Reflections

A teacher librarians job is a lot bigger and broader than I thought before starting this course. I had never really sat down and considered just what a teacher librarian, or a librarian in any library really does. The scope of a teacher librarian's job is huge! Curriculum leader, collaborator, resource manager just to name a few!
Learning about collection management has been interesting. There are so many things to consider. I am especially enjoying the small piece on censorship that we have been doing and how censorship encroaches on selection.
Looking at my school (where I am not the teacher librarian) I can see that the role is very narrow and there is no chance to be a curriculum leader. Of course, this can change.
My eyes have been open to a whole new world within a school that I was not aware existed (reflects on my collaboration, or lack there of, with teacher librarians as a classroom teacher).

The TL and the curriculum (401)

Thinking more about resource based learning I can see that it relys on an inquiry learning approach (still to read about the different models so won't comment on them just yet). I like the idea of rbl but does it fit in with everything? Where do the fundamentals fit in. Can you use rbl at some stages and have teacher directed learning at others? Teaching a spelling rule or maths equation does not really lend itself to rbl.

Having said that, where does rbl and inquiry learning fit into the NSW quality teacher framework? I think that it fits very well. The framework encourages an open and supportive classroom. It promotes quality learning, as does inquiry learning and rbl. The terminology used is just different. Both promote deep understanding and knowledge as well as higher order thinking skills. It is the processes of how to learn and how to find information rather than just the content itself. Both rbl / inquiry learning and the quality teaching framework show that students prior knowledge is important and that they need to build on this.

The teacher librarian needs to be aware of all curriculum areas (as do primary school teachers) and is thus a very valuable source for planning and curriculum development. In the readings it is suggested that 'resource based learning' is a term mostly found in library literature and as such the tl is in an excellent position to promote it and collaborate on its development (will clarify that with 'trained teacher librarians').

Principals should expect the tl and the classroom teacher to plan units of work together, but they can make or break this. They cannot expect this collaboration if they do not supply the support, the expectation and the budget for it to happen.

The role of the teacher librarian (401)

It seems that the teacher librarian is a threatened species. Studies from all over the world show how useful the TL is in promoting and teaching information literacy yet there are equally as many readings telling us that we have to prove our worth or there may not be TL positions left. Indeed, in Canada, the funding for qualified teacher librarians is quickly shrinking.
The TL needs to promote their role. There seems to be three key roles for TLs.

• Curriculum leaders - as trained teachers, TLs have a knowledge of curriculum requirememts.
• Information specialists - the expert on print and digital media in regards to resources.
• Information services managers - collection development and management.

(From Learning for the future).

Many reading suggest that support from the principal is vital but many TLs do not receive this support so are hindered in their quest for collaboration and the promotion of an information literate school.

TLs have to promote their role and prove their worth. They need to not only be leaders of change they need to be seen to be leaders of change and to be seen to be a valuable resource in an information literate school community.

Selection and Censorship (503)

After reading the professional statements I have found that the key thing that they advocate is freedom. That is free and unrestricted access to information.
Censorship comes in many forms. Some obvious, such as challenges to materials, and some not so obvious. I think censorship at the selection point is the worst form of sensorship. There is no further action that can be taken, it is simply not selected. This can happen in two ways. Firstly, the selector is aware of their bias, and censors anyway (or as a result of). Secondly, the selector is unaware of their bias and therefore is unaware that they are censoring. This second factor is perhaps the most scary because there may be no way to stop it.

Censorship in the school library context is a tricky subject. I think that it comes down to the collection management policy. Selection needs to take into account the curriculum and needs of the community. It needs to support learning. Where does censorship fall. This is not a subject to easily be answered and yet another one that will grow and develop as I learn.

Selection Criteria (503)

I have just had a look at some selection criteria in different policies. They are many and varied. Each state has their own way of dealing with things and the NSW DET seems to be very general. Having had a look at my school's library policy and in particular at the moment, the selection criteria and I can see that it is woefully inadequate. A lot of work will need to be done in order to design a model collection development policy based on the needs of my school.

I can see that selection criteria need to reflect the school community and its needs as well as take into account both print material and digital resources. At this point I think that there needs to be core or general criteria that relates to all resources and then more specific criteria for more specific resources.

Print format or digital resources?

Believe it or not, there is room for both!
The print format does not diminish in value or significance simply because digital resources are advancing quickly, but the way we find and use information is changing.
It is hard to believe (but certainly not impossible) that the digital resource will take over fictional print resources. Even though there are constant advances in ebooks, the print format will still be the favoured resource (in my opinion of course, I have no readings to cite to back up my point of view). Non fiction print resources are still important aspect of a school library collection, especially if the library is not linked to technology as is the case in my school's library.

We do however, need to focus on developing digital resources. Many learners now use technology as their information source and to not cater to this need would be unprofessional. TLs and teachers alike need to upgrade their own skills and provide the oportunity for students to access various digital resources.

Selection Aids (503)

There certainly are a lot of selection aids with an Australian focus available on the internet. I found the online bookshops and publishers' sites to be a useful but limited tool. As they are trying to sell books, they have a summary of the book rather than a review. This is good if you know what resources you want but not good if you are seaching for a relevant resource that you know little about.

The review sites were helpful in that they mostly contained critical reviews of resources and there are many sites available to review books to be used in Australian schools.

A selection aid needs to suit your purpose. The criteria will vary with the different types of selection aids. Some criteria that I think would be useful are:

• Is the aid easy to use and navigate?
• What bias does the aid have (is it trying to sell books?)?
• Are there access costs?
• Who does the reviewing? What authority do they have?
• Is it a suitable reviewing aid for the situation (e.g. a primary school library)?
• Does it suit the local community (e.g. a primary school in western sydney)?

My school currently uses SCIS, dept of ed (NSW) sites, advertising material, booksellers and book fairs. Perhaps another reviewing tool would be of value.