Professional+Commitment

= ASLA Standard 3 =

3.1 Lifelong learning - model and promote lifelong learning.
The teacher librarian I have been shadowing for the past 4 years while I have been completing this degree has a genuine passion for life long learning. She firmly believes that in her role, she works most effectively for "just-in-time" learning - supporting students at the critical point in time when they are seeking information. "Just-in-time" learning works, she believes, as the need for information, coupled with the support of technology, allows the student to access information that is relevant and timely. (Interview, August, 2009) While she constantly reinforces the research process through the purchase of posters that display this process, she also encourages students to be critical, adaptable and persistent in their search for knowledge. As stated in the overview of the Curriculum Corporation's //Learning for the Future (2009)//, "ultimately information literate people are those who have learned how to learn...[American Library Association Presidential Committee on Information Literacy, 1989] I hope to be successful in developing this ability in the students who access the libraries I will work at. Sub-standard 3.1.3 states that excellent teacher librarians engage in debate on educational issues within the school community. The librarian at this site contributes to Head of Department meetings and attends the Technology Committee meetings every cycle. Her detailed knowledge of the technology issues within the library offer much needed insight to the technology plan. The recent acquisition of digital cameras to support the Media Studies subject were purchased through the technology budget but are now managed by the library staff. The librarian ensures she is a voice that is heard when the issue of technology in the classrooms is raised.

When I was able to step into her shoes in Term 4, 2011 I was able to implement several strategies to promote lifelong learning as well. I was able to update teaching staff about new Web 2.0 tools to use with their students in the classroom. these sessions were quick professional sharing moments but renewed in staff an awareness to keep their pedagogy up to date so that students were engaged and more likely to remember strategies to assist them in their future educational endeavours.

3.2 Commitment - commit to the principles of education and librarianship.
2009 - 2012 saw an unprecedented use of laptops and portable speakers introduced to the library. When working in the library full time I was responsible for ensuring these resources were accessibe for both students and staff. This attention to the curriculum needs of the College is reflected in ASLA, ALIA Standard 3.2 and highlights the library staff's dedication to excellence in professional service (3.2.1). The purchase of new bean bags and furniture for the reading area has fostered a reading culture through the active promotion of literature. Students love coming to the library for Sustained Silent Reading lessons and there is always a rush for the bean bags. Students in my 10 English class in 2009 regularly requesed reading lessons simply to enjoy the pleasure of a relaxed reading experience. This enthusiasm for reading was furhter fostered when I introduced reading themes linked to significant social events such as Halloween, Remeberance day and Christmas. Standard 3.2.4 - foster a reading culture through active promotion of literature was achievable with the support and commitment of the entire College and proved that secondary library spaces can be just as much fun as a primary one. There has been a marked increase in the demand for novels since the College implemented a compulsory 15 minutes of Sustained Silent Reading two mornings every week. While it is common practice for English teachers to book the reading area for silent reading with their classes, this new initiative has promoted and fostered a reading culture across all subjects. In 2009 I was interested in gathering data on how effectively this initiative worked - were students really reading or simply borrowing a novel and pretending to be engaged to satisfy the teacher? **Professional Applicatons of Research**, the second subject I studied, provided me with the tools to assess the data. I was able to construct a research hypothesis and outline the methods I would use to gather quantitative data. This research design can be viewed on the following link.



3.3 Leadership - demonstrate leadership within school and professional communities.
When I filled in for the teacher librarian I became heavily involved in a number of committees and met with our brother school's librarian to discuss regional initiatives. I gained valuable links to other professioals during this time and learned much from them about how they managed their resources, and in particular, their digital presence in their school communities. The Capricornia School Library Association of Queensland (CAPSLAQ) comittee met at the College to view the new library facilities and were impressed with the services and environment on offer. 3.3.3 - build and foster collaborative teams within school and professional communities is a standard that is clearly met and actively nurtured.

During my SPP time I observed many occasions where the librarian responded to issues raised on OZTL-net. One issue in particualr was highlighted by Jane Sullivan (October 3, 2009). The article raised the issue of reading via e-books and iPods or iPhones and recalled an earlier article in 1994 by US writer Annie Proulx that claimed "nobody is going to sit down and read a book on a twitchy little screen." Conversation with other members on oztl-net revealed that many people are prepared to do such a thing and Sullivan's article highlighted the amazing statistics - "as many as 86% of high school girls read iPhone stories." Librarians with a knowledge of a digital future will become leaders who truly understand the characteristics of their clientele. By 2011 I have seen our school implement ipad use in each department area and have had the opportunity to develop a blog that was followed by families when their daughters ventured overseas on a cultural trip.Using ipads is a regular occurence now and many teachers will ask me for assistance with ipad tools since I have had some experince using them. I now regularly network with the staff on a range of technology issues andthis has highlighted for me the need to branch out into the community in order to provide meaningful connections with other professional organisations. Even ASLA President, Rob Moore, reinforces the relevance of the ASLA, ALIA standards in his article //Where will you lead?// (Access Vol 22, Issue 4, 2008) when he states "ASLA is seen as leading the teaching profession" and that the standards have "caught the attention of Teaching Australia" who seek them out to discuss their development.

3.4 Community responsibilities - actively participate in education and library professional networks.
My SPP hours in the library highlighted the librarian's ability to demonstrate collegiality and mentor colleagues (3.4.3). Before undertaking this degree I often found myself working closely with the library staff - either booking research rooms or the reading area or conferring about resources required in my teaching areas. Having an English and Humanities teaching load requires me to access the library spaces on a regular basis for research assignments. The librarian and the library aide both do a fine job of promoting the library and the information services to the school (3.4.4) and with the implementation of Bookit (an online booking tool) these services and their availability have dramatically affected the way the resources of the library are accessed. Prior to Bookit, staff had to visit the library and manually write in their lesson allocation. Now access can be viewed online at the teachers' desks and booked without having to come in. While this has proven to be much easier for the teaching staff, the librarian did regret the loss of the "personal touch and the chance to chat about resources with teachers when they came in to book a space" (Interview August, 2009) but I managed to overcome this in 2011 by visiting the staff when they arrived and checking to see if I could help out during their visit.

3.4.1 - model the sharing of knowledge is an area that I can contribute to as I have been following the discussions on oztl_net. Recent digests highlight the valuable resources available to librarians and advice about what works has been interesting to read. Volume 68, Issue 65 contained a post by Erin Stewart on Speed-booking, an innovative way to engage students with texts and Judith Way's post Library Myth Busters, also in the same issue provided insight into reading activites as well. These posts shared with librarians across the country are an exellent example of sharing knowledge.

More recently the librarian and I purchased the suggested texts listed in an oztl_net post "What to read after reading The Hunger Games?" We both felt that this was a worhtwhile list to follow as the Suzanne Collins series has been a hit with readers. This year I have convinced my HOD of English to purchase it as a class set and am currently enjoying a unit focussed entirely on the novel. I am able to meet 3.4.4 standard as I promote the resources to read after my students have finished book 1. Ther eis already a waiting list for eager year 9s to read book 2 and 3.