The Curriculum
1. School library and information programs and services are integral to the goals of the school and the aims of the school curriculum.
2. As a member of the school's teaching team, the teacher-librarian has a role in the planning, implementation and evaluation of education policies, curricula, outcomes and programs, with particular reference to the development of students' information literacy.
ALIA/ASLA joint statement on library and information services in schools,
adopted in 1989 and reviewed in 2003
1.2 Knowledge of learning and teaching (know about learning and teaching across curriculum areas and developmental levels)
1.2.1 • Have a detailed knowledge of current educational pedagogy.
1.2.2 • Are thoroughly familiar with the information literacy and information needs, skills and interests of learners.
1.2.3 • Fully understand the need to cater for the social, cultural and developmental backgrounds of learners in program implementation and curriculum resourcing.
1.3 Knowledge of curriculum (have a rich understanding of the school community and curriculum)
1.3.1 • Have a comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in their schools.
1.3.2 • Have a detailed knowledge of how to promote and foster reading.
1.3.3 • Have a sound understanding of current assessment theory and processes.
Teacher-librarians are responsible for supporting implementation of national, state and school-based curriculum initiatives using effective learning approaches.
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Traditionally teacher-librarians promote reading and support the development of information literacy. These attributes are necessary to lifelong learning.
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2008 The school's Resource Centre Guide adopts the definition of the teacher librarian's role described in the Department of Education's EOG 14 January 1987. Essentially, the role entails working cooperatively with classroom teachers as equal partners to plan, develop, teach and evaluate resource-based programs. These might include contextualised research processes, literature-based activities or any other aspects of the school curriculum. Mention is also made of the teacher librarian's responsiblity for reader guidance and research assistance. The outdated policy is symptomatic of the pressure that TLs feel in trying to keep up with the pace of technological, curriculum and adminstrative change. The TL's role in the development of information and ICT literacies or the promotion of reading is not explicit in the resource centre guide, and there are no school based-programs in place. In practice, the TL is aware of his responsibilities in both areas. However, competing demands and limited resources have resulted in certain aspects of library services being neglected. The focus of the library program is promoting reading and creating a learning environment that encourages students to enjoy reading, viewing and listening to texts, and respond with understanding. This has been achieved at the expense of information and ICT literacies. | 2011 I began this year, keen to work collaboratively with classroom teachers. I consulted teachers about what they wanted me to do to support classroom learning. In the past the TL has supported Accelerated Reader processes in library lessons, so the teachers seemed surprised and unprepared for my offer. Eventually the Prep teachers said they were doing their school community and would be setting up their own library in their classroom, the Year 2 teachers wanted meto read poems to their classes and the Years 4 and 6 teachers wanted me to teach referencing. To support the Prep classes, I introduced them to library routines and organised a visit to the nearby Council library. The Year 2 request was easily accommodated because I'd taught Year 2 in 2010. We read and wrote class poems. The reference list request was not as straightforward. A KLW revealed that the children knew very little about reference lists. So I devised a series of lessons about conducting Alice inquiry searches, locating books on the shelves, the content of title and imprint pages, and the reasons for and format of reference lists. Most Year 4 students enjoyed the activities because they were allowed to work together. The Year 6 students were reluctant to participate. They were in the habit of using library time as down time where they chatted amongst the shelves or read. It was a culture that was hard to change. Effecting change with teachers is also going to be a quite a challenge. In preparation for 2012 I will:
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References
ALIA,ASLA. (2003). ALIA/ASLA joint statement on library and information services in schools. Retrieved 19 Oct 2008 from http://www.alia.org.au/policies/services.in.schools.html
Grieshaber, S. (2010). Beyond discovery: a case study of teacher interaction, young children and computer tasks, Cambridge Journal of Education, 40(1), 69–85. Retrieved September 26, 2011, from Taylor and Francis http://dx.doi.org/10.1080/03057640903567047
Heider, K. L. (2009). Information Literacy: The Missing Link in Early Childhood Education. Early Childhood Education Journal, 36(6), 513–518. Retrieved August 6, 2011, from EBSCOhost.
Kapitzke, C. (2003). Information Literacy: A Review and Poststructural Critique. Australian Journal of Language and Literacy, 26(1), 53–66. Retrieved September 4, 2011, from QUT ePrints http://eprints.qut.edu.au/8867/
Kinder, D. (2004). Information Literacy: A Key to Success in the 21st Century. The Greet Exchange, Spring, 2004. 3–4. Ryerson University. Retrieved September 3, 2011, from http://www.ryerson.ca/lt/publications/GREETSpr04V03Apr5.pdf
Lonka, K., Hakkarainen, K. and Sintonen, M. (2000). Progressive Inquiry Learning for Children — Experiences, Possibilities, Limitations. European Early Childhood Education Research Journal, 8(1), 7–23. Retrieved September 4, 2011, from Taylor and Francis Online. http://dx.doi.org/10.1080/13502930085208461
Nundah State School, (undated). Nundah State School Resource Centre Guide. (unpublished).
