The Teacher Librarian toolkit for an Information Literate School Community

1. The Teacher Librarian toolkit for an Information Literate School Community Presented by Sue Spence [formerly Sue Cartwright] “Island Journey” ASLA conference, Hobart, 2003

2. 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.html

3. An ILSC – who is responsible? Role of Principal http://golum.riv.csu.edu.au/~lhay/iasl/ilsc.html http://www.ericit.org/digests/EDO-IR-2002-06.shtml Gibbs, Rod, Reframing the role of the teacher librarian: the case for collaboration and flexibility. Scan. Vol22. No3. August 2003 System Support

4. 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)

5. 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 Why re-invent the wheel?

6. 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

7. 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

8. AEU (SA) Survey Results

9. 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 • ?

10. 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.

11. Teacher Librarian as PD provider Re-design rather than re-invent the wheel. 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)

13. More strategies.. Using technology as a ‘hook’ for CPPT Being proactive and initiating projects, approaching teachers with ideas or even having staff morning teas in the library! ‘Working with the willing’ – accepting the fact that we will not ‘win’ with every teacher

14. Creating a high profile by documenting, publicizing and celebrating our achievements Building our credibility and authority by offering PD activities

15. Summary “A journey is like marriage. The certain way to be wrong is to think you control it.” Who creates this ILSC? • The system that employs you • YourPrincipal and colleagues • You - A proactive Teacher Librarian with persistence, patience and a passionate belief in your role and mission within that community. What tools & materials we have to work with? • Curriculum innovation + Technology as ‘hooks’ for CPPT How do we do it? • Involvement in your school community • Technology as a tool to create scaffolds for learning • Re-design rather than re-invent the wheel • Being proactive and initiating projects, approaching teachers with our ideas or even having staff morning teas in the library! • ‘Working with the willing’ – accepting the fact that we will not ‘win’ with every teacher • Creating a high profile by documenting, publicizing and celebrating our achievements • Building our credibility and authority by offering PD activities • Strategies to keep you sane! • Avoid self-blame when things don’t work out as you would wish • Give yourself permission to leave the library, to say ‘No’ sometimes. • Make lists and think ahead. • Don’t be hard on yourself. • Join the community of Teacher Librarians in order to keep your leading edge and your passion.

16. “Good company in a journey makes the way to seem the shorter”.(Izaak Walton, 1593–1683)