Professional+Practice

= ASLA Standard 2 - Professional Practice =

2.1 Learning environment - engage and challenge learners within a supportive, information-rich learning environment.
When the teacher librarian works towards achieving key results as stated in her position description, then there is evidence of all ASLA, ALIA sub-standards in 2.1 being met. As the role description is highly detailed and was completed in September of 2006, the listed key results and associated examples of activities are still relatively fresh in the mind of the secondary SPP librarian I worked with. She was involved in the development of the role description and ensured that the 'effectiveness areas were matched to the five interrelated domains that encompass the role of librarians in school contexts. Curriculum Corporation (2009) presents these domains effectively and provides constructive advice for analysing need and developing policy (pp. 6-7). This role description which can be viewed on the link below is extensive and as the librarian stated in an interview (August, 2009) her priority is to get the new library functioning effectively. Not all goals are possible to work on simultaneously.



"2.1.2 - provide access to information resources through efficient, effective and professionally-managed systems" (ASLA, ALIA, 2001) is an area that I spent a number of hours developing. I found that the College library has used Libcode and SCIS for many years, SCIS being the most recent addition for providing information to Libcode. My time on the circulation desk was exciting as I learnt how the tracking of resources is managed. Students and staff are able to access Libcode via the College Intranet and check to see if a resource is available or not. I also found that Libcode is widely used in the area and the librarian showed me how she uses other schools' data bases to check cataloguing. We spent some time cross-checking the way other schools listed their series novels to ensure that our data base was consistent with others. I was impressed by the librarian's attention to minor details as she believes that our data base, which can also be viewed by other schools using Libcode, should be up-to-date, accurate and consistent with other schools.

2009 saw the implementation of a Sustained Silent Reading program for the college - an initiative designed to "foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment." (2.1.3) The librarian acitively encourages students to engage with texts and will make recommendations for students depending on their reading preferences and I maintained this approach when I took over from her in 2011.

There have been many changes in technology since my initial SPP in 2009 and my final SPP in 2011. In that short space of time I have seen Google's Wonderwheel come and go - much to the dismay of my fellow colleagues who thought it was a great research tool. I have also witnessed the introduction of ipads to the departments and have had an opportunity to familiarise myself with some of the applications. These devices greatly enhance the learning environment and a TL has the opportunity to ensure that training of staff occurs so that they are used well and "nurture an information-rich learning environment" (2.1.1). Of course the challenge is finding the time to upskill so that the TL can provide timely advice to teachers.

2.2 Learning and Teaching - collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes.
This standard is perhaps the most important area for me as I feel strongly that collaboration must occur if there is to be "positive student learning outcomes" (2.2.1). In both the Primary and Secondary SPP contexts there was an emphasis on work programs being "responsive to the needs of learners in the school community" (2.2.2). There was also a sense of cooperation and sharing when it came to using ICTs in the classroom. In the primary context it was the TL who had the knowledge about new ICT tools and when I was assisting during my SPP I provided links to many ICT resources.

In the secondary sphere this knowledge is shared. The younger teachers already know much about Web 2.0 tools and required limited assistance in this area but the teachers who had been in the profession for longer felt that they needed more assistance with ICT use. Two assignments in particular that I worked on proved to be most helpful. Video Games in the Classroom and English 2.0 were both group tasks that were completed and both were used in my work context to support the 2.2 standard. The assignments were based on the creation of a blog that could be useful in a teaching and learning context and can be viewed on the following links -

Video Games in the Classroom http://grouphcln647.blogspot.com.au/ and English 2.0 http://grouphcln647.blogspot.com.au/

2.2.4 is a standard that some younger students struggled with in both SPP contexts. Developing "independence in their learning" was largely shaped by their self-confidence. I noticed that the students with learning difficulties often relied on the assistance of their peers, teacher aid or classroom teacher to complete a task. I endeavoured to work with these individuals to see if I could develop their confidence using the Libcode cataloguing system to locate physical items in the library and also to show them easier ways of locating information on the internet. Quite often they would simply type a question into Google rather than by searching using key words or Boolean operators. [|Boolify.org] proved to be a simple searching tool for these students and they appreciated the chance to try something different.

2.3 Library and information services management - provide exemplary library and information services consistent with national standards.
There was an opportunity to cull resources during my SPP, something I found requires much time and collaboration with teaching staff. The librarian is developing a Collection Management Policy and has networked with the College's brother school and other schools in the CAPSLAQ group to construct the document. An ALAI manual for developing policy and procedures in school libraries is a useful tool to consult for this process. The introduction by Sandra Ryan, Convenor, ALIA Schools stresses the importance of having a well managed resource centre. This step by step manual provides librarians with practical advice to ensure their library "provides the foundation for innovative library programmes that improve student learning outcomes." Culling resources will be a part of this policy. I found that some staff are not interested or don't have the time to check through infrequently used resources. The task meant having to take resources to staff for consideration or simply making a judgement and throwing them away as they were outdated. This side of the mangement of resources relies heavily on the knowledge of the librarian and as our librarian has been in the position for over 20 years she knows what is being used and what is gathering cobwebs on the shelf. This will be a challenge for me in a new library space as that wealth of collected knowledge and familiarity with resources takes time.

2.4 Evaluation - evaluate student learning and library programs and services to inform professional practice.
This is the area that I will need to develop the most when I gain employment in the library sector as I haven't had the opportunity to really monitor or evaluate the library programs I have had access to. My SPP in my work environment allowed me to evaluate the success of themed displays to encourage reading but I have much to learn about benchmarks and current policies. I have noticed that the oztl_net forums and the local CAPSLAQ group work well to ensure librarians are kept up to date on the latest programs and services - in fact the support for librarians is excellent in this regard. There aren't nearly as many opportunities for teachers in specific department areas to gain as much support as the TL has access to. What I can work on inthe meantime is standard 2.4.1 monitor teaching practice to ensure improved learning and teaching. I have learnt many wonderul and exciting new things as a result of my studies and know that I have improved my teaching practices as a result. My students have benefited from many of the new Web 2.0 tools I have introduced in class and consequently, I have assisted their information literacy skills to develop.