Assignment

Monday 1 August - HEADINGS Hi Virginia, Jo and Ann, These are the headings found in two of the Case Study exemplars: The School The Role of the Library with the School Community

The School’s Role Description of the Teacher Librarian Interview with the Teacher Librarian - Pedagogy - Curriculum Development - Staff Development - Staff Collaboration - Information and Literacy Development - Library Management - Library Layout - Evaluation - Visions for the Future

Does the school culture support the Library? || Provides a safe place for students – access to DVDs/computers that they don’t have a home Zoned spaces for year levels – resources in those areas for those year levels || Mission statement is not current
 * || Case 1 (Ann) || Case 2 (Jo) || Case 3 (JoJo) || Case 4 (Virginia) || Reference ||
 * **Role of the Library in the school**
 * Mission statement - did any have?
 * Position of library - central/hub?
 * Design/layout - flexible/fixed/cater for different learning
 * How others see the Library

Position is central within the school.

Open plan design with colour, fun furniture and reading areas and computer / lesson areas, conference room

Promoting through electronic notice board and newsletters || Goals of library related to college mission statement || - Varied in how teachers viewed the library's role (supervisions - does that just reflect stage of the school or helpful nature of TL - advocacy - student's have better idea again advocacy - position is central now but will not be in future plans Big picture clearly in mind  - Integral for resources  - Flexible spaces - embracing ICTs -  What is the vision of the school library/teacher-librarian in 2011? (Scan August 2011 p.7)  __Critique:__ Did they clearly espouse their vision through role statements? layouts? teaching programs?﻿ || ASLA Inquiry document – Bonnano

La Marca (blue book) p.10 || promotion of reading is the main priority incorporate managing resources and assistant staff; passionately promoting literature; collaborating with staff for curriculum and professional development purposes; initiating and participating in teaching information literacy; profit from collaboration has a library policy document that was written several years ago; on leadership team; Most of the time in the library both as lessons and borrowing || Yes role statement - being reviewed and re-written to incorporate three positions || - Teacher role statement covers all the same headings and through dot points lists - recognises ASLA ideals. - Supervision - within - Part time - Needs to develop - Library assistant Constantly advocating and verifying position (certainly true in Case 3 and 4) long established positions and acceptance of roles in State Schools in Cairns as shown in (Case 1 and 2) - is their role accepted or is it the person in the role? || ASLA || Value can mean importance of and benefits to be derived from || co-teaching
 * **Role of the teacher Librarian**
 * Role statement did they have one?
 * Leadership – professional standing
 * Time allocation - how they separate role tasks
 * Other roles in school e.g. in case 2 and case 4 || balancing what the school wants and needs to his own objectives and what he would like to achieve in his Library -role as a combination of finding resources effectively teaching for a specific purpose whereby he adds on to the teacher role and what each class teacher is working towards.As a whole, he sees his role as being a service provider to the school community (staff, admin, parents and students). || p
 * Pedagogy
 * What they value?

Control Inviting Reading Supporting teachers being a service to the commuity﻿ || In the lower grades, the Teacher Librarian’s pedagogy is literature based, Years 4 to 7 she teaches a variety of skills such as information literacy skills to locate information and research topics effectively when using books or the internet, how to create bibliographies or take notes || team teaching helping clients find recources || Valued - teaching research skills - locating information, evaluating resources and referencing, valued reading and social interaction to discuss literature Values being practical with assistance that is offered, the role is different to the "theory" base from her study and she believes there are many more pracitical issues to deal with; given her current situation, similar to mine, there are a lot of practical things you have to do to set up libraries and the theory behind roles, professional standing, leadership and colloborative planning and teaching may occur slowly and take time -(new library directions Scan August 2011 p.14) Critique: Better to start establishing this now Compared the case studies of established school libraries were the role and the place of the library in the school is firmly established. ||  || teachers – co- teaches school’s leadership team and facilitates curriculum planning sessions with teachers every term ||  || - no overall program -developing Year 8 program -planning depends on teacher -building up credibility - related to being employed as LA not even teacher (happening in another catholic school - do we do ourselves a disservice when we do this?) Waiting for direction with curriculum although professionally involved through parent representative. in small college able to be aware of each subject offered and so can input into resourcing || Statement that supports advocacy ||
 * Involvement in Curriculum
 * Leadership
 * Planning
 * School wide info lit program ||  || t
 * Info Literacy/Literacy
 * Plan
 * Teaching
 * Promotion || Structured library visits Critique: flexibility for needs || P-3 literacy based lessons

4-7 Research﻿ || P-12 info literacy scope and sequence - under review within diocese and at school level Lessons info lit, digital lit and literature || Developing with the school (4 x Year 8 in 2011) Comparison does size and numbers contribute to implementation of programs e.g. Case study 3 (7x Year 8 classes in 2011) how to manage timetabling, interruptions to lessons etc and balance with other classes and roles. Is it easier in established schools (Advocacy) || Todd/Kath || Staffing || Budget Staffing AV || Responsible for budget, management of daily running of library, input to plan for new library AV ||  ||﻿ ||   || regularly attends PD || Wants to complete Evidence based research Digital library report Connected classroom further developed Developed concept of the transfer of info lit skills and understanding across KLAs || Knows there are opportunities to involve students in cyberlearning and promotes digital responsibility. Like many situations is blocked by what students can/cannot access. Future changes will be building of new library but conscious that she will have her work cut out to make it the hub of the school - includes: ||  ||
 * Management
 * Responsibilities
 * || AV equipment || Budget
 * Staff development
 * Library staff
 * Teaching staff ||  ||   ||   || Offers 5 min sessions at staff meeting - teachers that come to the Library- working 1-1
 * **Reflecting on practice and envisioning future goals**
 * Self
 * Library
 * reviews
 * Plans for any future changes
 * Changes to cater for 21st century learner.. ||  || Types of reading material available increase in digital resources -