Intranet — a vision for a school learning community
Access to information online is now a standard expectation of libraries. To remain relevant in the 21st century, and to continue to play their accustomed role in the provision of information resources, libraries of all types have had to accommodate user-access PCs, to support connectivity, to develop digital content and facilitate access thereto, and to develop new skills in their staff and users.
(The Senate Environment, Communications, Information Technology and the Arts References Committee, 2003 p.15)
1.2.2 • Are thoroughly familiar with the information literacy and information needs, skills and interests of learners.
1.1.1 • Are well-informed about information literacy theory and practice
1.1.4 • Comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning.
2.2.1 • Collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes.
2.2.2 • Ensure that their programs are responsive to the needs of learners in the school community.
2.2.3 • Support learning and teaching by providing equitable access to professionally-selected resources.
2.2.5 • Teach the appropriate and relevant use of ICTs and information resources.
2.4.2 • Evaluate student learning to provide evidence of progress in information literacy and reading.
Council of School Library Associations of South Australia Inc. (CSLASA) submission (2003) to the Senate inquiry into the role of libraries in the online environment stressed the need for equity of access, and outlined a range of strategies for expanding use and distribution of library information resources. These included ‘establishment of library networks, improved online access in libraries, online libraries, and greater public knowledge and skill in using library resources’. The Council advocated the use of online subscriptions to combat the ever-increasing costs of maintaining collections and ICT infrastructure. (CSLASA, 2003)
At school, access to the small existing collection of information resources is facilitated through effective, efficient professionally-managed systems (2.1.2). However to provide access to a current, relevant set of information resources the school is exploring alternatives to print materials.
As online subscriptions are costly, the Council suggested that consortiums of libraries should apply for shared subscriptions or subscription discounts. In line with standards from Learning for the Future 2nd ed., the Council stressed the need for students and teachers to have access to ‘validated sources’ of quality, relevant, accurate and current information. It proposed that state education systems fund schools' access to a ‘core set of quality subscribed services’. It cited the Schools Catalogue Information Service (SCIS) as a precedent. The Queensland government provides information related to SCIS on the Libr@ry Services section of its website. (CSLASA, 2003)
Members of Queensland public libraries have access to Australia/New Zealand Reference Centre, a full text searchable database of content from Australasian and international references that include biographies and other reference books, company information, magazines, newspapers and news wires. Members of state library systems in other states also have access.
The National Library hosts a National Licensing Forum where issues related to subscriptions and licences for online materials are discussed.
Our school could enhance teacher and student access to validated sources of information by developing virtual libraries on the school intranet and by encouraging students to become members of the local Council libraries.
To support the current classroom-based delivery of ICT and information literacy programs, the TL could provide additional guidance and more information-rich online learning environments by setting up a stronger library presence on the school website. Quality examples of Australian school library websites are available on the School Libraries website.
To provide teachers with ready access to additional online information resources, I have developed a virtual library in the teachers’ section of the school’s intranet. The virtual library provides links to online reference sites as well as opportunities for professional dialogue. I hope that the intranet will provide a conduit for a school ‘learning community’.
To further facilitate the growth of our 'learning community', the school needs to develop a whole-school approach to information and ICT literacies. The 'Information and ICT literacy matrix of student learning' from Learning for the Future (ASLA, ALIA, 2001, p. 14-19) and the Queensland Studies Authority documents, Information and Communication Technology Cross Curricular Priority, published to supplement the Essential Learnings should be the school's starting point for embedding information and ICT literacies within curriculum curriculum programs.
References
ASLA. ALIA (2001). Learning for the future: developing information services in schools. Carlton, Victoria: Curriculum Corporation.
Council of School Library Associations of South Australia Inc. (2003) Submission to the Senate inquiry into the role of libraries in the online environment, http://www.aph.gov.au/senate/committee/ecita_ctte/completed_inquiries/2002-04/online_libraries/submissions/sublist.htmlKeynote Address, Information Literacy in a Digital World, presented at the Tasmanian Department of Education's Charles Sturt University Visiting Lecturer Series (1999) Lyn Hay (Lecturer in Teacher Librarianship, SPAN style="FONT-FAMILY: Arial" lang=EN-AU>School of O'Connor, Cheryl. (2007). Teacher librarians and school leadership. Access, 21 (March), 5–7. The Senate Environment, Communications, Information Technology and the Arts References Committee, (2003) Libraries in the online environment. Senate Printing Unit, Commonwealth of Australia:
