Professional+Commitment

**3) Professional Commitment**

**3.1 Lifelong learning** Excellent teacher librarians:
 * empower others in the school community to become lifelong learners
 * undertake research which informs evidence-based innovation in school library programs
 * engage in debate on educational issues within the school community
 * create and foster library-related professional development opportunities for staff

**3.2 Commitment** Excellent teacher librarians:
 * are dedicated to excellence in professional service
 * emphasise a learning and teaching focus in school library programs and service
 * promote the profession of teacher librarianship in their schools and the wider community
 * foster a reading culture through the active promotion of literature
 * participate in continuing professional development

**3.3 Leadership** Excellent teacher librarians:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">actively engage in school leadership and participate in key committees
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">promote and nurture a 'whole school focus' on information literacy policy and implementation
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">build and foster collaborative teams within school and professional communities
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">provide effective and transformational leadership to school library and information services staff

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**3.4 Community responsibilities** <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;">model the sharing of knowledge
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">actively participate as members of professional communities
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">demonstrate collegiality and mentor colleagues
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">promote library and information service to the school and the wider community

**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 14pt;">PROMOTION OF READING ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Standards 3.2 and 3.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As the recent '[|Inquiry into school libraries and teacher librarians in Australian schools]' (May, 2011) has observed, reading is a core skill for learning but should also be promoted as a pleasurable activity. The inquiry points out that there is a variety of evidence to support the notion that "students who read the most perform sigificantly better..." (Ch. 1. p.3). The role of TLs in this process is to foster a reading culture by facilitating a wide number of activities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The TL at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Site One <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> demonstrates a professional commitment to the active promotion of reading in accordance with Standard 3.2 of the ASLA and ALIA Professional Standards (2010). She facilitates numerous activities including the coordination of: book displays, staff book club, author visits, book reviews and trailers, book expos, Children's Book Week, the Premier's Reading Challenge and the use of physical space to encourage reading. I have observed all of these activities during my SPP time. For example, I was able to experience the visit from Australian author [|Narelle Oliver.] The TL organises four author visits each year, one for each section of the school (Early, Junior, Middle and Senior Years). I observed a session where the author spoke to Year 3 students. It was clear from the excitement and interactions between author and students that this is an important part of the promotion of reading in schools. These visits also motivate student writing and support the curriculum. This displays a commitment to professional standards as evidenced by the [|OZTL_NET thread about author visits (13 Feb, 2010)].



<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As a future TL, I would continue the strategies currently in place for the promotion of reading. I believe that the TL is providing an extensive array of activities that cater for both genders and all ages. I would, however, experiment with some further ideas such as [|'The 50 Book Challenge'] or competitions such as students taking a photo of themselves somewhere unusual reading a book. There are a variety of online forums where ideas for reading promotion can be found. For example, [|'Display Ideas for School Librarians'], [|School Library Displays], [|'Innovative Ways to Promote Reading in School']and [|OZTL_NET] are all websites or list serves that suggest innovative ways to foster a culture of reading. As Dr Lowe said in his submission to the 2011 Senate Inquiry, "Students 'need' to want to read for pleasure - and the librarian is the one to give them this help."

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A reading display at Site One to celebrate Anzac Day. **//

<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%;"> also recognises the importance of promoting reading through their displays and programs. As a public library, staff need to appeal to a wider group of people from the community and this is reflected in the displays and programs. One of the community programs that the library was involved with was a presentation at the Botanic Gardens to celebrate spring. To advertise this, a display of gardening books was made to encourage reading on this topic (see photos below). Site Two also held Reading Time sessions for children on a Saturday morning. I was asked to run this session and it was interesting to note how parents enjoyed participating in this with their children. One mother and daughter who were there had English as their second language and the mother told me that this was a good way for both of them to learn English. This experience gave me an idea for my own library at Site One and during Book Week, we organised a "Books and Blankets" activity where parents could come in for the afternoon, find a spot outside in the school grounds, put down a blanket and read books with their children. It proved to be a very popular experience with a high participation rate. The library at Site Two seems to promote reading to children and adults, but there was a lack of promotion for young adults. If I were a librarian there, I would suggest that this is an area where the fostering of a reading culture could be very successful and rewarding.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reading Promotions at Site Two aimed at children under 12 years of age. **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reading promotions at Site Two aimed at adults. **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The promotion of reading 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%;"> is extensive and aimed at secondary students only. The TL highlights a "Book of The Week" in her library displays and features it with a review on the library website. She has also started to promote eBooks as a new collection that she is building. The TL also participates in the Gold Coast North Reader's Cup Competition each year. A Wide Reading Program is also conducted where the TL collaborates with the Head of English to visit classes and promote reading in various genres and topics. New books are featured in library displays in prominent positions so that students can see them as they enter the building (see pictures below).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

**//<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reading displays at Site Three. //** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since becoming TL at Site One, I have continued many of the programs already in place but have also added some new services to the promotion of reading. The use of Book Trailers to promote reading has been expanded and now we show some selected trailers at assemblies. The featured books are always borrowed by the end of the day. Book trailers have also been added to the Literature Circles program that we run with Years 6 and 9, where groups create a trailer for their book. These are put onto a disc and shown on the library TV at break times. An idea taken from OZTL Net for putting book reviews on the back of bathroom doors has also been developed. These "Loo Reviews" are changed once a term and are particularly successful with staff and female students. **<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">LIFELONG LEARNING ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 3.1

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day (2002, p.2) points out that one of the main goals for teachers is to foster a sense of lifelong learning in their students, and to do this, they need to model their own commitment to and love for lifelong learning. The role of a TL is pivotal in this process and requires a commitment to empowering others, undertaking research, engaging in debate and the promotion of library-related professional development opportunities for staff. Since becoming at 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%;">, I have been involved in various aspects of the fostering of lifelong learning. There are approximately ten staff members who are studying their Masters of Education. These colleagues have been supported by the TLs through assistance with referencing and helping in the location of resources. The Head TL is also a member of the PAR (Positions of Added Responsibility) Committee and meetings are held monthly where various educational issues are debated. A recent example of this is the issue of plagiarism, where the TL was instrumental in assisting with the creation of a plagiarism policy document for students and researching the "TurnItIn" software which was chosen by staff as an instrument for checking student work. Research is undertaken by the TLs at Site One in the location of physical and digital resources for staff and in the writing of programs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Various professional development opportunities related to the library are also offered to staff at Site One. This year we have started a program called "Teacher's Toolbox" which aims to give staff some new tools for their teaching and learning. This is facilitated by the TL but the passing on of knowledge is open to any staff member who has a skill or knowledge of a 'tool' that they can pass on. For example, we recently held a session on "Bookmarking and Curation" where the TL presented 10 minutes on "SiteHoover" and two other staff members also presented on "Pinterest" and "Diigo". This means that we are able to draw from a vast pool of knowledge instead of just one or two people. These sessions have become very popular and information often filters to staff members who did not attend purely by word-of-mouth. I would like to develop this further and offer more regular sessions. I am currently writing a submission to receive some funding so that sessions don't always have to occur before school, but during some "release" time.

<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%;"> also demonstrates a commitment to lifelong learning by empowering others. The TL uses "Paper.li" to create a professional reading newspaper that is emailed to the staff on a weekly basis. She has also promoted staff and students to use the State Library of Queensland to assist in the location of resources. This has proved especially helpful to the Music Department who have been able to access the music library databases (Groves Music). The TL envisions that helping staff and students to access a public library will hopefully allow them to continue using it after school, adding to their success as a lifelong learner. This is a valuable concept that I could develop in my own library and I plan to start promoting the online resources and databases of a public library in my role as the new TL at Site One.

**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">LEADERSHIP ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 3.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The role of a TL is unique in that it crosses all curricula and year levels in a school. This means that having a profile of and commitment to standards of leadership is essential. "Teacher librarians in our schools must be specialist information managers, literacy and information experts, adept users of Web 2.0 new media technologies, and able to guide staff and students in the multimodal environments of 21st century learning" (O'Connell and Groom, 2010, p.58). The Head 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%;"> plays an active leadership role within the school, participating in the ICLT Committee, attending Subject and Year Level Meetings and Planning, inducting new staff and promoting the pedagogical framework of Dimensions of Learning through professional development sessions. She has developed a whole school focus on information literacy through the creation of an @Information Literacy Policy and fostered collaborative relationships with various teams, such as the English Department. Outside the school, she has demonstrated a commitment to professional leadership by presenting sessions at Brisbane Catholic Education TL Network Days. She also contributes to the literature of professional journals for TL communities such as ACCESS. I hope to continue this example and to learn how to be a transformational leader who is able to guide staff and students within my school and my professional communities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because the TL 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%;"> is relatively new to her role, she believes that leadership is an area that requires further development in her school. Currently, there is no whole school approach or framework for planning and information literacy. She has been researching a framework tool called "Understanding By Design" which she is planning to present to staff and be involved in it's implementation. Her vision is for information literacy to be a focus for the school, with herself as a specialist leader in the field. This active engagement and promotion of information literacy demonstrates a professional commitment to leadership.

**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">COMMUNITY RESPONSIBILITIES ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 3.4

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The role of a TL involves having a commitment to various community responsibilities. 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%;">, the TL models the sharing of knowledge and mentors colleagues through a range of programs including the aforementioned "Teacher's Toolbox" sessions. She also facilitates "Brekkie With A Tecchie", where 30 minute presentations are given before school for staff on a range of technical skills that can assist teaching and learning. For example, sessions on Outlook Calendar Features and iMovie Editing have been run as a way of displaying collegiality and collaboration with colleagues. Library and information services are also promoted through a weekly article in the school'd digital newsletter, at staff meetings, professional development days and via emails. The TL 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%;"> also demonstrates similar qualities by running sessions on tools such as Poll Daddy, Twitter for Educators, Presi, RSS Feeds, Social Bookmarking and Online Video Creation. Her weekly Paper.li newsletter has also had a very positive reaction from staff as a way of modelling the sharing of knowledge.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">As a public library, there is a special commitment to having community responsibilities at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Site Two <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">. Many of the staff commented that customer service is very important in their daily operations and it was important for the community to feel welcome and involved in the library's programs and services. "Public libraries are a meeting place. A lot of oldies come here to have a chat and socialise" (Site Two Staff Interview, 20 September, 2012). A Meeting Room is available for non-profit community groups to use. A Housebound Membership is also available for clients who are unable to access the physical library collection and who cannot rely on family or friends to access library materials on their behalf. This service is run by library volunteers and there are currently 12 Housebound Members for this library. Because the library at Site Two is situated in a tourist precinct of the Gold Coast, Temporary Membership is also offered to clients who are here on holidays. These members are only allowed three items at a time and are mostly from Victoria or New Zealand. There is also a community noticeboard, public access wireless internet, adult literacy services, photocopying and printing services and storytime for children. A commitment to community responsibilities is also reflected in the various roles of staff members at <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Site Two <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">. All staff have certain areas that they are in charge of that promote library and information services to the wider community. These include; events organiser, reader's advisory team coordinator, school liaison officer and a bookings officer. In a similar way, public libraries reflect the responsibilities that school libraries have to their students. It is not just a space to house books and information, but a place where groups can come together and socialise. This is something that I will endeavour to promote in Site One. I have started to do this by organising lunch time Chess Tournaments, a Book Club, lunchtime short films and more recently, a collectible card tournament.