The InfoSmart Teacher Librarians toolkit

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The InfoSmart Teacher Librarians toolkit

• Presented by Sue Spence
• SLASA conference, Adelaide, 2004

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• "For some of us, the image of the TL is non
  existent, and it ain't likely to change. We are
  just administrative assistants, there to help do
  the photocopying and answer the phones at lunch
  time."
• I guess our problem is that we are a dollar
  driven school, with staff doing about three jobs
  each as part of their own role. Our director
  thinks libraries are a waste of time to start
  with, so it's a useless battle to gain
  recognition. I am not sure how it works in
  smaller schools, but I guess that you have more
  staff than we. (lucky you!!)

What is the difference in roles for TLs in
smaller schools as opposed to the larger better
funded schools? Do you have a larger or smaller
job description? Are you expected to multi task
more often??
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The journey
?

• It 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.h
  tml

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An ILSC who is responsible?

• Role of Principal

• slasaconference2004\The Role of the Principal in
  an Information Literate School Community Findings
  from an International Research Project.htm
• slasaconference2004\Connections 46.htm
• Gibbs, Rod, Reframing the role of the teacher
  librarian the case for collaboration and
  flexibility. Scan. Vol22. No3. August 2003

System Support
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Changing contexts
All curriculum documents include clear statements
regarding the information literacy expectations
that are developmentally appropriate for each
grade level. McKenzie, 1998
Overarching Learning Outcomes (WA)
New Basics (Qld)
Across Curriculum Perspectives (ACT)
EsseNTial Learnings
Essential Learnings (SA)
Broad Learning outcomes (NSW)
Essential Learnings (Tas)
generic skills (Vic)
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Changing contexts 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

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Changing contexts - 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

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• School libraries have responded quickly, and as
  effectively as resourcing has permitted, in
  providing online services. The school library not
  only makes online information freely accessible
  to all students, but also makes teaching them how
  to access and use that information effectively
  and ethically a high priority. Teacher librarians
  have applied their professional knowledge and
  expertise in teaching information literacy skills
  directly to students and in providing
  professional development for their classroom
  colleagues in this area. (Spence, S. Mitchell, P.
  2002)

Become involved in your professional association
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AEU (SA) Survey Results
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Obstacles 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
• ?

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Know 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.

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Teacher Librarian as PD provider

• By collaborating on instructional design and by
  providing relevant professional development for
  teachers, teacher librarians can affect the
  learning outcomes of 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 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.
• It works towards an ILSC that includes staff as
  well as students. (Spence 2003)

Re-design rather than re-invent the wheel.
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Starting over..

• Be proactive and initiate projects, approach
  teachers with ideas etc.
• Create a high profile by documenting, publicizing
  and celebrating your achievements
• Work with the willing accept the fact that we
  will not win with every teacher
• Re-design rather than re-invent the wheel.
• See problems as opportunities
• Avoid self-blame when things dont work out as
  you would wish!

• Keep your Principal informed and onside
• Use SACSA Essential Learnings to engage
  teachers in CPPT
• Use technology as a tool to create scaffolds for
  learning
• Use your IT skills to engage teachers and
  students alike
• Get involved in your school community
• Build your credibility and authority by offering
  PD activities
• Join the TL community to keep your leading edge
  and your passion.

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So, who creates an 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.

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