the acquisition process. This could potentially be achieved through developing a list of regular, reliable and useful suppliers rather than starting from scratch each time and also through becoming knowledgeable and practiced in the areas of licence, subscription and copyright particulars and negotiations.

In researching this assessment task, it has become apparent that electronic resources are the way of the future for school library collections and as such, as a beginning teacher librarian, I must be at the forefront of changes in access and trends in technology. For example, adopting and making easy access to electronic resources including e-books, e-journals, websites and digital learning objects. This is particularly important if the library is to remain relevant, engaging and useful. As Doug Johnson (2010) argued, many people now communicate, learn and play using non-print media and these people must be catered for in school libraries.

Therefore, I intend to extend my understanding and knowledge of electronic resources and how to best select and acquire them. This would be done through engaging in professional dialogue, perhaps through the OZTL_NET listserv, attending professional development days relevant to information technology and libraries and, of course, I will continue on the job learning on how to best use and make available resources.

A library without books? Yeah right!!!

As a part of my ETL503 studies, I have also read Mal Lee's article, "A Library without books". It seems as though Lee has wanted the closure of school libraries since the mid 90's. Something I consider a wrong move. I believe there is a place in this world for print and digital media. In saying that, TL's must be prepared to change. In the readings I have completed so far for this course, it has become apparent that TL's need to be at the forefront of technological advances if their role and the role of the library is not to become obsolete.

I understand that some TL's might be a little daunted about getting away from the books and into the post-literate society but if it will benefit the school community, shouldn't an attempt be made?

I also feel that libraries and TL's can be bought up to speed in a post-literate society without resulting in name changes such as 'information services unit' and 'director of learning technology'.

Students in the Post Literate society

I've just finished reading (well actually I read it ages ago but have been slack on blogging) for ETL503 "Resourcing the Curriculum", Doug Johnson's article "Libraries for a Post-Literate society" which discussed the ever growing post literate society and how libraries are catering for this group.

Johnson defined the post-literate society as "those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming.

I've worked in both the primary and secondary setting. In the secondary setting, I've witnessed an explosion of post-literate students. However, older staff, and indeed the technology available and accessible at the time, have held students back.

Now, working as a primary teacher, I've seen teachers, experienced and beginning, begin to embrace new technologies. In particular, interactive whiteboards (IWB). We're now at the stage of teaching the students the information literacy skills required to effectively use, understand and comprehend this technology and what they gain from it.

Johnson also listed 10 critical attributes of a library that serves a post-literate community.

Of these 10 attributes, my school currently does the following well:

• stocking graphic novels and audio books
• supporting gaming for instruction and for fun (particularly on the IWB)
• allowing the use of personal communication devices (laptops) and allowing network access (though at this stage, MP3 players and handhelds have not been introduced)
• accepting and promoting non-print resources for research

In my opinion, areas for improvement include:

• budgeting for, selecting, acquiring, cataloguing and circulating as many materials in non-print formats as there are traditional print materials (including a similar circulation policy)
• the purchase of high-value online information resources
• programs that teach critical evaluation of non-print information
• teaching the skills needed to produce effective communication in all formats (e.g. podcasts)
• recognising the legitimacy of non-print resources and promote their use without bias.

My school is currently using Rudd's Education Revolution money to build a new library that will also include extensive technological advances. This will, hopefully, be a step in the right direction in accommodating for the ever growing post-literate society