Professional+Practice

**2) Professional Practice** **2.1 Learning environment**

Excellent teacher librarians: **2.2 Learning and teaching**
 * create and nurture an information-rich learning environment which supports the needs of the school community
 * provide access to information resources through efficient, effective and professionally-managed systems
 * foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment
 * appreciate the dynamic nature of ICTs and their role in education

Excellent teacher librarians:
 * collaborate with teachers to plan and implement information literacy and literacy programs that result in positive student learning outcomes
 * ensure that their programs are responsive to the needs of learners in the school community
 * support learning and teaching by providing equitable access to professionally-selected resources
 * assist individual learners to develop independence in their learning
 * teach the appropriate and relevant use of ICTs and information resources

**2.3 Library and information services management**

Excellent teacher librarians:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">ensure that the library's policies and procedures implement the school's mission
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">provide exemplary reference and information services to the school community
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">strategically plan and budget for improvement in library and information services and programs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">apply information management practices and systems that are consistent with national standards

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**2.4 Evaluation**

<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;">monitor teaching practice to ensure improved learning and teaching
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">evaluate student learning to provide evidence of progress in information literacy and reading
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">measure library resources, facilities, programs and services against current policies, standards documents and benchmarks
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">use evidence to inform programs and services

<span style="color: #ff0000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 14pt; text-align: center;">**COLLECTION DEVELOPMENT** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Standards 2.1, 2.2, 2.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As Kay Bishop (2007) points out, Collection Development is made up of numerous activities that are dependent on each other and is a key role of the Teacher Librarian to demonstrate excellent professional practice in the acquisition of suitable resources. Wall and Ryan (2010, pg 19) define a learning resource as, "any object - physical, intellectual or virtual - that the teacher or learner uses in the learning process." TLs face a difficult and ever-changing task in resourcing their libraries to meet the needs of learners effectively. 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;"> is aware of this challenge, particularly since her pedagogy is inquiry-based.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The Teacher Librarian believes that keeping abreast of what teachers are doing is the key to acquiring relevant resources, but she also aims to cater for the recreational needs of students. She maps curriculum needs with subject coordinators. For example, as the current Middle Years History Coordinator, I recently had a discussion about the needs for History in relation to the introduction of the National Curriculum. In assessing student's recreational needs, the TL uses strategies such as a suggestion book located on the front counter, wish lists from the library staff, discussions with students who are known as 'readers' and talking to TLs from other schools. These practices are supported by Kay Bishop's (2007) list of collection activities. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Site One <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> also subscribes to the Australian Standing Order service from Scholastic Australia. This service offers schools a package of new releases in children's literature as well as teacher's notes. These orders are received around eight times each year.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Digital resourcing is an important part of collection development in a 21st century school library. As Wall and Ryan (2010) note, resourcing for learning should include both traditional information sources and ICT..." (p.5, 2010). The TL at Site One has aquired digital resources such as Overdrive, World Book Online, e-Library, Tumblebooks and Ziptales. At the moment, teachers who are motivated or inclined to use these resources are doing so and this number is steadily increasing. However, there are still many students who miss out on using these digital tools because their teachers are not. The TL has actively promoted digital resources through email and is available to show teachers how to access them, but I believe that the usual constraint of time is stopping teachers from initiating a meeting with the TL. As a future TL, I would try to collate some data on current usage of digital resources by staff and students, take this to my Principal and request some inservice time to fully train staff on the resources available to them. As Lyn Hay (2005) points out, adopting evidence-based methods to highlight the work of TLs is a strategy recognised by the decision makers in education. Furthermore, I would not try to conduct this training by myself, but would use the teachers who already have the knowledge to peer teach in small groups as this would make the training far more collaborative and create further ownership amongst the staff.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The budget of a school library is an important factor in the acquisition of resources. It should "present the school leadership with sufficient information to ensure that an adequate amount is allocated for collection maintenance and development" (p.13. Wall and Ryan, 2010). The budget is reviewed each year by the TL who asseses areas for "priority and reduction" (p.10,Wall and Ryan, 2010). This is further evidence of best practice according to ASLA and ALIA Standard 2.3 (2010). An important feature of the budget at Site One is the self-funding that the TL has initiated. Under her guidance, the library has created a Student Manual for secondary students. The profits from this go straight back into the library. Other ventures include the sale of USB wristbands and silicon keyboard covers as well as returns from the Scholastic Book Club. The TL pointed out that they are getting close to about a third of the library budget being self-funded. As a future TL, I would continue this pattern of self-funding and in fact would try to initiate my own strategies.


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The total budget at Site One is $150,000 which includes $70,000 for textbook hire, funded by the Commonwealth Government. It contains appendices that include average pricing information. This gives ownership to the stakeholders, including the Administration Team in case there are future cuts. //**


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The TL believes that it is important to track budget spending throughout the year. She does this by using a spreadsheet. This also helps to inform the following year's budget. //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The TL at Site One has developed a Policies and Procedures Manual that is used in the everyday operation of the library. She pointed out that the Library's Mission and Vision Statement is the core document of the manual which informs all other guidelines, including the Collection Development Policy. "A school's collection development policy identifies the stakeholders and makes explicit how the collection will be developed" (p.10, Wall and Ryan, 2010). The policy at Site One reflects best practice of ALIA and ASLA Standard 2.3 (2010). It identifies the stakeholders and contains procedures for challenged materials and the acceptance of gifts. It supports [|ASLAs Bill of Rights] and [|ALIA's Statement on Free Access to Information], adding these as appendices to the document. As recommended by Debowski (p.125, 2001), it is also written in a clear and succinct style. The policy emphasises that the evaluation of the collection is an ongoing process and as a future TL, I would continue to initiate annual evaluations of the policies and procedures.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As a future TL there is scope for further development in the accessibility of the Collection Development Policy. The policy should be available to more members of the school community. Currently, the only available access is via the three hard copies kept in the library. I would like to extend this so that at least one hard copy is housed in the general staffroom. A digital version should also be accessible on the school website. Debowski (2001) points out that this is important so that stakeholders feel a greater sense of ownership.




 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The Library Policy and Procedures Manual also contains document that assist in the everyday operation of the library. For example, the "Procedures for Ordering and Processing Resources". //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the case of a public branch library such as <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%;">, the development of the collection is conducted by a centralised authority run by the Gold Coast City Council. This means that the individual branches do not have a lot of autonomy in the way their collections are developed but are bound by council guidelines. According to the "Acquisition of Resources" policy document, approximately 75% of purchases are made under standing order arrangements which are reviewed annually. The other 25% are one-off orders that can only be made through vendors who have been nominated by the council. These orders include suggestions made by library patrons. Budgeting for the acquisition of resources is allocated as part of council's annual budgeting process. Clearly, these practices are different to a school library, which manages the development of the collection in a much more independent manner. The Head Librarian commented that having resources arrive "shelf ready" was a very "efficient and streamlined way of doing things" (Head Librarian Interview, 16 August, 2012).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The "Acquisition of Resources" document for Gold Coast City Council Libraries includes policies on ordering, donations, invoicing and budgeting. **//

<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: 16px;">Another obvious difference in the collection development of Site Two compared to Site One is the fact that a wider clientele needs to be catered for in a branch library. These images show some of the collections for adults and other members of the community that would not be found at most school libraries. **//

<span style="color: #ff0000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 14pt; text-align: center;">**COLLECTION MANAGEMENT** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Standards 2.1, 2.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">According to Kay Bishop (2007), the ultimate purpose of managing a collection is to have resources that are easily accessible. Once a school library collection has been established, the TL needs to ensure that they “provide access to information resources through efficient, effective and professionally-managed systems” (ASLA & ALIA, 2009). The opening hours 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;"> are extensive, from 8.30am to 4.30pm, including all break times and before school. There are several collection management systems in place at Site One that also allow easy and equitable access to the collection. The School Library Cataloguing Information Service (SCIS) is used to catalogue the collection. This is a subscription service that provides schools with a database of catalogue records according to agreed national standards and saves having to manually enter records. Site One compliments this by using the “Oliver” software package to manage and control all resources in the library. Staff can also book physical resources such as Library space and equipment on the “Bookit” system. This management of the collection means that resources can be processed efficiently and therefore able to be used by stakeholders quickly. It also reflects the national standards recommended by ASLA and ALIA, Standard 2.3 (2009). As a future TL, I would continue to use the current management systems in place as this process seems to be operating smoothly.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">In accordance with Wall and Ryan’s (2010) recommendation of “Priority and Reduction”, a school library must evaluate its collection and apply reduction to areas no longer relevant. The process of weeding at Site One is outlined within the “Collection Development Policy”, under Appendix 5, “De-selection Policy”. It is also covered in the “Collection Maintenance Policy”. The policy stresses that weeding is an ongoing, collaborative process, where the needs of both students and staff are considered. The basic premise of weeding at Site One is that if the resource is lost or beyond repair, then it is weeded. An annual stocktake is also conducted at the end of Term 2. This allows library staff to assess the physical collection against national standards. The library loses around 10% of its resources each year due to damage or loss. The TL pointed out that this is typical in most school libraries and that much of the loss is from teacher resources. I believe that delivering a stocktake report to the staff, on the loss of teaching references in particular, would highlight the importance of teachers taking greater care for these resources. Currently, the general staff do not receive this information and I think they would be shocked, despite it being deemed as ‘typical’. As Boyd (2006) points out, clear communication with the stakeholders is an essential part of the strategic management of a school library.



<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For Collection Management 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%;">, a centralised Collection Services Depot caters for all branch libraries on the Gold Coast. All new items are delivered to this depot where they are catalogued, covered and then sent to a library ready to be shelved. A "point of return" system operates within all of the branch libraries. This means that if a particular resource is not available in the client's regular branch then it can be requested from the branch where it is currently housed. Clients can return their loans to any of the branch libraries on the Gold Coast. Much of the practice in regards to borrowing and returns is automated. There are self serve kiosks set up around the library and an automated check-in for returns. This had only been operating for two months during my visits. The RFID (Radio Frequency Identification) of each resource is used to return it to the correct bin. The bins are emptied onto trolleys regularly for staff to shelve. The flexibility of these systems means that there are a vast amount of resources available and that clients receive efficient services.

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


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Collection Management policy document for Site Two outlines a set of very detailed standards for the weeding of material. A weeding schedule is sent out to all branch libraries so that all weeding is done at the same time. For example, the 000 - 600's would all be done in the same week. If an item has not been borrowed for two years it is weeded. //**

**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">LEARNING ENVIRONMENT ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 2.1

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The learning environment of <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%;"> (2012-13) has started to undergo some changes since I was appointed as a full-time TL. My study of library design and learning spaces during this course has inspired some alterations in the way that the various zones in the library are viewed and used. The main change has been from all areas being desks and chairs to specialised areas for different types of learning. The aim is to create versatile, flexible areas that suit the type of learning that is to occur and that matches the heavy emphasis of the school on digital pedagogies. A particular need for a Reading Zone was noted, where students could be comfortable and feel encouraged to read. Over the last year, we have been slowly buying furniture and changing the layout to achieve this goal.

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Before and After pictures of the same space. Originally called the Middle Years Zone, it has been re-named the Reading Zone. Design has changed to reflect this. **//



//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The plan is to continue this gradual transition of the spaces within Site One so that an information-rich environment is created. I have written a Design Proposal which will be submitted as part of my budget for the library at the end of this year so that extra funding can be supplied for furniture purchases. **//

**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">EVALUATION ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard 2.4

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluation "involves the collection, analysis, discussion and reporting of evidence which allows judgements to be made about whether we are being successful or not" (Jenkin, Jones and Lord, 2000, p.5). Evaluation is an ongoing process that can help demonstrate effective and professional practice, whilst also also informing the standards and needs of various programs and services. The 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%;"> creates a report twice a year to inform leadership and other staff about how the library has been used for that period. This report includes data such as the amount of support lessons provided, booking of library spaces, loans and stocktake information. Conclusions are made on the basis of this data for areas of development and this information is shared with the whole staff during meeting time. The Head TL points out that it is important to use a presentation style that is "visually interesting" and that "highlights the main points in a succinct way" (TL Interview, 20 November, 2012).

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A Powerpoint slideshow report that evaluates the work done at Site One during 2012. This was presented to all staff at an after-school meeting. **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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%;"> uses both quantitative and qualitative evidence to measure and inform library programs and services. "It is recommended that a librarian should use both quantitative and qualitative methods... to collect and analyse assessment data" (American Association of School Librarians. 1998a, p.109). She <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> uses numerical data from NAPLAN tests for quantitative analysis of student needs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">"Results from external testing such as NAPLAN can be very useful in gauging what areas for progress and development in student learning can be supported by library programs" (TL Interview, 6 June, 2013). She has also started to map NAPLAN results against the information literacy skills that she supports certain year levels in, to examine whether there is a correlation between her work and rising results. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">She recommends that any evaluation of services uses local and national policy to inform a rationale. For example, the school's strategic priorities for each year are incorporated into her annual reports to demonstrate a measurement of effectiveness against local benchmarks. As a new TL, I would like to adopt some of these strategies, especially using NAPLAN results to quantify areas for library support. Continuing to create an evaluation report is also a strategy that I plan to employ, although I would like to experiment with some different styles of presentation, possibly using video instead of slideshow and making it more interactive so that I can receive feedback from staff at the same time. Using a short survey that can be incorporated into the presentation may be a way of doing this.