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The Teacher Librarian toolkit for an Information Literate School Community. Presented by Sue Spence [formerly Sue Cartwright] “Island Journey” ASLA conference, Hobart, 2003. The journey.
Presented by Sue Spence [formerly Sue Cartwright]
“Island Journey” ASLA conference, Hobart, 2003
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
Role of Principal
Gibbs, Rod, Reframing the role of the teacher librarian: the case for collaboration and flexibility. Scan. Vol22. No3. August 2003
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 (SA)
Broad Learning outcomes (NSW)
Essential Learnings (Tas)
generic skills (Vic)
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?
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
Become involved in your
Know your community as well as the curriculum.
Establish your credibility in the community.
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)
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
and celebrating our achievements
Building our credibility
and authority by
offering PD activities
“A journey is like marriage.
The certain way to be wrong
is to think you control it.”
Who creates this ILSC?
What tools & materials we have to work with?
How do we do it?