Professional+Knowledge


 * 1) Professional Knowledge **

**1.1 Knowledge of the principles of lifelong learning**

Excellent teacher librarians: **1.2 Knowledge of learning and teaching**
 * are well-informed about information literacy theory and practice
 * thoroughly understand how all learners develop and apply lifelong learning skills and strategies
 * have a sound understanding of how children and young adults become independent readers
 * comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning

Excellent teacher librarians:
 * have a detailed knowledge of current educational pedagogy
 * are thoroughly familiar with the information literacy and information needs, skills and interests of learners
 * 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**

Excellent teacher librarians:
 * have a comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in their schools
 * have a detailed knowledge of how to promote and foster reading
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">have a sound understanding of current assessment theory and processes

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**1.4 Knowledge of library and information management**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Excellent teacher librarians:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">understand that professionally managed and resourced school libraries are crucial to the achievements of the school community
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">have a rich professional knowledge of national standards for library and information management
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">have a comprehensive understanding of national standards for information retrieval

<span style="color: #ff0000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 16pt; text-align: center;">**Information Literacy** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Standards 1.1, 1.2, 1.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Information Literacy is a process where learners are able to "find, analyse, evaluate and ethically use information for a given purpose in a variety of formats" (ASLA & ALIA, 2009). Todd suggests that TLs should be the leaders of this process; developing, implementing and assessing "authentic inquiry experiences that engage students meaningfully" (Todd, 2010) In order to achieve this, a teacher librarian must have a detailed and expert professional knowledge of information literacy and inquiry-based learning.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The TL at Site One incorporates information literacy into an inquiry-based learning pedagogy by using "Dimensions of Learning" (DOL) (Marzano and Pickering, 1997) as an inquiry-based framework. "Through DOL, we encourage inquiry based learning so that students can demonstrate their knowledge and use of knowledge in a variety of ways" (TL Interview, 15/03/11). The premise of DOL is that five dimensions of thinking are essential to successful learning. These dimensions relate to inquiry-based learning because they focus on "the thinking skills and habits of mind that lead to greater understanding" which is "the defining quality of an inquiry-based learning environment" (Harada and Yoshina, 2004).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The TL complies with best practice standards in regards to her knowledge of Information Literacy and inquiry based learning. As Site One is a relatively new school (opening in 2005), the initial focus has been on resourcing. Now that a range of resources has been established, the TL's focus is on further development of Information Literacy programs and services. For example, she has recently created an Information Literacy Policy which is currently in draft form and has been approved by the School Board. The TL's vision is to create a more cohesive, whole-school approach towards the implementation of Information Literacy. Her aim is for students to engage in complex skills such as analysis, synthesis and evaluation and not just the lower order skills of defining, locating and selecting. This is a feature of high quality schools - "where learning experiences that blend knowledge, skills and thinking processes are offered" (Harada and Yoshina, 2004).


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Site One's Information Literacy Policy demonstrates a commitment to the standards of Professional Knowledge. It contains references to professional readings and gives teachers a practical outline of how their Information Literacy needs can be supported. The TL's aim is to embed these skills in everyday teaching within the school. //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During my observations at the SPP site, the TL spent a significant amount of time providing Information Literacy services and programs. Her professional knowledge of lifelong learning, current educational pedagogy and curriculum is reflected in the way that she integrates Information Literacy into these services and programs. For example, I recently approached the TL for assistance in the development of an inquiry-based learning task on Medieval Europe for my Year 10 History class. After providing the TL with an outline of the information I would like students to explore, she created a Research Booklet specifically aimed at guiding students through the steps required; define, locate, select, organise, present and assess. The TL then assisted in the delivery of this task to the students over a period of three lessons. Her role in these lessons was to act as the "information learning specialist" (Todd, 2010), providing supplementary information on how to access and then use the information found by students.


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The Research Booklet matches the processes outlined in the Information Literacy Policy. I also observed the TL conducting similar services for Years 8 and 9 Literature Circle lessons and for a Yr 9 Science class. //**



<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">When analysing the use of Information Literacy at Site One using Todd's indicators (Chapter 4, 2010), it is clear that the TL is consistent in her use of best practice standards. For example, one of the indicators is that a library utilises state-of-the-art technology. The TL commented that inquiry based learning relies on having a library that has a strong digital pedagogy (TL Interview, 15 March, 2011). The library is successfully incorporating many facets of digital literacy into its services. There are adequate spaces for students to use computers, watch digital presentations, use audio equipment or watch the news on the big screen television. This variety of spaces within the library caters for either individual or shared learning, which is another of Todd's indicators.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Despite the outstanding demonstration of professional knowledge in regards to Information Literacy demonstrated by the TL at Site One, there are still areas for development. There is currently some resistance from the ICLT Coordinator to incorporate digital services as part of the library hub. Wall and Ryan (2010) advocate collaboration between TLs and ICT integrators, saying they should "work together to support digital learning." The ICLT Coordinator, however, feels that his services should be provided from a separate location. With continued persistence from the TL, I believe that this situation will eventually be resolved. She is doing this by attempting to work on joint projects with the ICLT Department such as the 1:1 Laptop Program. She also aims to use clear and open communication. When I come to power I would continue this approach as I believe that the TL is correct in her attempts to keep digital literacy as part of the library's services. As O'Connell and Groom (2010) point out, "it is time for school libraries to assume the digital mantle."



<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As a future TL, I would also focus on greater advocacy of my role. At the moment, there are a limited number of staff who use these services due to a lack of awareness or sometimes motivation. I would become involved in the New Staff Induction Program that is run each year. Currently, the TL delivers a presentation about the DOL Framework at the New Teacher's Orientation Day, but I would take this further by being involved in the ongoing induction meetings that are held throughout Term One. This would be an excellent opportunity to promote Information Literacy services and to help staff embed these services in their everyday teaching. This strategy is supported by Montiel-Overall's 2008 study into collaboration between teachers and TLs. The study clearly indicates that personal and professional communication is a key prerequisite for high-end collaboration, especially with new staff.

** Knowledge of Curriculum ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 1.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since becoming a TL at Site One I have been able to increase my knowledge of the curriculum needs of the school and put this knowledge into practice by offering a variety of literacy, literature and curriculum services to teachers. The addition of a specialist Curriculum Coordinator to the iCentre Staff Team has meant that I have been able to learn a substantial amount about the new Australian Curriculum. I have attended Prep to Year 6 Planning Meetings that are held each term. During these meetings, I have been able to collaborate with the classroom teachers on embedding library services into assessment and theory processes. For example, Year 6 teachers were planning a research assignment on Natural Disasters and I was able to incorporate some lessons with the TLs on locating information from the online databases that the school subscribes to as well as lessons on how to write a bibliography. Attendance at these meetings has given me a detailed knowledge of what each year level's curriculum needs are and collaboration with the Curriculum Coordinator enhances this even further. Similarly, for secondary subject areas, consistent communication with the Subject Coordinators and attendance at their meetings has also allowed me to increase my knowledge of current curriculum. In particular, the fostering of a close relationship with the English Coordinator has allowed a team approach to providing reading programs such as Literature Circles, Poetry Circles and Book Selection Lessons according to curriculum needs. I plan to continue this approach to curriculum development as it allows the TL to work as an information specialist in collaboration with classroom teachers, as well as the opportunity to provide quality resourcing so that learning is innovative and enhanced.

** Library and Information Management ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 1.4

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The library at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Site Two <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> is a public branch library and thus it follows the guidelines set out by the Australian Library and Information Association (ALIA). The overall management of the library is run by Gold Coast City Council, however, the Head Librarian manages the daily operation of library services, in accordance with national standards. She ensures that staff, services and resources are managed efficiently, safely and effectively (Quinn & McCallum, 2011, p.9). The Head Librarian at Site Two conducted herself in a professional manner in regards to library management. My initial visit to Site Two involved a detailed orientation and safety tour and I was clearly identified to the staff. I also had immediate access to policy documents. The Head Librarian demonstrated many of the qualities that are required for successful library management; flexibility, organisation and an ability to prioritise and supervise (Tilke, 2002). The fact that Site Two employs eight qualified librarians reflects a commitment to the professional knowledge of library management. If I were to be appointed Head Librarian at this site, I would make the connection to the national standards more explicit during the orientation of new staff. Explaining that the library and its staff are associated with professional organisations such as ALIA could do this. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">During my visit to the secondary school library at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Site Three <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">, the TL demonstrated a high level of knowledge of national standards for library and information management. She had attended the SLAQ (School Library Association of Queensland) Conference in Cairns the previous year and was planning to attend the ASLA Conference in Hobart this year. "I feel that it is important to attend these conferences because I am new to the job and it helps me to learn from people who have been doing it for a lot longer. It also keeps me informed of what the latest trends are" (TL Interview, 6 June, 2013). As a recent graduate of the Masters of Education in Teacher Librarianship, her knowledge of the standards in Library Management are current. This is something that I would also aspire to do once I have finished my study. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since gaining a position as a TL at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Site One <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> in 2012, I have been able to benefit from attending the TL Network Days held once a term by Brisbane Catholic Education. These professional development days are a fantastic opportunity to gain knowledge from other TLs and guest speakers. The content delivered at the Network Days is mindful of and relevant to the national standards in library and information management and information retrieval. For example, there have been sessions on the new upgrade features of the Oliver database system which is an important facet of how the library is managed and how information is retrieved by both staff and students. Recently, we also had a presentation on Indigenous Literature by author, Anita Heiss. This allowed me to gain a greater knowledge of the indigenous literature that I could purchase for my library. In turn, this allowed me to increase the level of professionalism I use in managing and resourcing the library for the benefit of my students' cultural awareness. Another resource that I have come to rely upon for the knowledge of library and information management is the OZTL Net List Serve. My daily scanning and reading of these emails enhances my knowledge of national standards by allowing me to communicate with other TLs and contribute to various forums of discussion.