Charles Sturt University

ETL 504
Teacher Librarian As Leader
Assignment 2
Scenario

Student name: Laura Caesar
Student number: 11458231
Actual word count: 2250

Date Submitted: 24/9/12
We understand that this assignment may undergo electronic detection for
plagiarism and an anonymous copy of the assignment may be retained on the
database and used to make comparisons with other assignments in future.









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Library Vision Statement
Introduction:
As a small but growing school providing for 200 students K-6, the school is going through a
period of rapid change. Due to the increased number of students this year, the library is
currently being relocated to a new building and the existing building being renovated to
create three new classrooms. As such, this is an opportune time to take stock of the librarys
role in the school and to have a fresh start in determining what future direction the library
might take. The vision statement will provide this direction and if approved, will form the
basis of all decisions related to the library for the next three years, at which time the vision
statement will be reassessed.



Vision Statement:

The Vaucluse Public School library operates effectively for the school community, with the
school community and contributes in ways which continue to improve the school community.
Greenhill, 2009, Matthews, 2010, Pewhairangi, 2011.





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Explaining the vision statement:
Inspiration
When initially visualising how the library would ideally be operating (or look) within the
next three years; three key elements came to mind. The first was that library users would feel
like they have a connection to the library, that they are engaged with its use and stakeholders
in its development and existence.
The second was that library users would feel confident when they use the library (whether
electronically or in person), that it will provide whatever resource they are in need of. Too
often someone will come looking for a particular resource and be unable to obtain it.
And lastly, that the library goes a step further and actively informs users of what it can
provide. That it finds ways of communicating with users to offer ongoing information about
new services and new resources. That users may not need to come looking, but that the
library will reach out to them with new ideas, materials and opportunities.
With this in mind, the vision statement was written. By focussing on working for the school,
with the school and improving the school, these three elements are represented. This
framework also makes concession for the development of the library in several key areas.

Supporting the new national curriculum
With the imminent introduction of the national curriculum, the school library needs to make
provision for changing pedagogical directions. The new national curriculum is designed to
address the educational needs for 21
st
century learners and learning (The Australian
Curriculum Overview, n.d., para. 1) which means that with the new curriculum there will
come a stronger focus on learning that is relevant to life, learning in the service of a better
world, and about promoting human potential to solve problems, be productive, creative, think
deeply about issues and care for others (Hill, 2010). In order for our school to cater to these
pedagogical changes, the library will be a critical tool.
Being able to provide reliable and consistent access to ICTs will ensure that the library
supports and improves the schools ability to provide learners with opportunities for
collaborative and enquiry based learning tasks; the kind of tasks which will be key to
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effectively implementing the new curriculum. Less and less are 21
st
Century learners using
textbooks and traditional tools to access and synthesise information, but increasingly using
technology; and so the library has an opportunity to respond to this need.
By developing and building the quality of the teacher resources available, the library will
work more effectively to support the teachers through the transition to the new curriculum
and help to create better, richer learning experiences for the students. Also, the skills of the
teacher-librarian can be utilised to offer professional development in some ICTs.
As implied by the vision statement, the school library can work with teachers to help provide
professional support and development as well as work for teachers and students by
effectively resourcing emerging curriculum needs.

Learning Environment
In order to achieve the vision statement, the learning environment of the library needs to be
considered and developed. As more learning tasks in future will be collaborative and
problem based, the library needs to provide study areas appropriate for group work. As
previously mentioned, due to changing pedagogical and curriculum needs, students need to
have widespread access to online resources ideally through wireless internet and mobile
devices. An IWB will allow teachers to provide more interactive, hands on, engaging and
rich learning experiences as well as deliver effective and explicit lessons in ICT skills
necessary for a 21
st
century learner (Teich, 2009).
The goal is to create an effective and rich informational learning environment; in order to do
this the library needs to develop systems which encourage students to engage with the library
and its resources. For example, previously the library was situated in an area students were
unable to access before school or during lunch. With the new building more conveniently
located, the library can be utilised in those times for many purposes. This will help to
establish the library as a resource more connected to the rest of the school and create an
atmosphere that makes students feel that the library is meant for their wider use, and not just
during their allocated library time.
In order to continue promoting the library as a resource that works for and with students, a
student librarian system will be established. By training students to assist in the library in
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various ways, this will help to link students with the library and pass them some ownership of
and responsibility for its function. It will also create more opportunities for student input,
extend students skills in using the library, develop students teamwork skills and raise the
profile of the library through peer promotion (Student Librarians, n.d.).
In order for some of these plans to operate at their most effective, the TL role itself will need
development. As a small school the TL position allows the library to be open three days per
week. As student numbers grow or financial provision can be arranged, the library can
operate more effectively if there is a TL to lead the use of the librarys programs and
resources. If the library is only open for a small percentage of school time then its
effectiveness is being limited.
Because the library is physically still in a transitional phase, the basic layout of the learning
areas will be suitable from the outset, only needing adjusting and development rather than
needing any major changes. The new library building came with a light yellow interior.
While yellow is allegedly a colour which stimulates an overall sense of optimism and hope
(Walker, 1991), adding additional colours to the interior could extend the effect on students
to increase creative thinking and effective learning.
It is important for the library to create effective display spaces; both for students work and
for information materials. In terms of promoting literacy, the new curriculum has a focus on
students communicating ideas and engaging with a variety of texts for enjoyment
(Curriculum F-10 n.d.). By creating and displaying their work, students are able to share
their learning, and give the library an opportunity to inform students about various texts.
In terms of resourcing the new curriculum, the introduction to the English syllabus describes
the teaching and learning goals for students as listening to, reading and viewing spoken,
written and multimodal texts, including traditional oral texts, picture books, various types of
stories, rhyming verse, poetry, non-fiction, film and dramatic performances. They should do
this by participating in shared reading, viewing and storytelling.
In order to adequately resource this, (and this is only the English curriculum), the library will
need to continue developing the catalogue and ensuring that new and relevant materials are
regularly acquired.
Related to this necessary acquiring of new resources is the weeding of redundant and
outdated materials. While extensive weeding of the catalogue has taken place as part of the
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relocation of the library, within three years, the whole library catalogue will be reassessed for
its relevance and quality during yearly stocktakes.
To improve student literacy outcomes and encourage students to recognise the entertaining
nature of literature (Curriculum F-10, n.d. ) the library will coordinate the schools
participation in the Premiers Reading challenge; a state wide event which the school has not
previously participated in.
Lastly, the library will start to go the extra step and begin to offer the school community
resources and service outside of the school environment by creating a web presence through
the school website, the online library enquiry and blogging. This will ensure the library
begins to cater for 21
st
century learners who have become used to having easy access to
endless information at home through the internet, without physically having to go and visit a
library and borrow a book.

Learning Styles
As previously touched on, the library needs to cater for 21
st
century learners. The 21
st

century learner will need to use literacy skills and tools to inquire, think critically, and gain
knowledge, to draw conclusions, make informed decisions, apply knowledge to new
situations and create new knowledge, share knowledge and participate ethically and
productively as members of a democratic society and pursue personal and aesthetic growth
(AASL, 2007). A class full of 21
st
century learners will look different to a class in the past;
they will be social, require highly customised learning experiences, increasingly depend on
using digital resources, require and expect instant access to materials and information, are
highly visual learners, collaborate and have a focus on problem solving (Cofino, 2011). For
the library to cater for these learners, it needs to provide access to ICT resources, provide
space for groups to come and work together collaboratively, be aesthetically pleasing and
easy to navigate. By committing to the continued improvement of the librarys ICT
resources, we will be guaranteeing that our students and wider school community are
provided with a rich learning environment equipped to deliver a 21
st
century education.


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The Teacher Librarian (TL)
The personnel involved in making these changes happen need to have certain skills,
knowledge and attitudes for the change to be successful. While the Principal, Executive and
P&C members will be crucial to this success, the Teacher Librarian will need to lead the
change and take responsibility for monitoring its progress.
The TL will need to have certain knowledge, skills and attitudes in order to plan and
implement the vision. In terms of knowledge, they need to understand their clients and their
needs. This links back to the needs of 21
st
century learners, it is no good developing a vision
which fails to meet the needs of those using it. They need to have some knowledge of what
technological changes are available; it is impossible to plan for something you dont know
exists, though given the rate technology advances you can only expect them to be able to
foresee so much.
In terms of skills and attitudes, the TL needs to be a competent strategic planner. As the
ALIA standards state, excellent teacher librarians should be able to strategically plan and
budget for improvement in library and information services and programs (ALIA, 2004).
They also need to have the skills to lead change. As Wizenreid (2010, p.54) highlights,
unsettling feelings about change often surface when people think they are being railroaded
into something or they are not sure about what the outcome will mean. Therefore it is
important for the TL leading the change that they avoid causing people to feel like they have
been railroaded or uninvolved by creating opportunities for consultation throughout the
process. It is also important for the TL to lead the change with a clear vision and confidence
that will motivate others to feel confident about the change. A TL equipped to lead a library
into the future will also have skills in teamwork, communication and lifelong learning as well
as such personal traits as creativity, flexibility, adaptability, persistence and the ability to see
change as an opportunity (Partridge, 2011).




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Major steps in creating the change
Short term goals:
By Week 2, Term 4, 2012:
-Library relocated, books on shelves, boxes unpacked, circulation and borrowing
taking place
By end of Term 4 2012
-Premiers Reading Challenge systems in place
-End of year stock take and weeding
-Year 4 & 5 students briefed on student librarian role
-Opening before school and during lunch times
-Have a ramp installed for students with special needs

Longer term goals:
2013
- Wireless internet or adequate cabling installed
- 20 computers acquired
- IWB installed
- PRC school participation
- Student librarians chosen and trained
- Consultation and acquisition of resources for new curriculum
- Paint a feature wall
- Update display materials
- Start developing a greater presence on the school website and using the message
board on library enquiry
- Continue weeding during stock take

2014
- Start a library blog
- Acquisition of mobile computing devices (assuming wireless internet installed)
- Consultation and acquisition of resources to support teaching and learning of new
curriculum
- Update display materials.
- Implementation of new syllabuses
- Continue weeding during stock take
- Continued participation in PRC
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2015
- Continued participation in PRC
- Update display materials
- Reassess vision statement, planning for the next three years
- Continued weeding during stock take
- Continue to develop and offer teacher resources for new curriculum


































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Reference List

American Association of School Librarians. (2007) Standards for the 21
st
Century Learner.
Retrieved from
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learnin
gstandards/AASL_Learning_Standards_2007.pdf
Australian Library and Information Association. (2004) Standards of Professional Excellence
for Teacher Librarians. Retrieved from http://www.alia.org.au/policies/teacher-
librarian.standards.html
The Australian Curriculum Overview. (n.d.). Retrieved from
http://www.australiancurriculum.edu.au/Curriculum/Overview
Cofino, K. (2011) The 21
st
Century Learner. Retrieved from http://kimcofino.com/all-
presentations/
Curriculum F-10. (n.d) Retrieved from
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?a=E&l=F&l=
1&l=2&l=3&l=4&l=5&l=6&e=3&e=4&e=5
Hill, P. (2010) A National Curriculum: looking forward. An Australian Curriculum to
promote 21
st
Century Learning. Retrieved from
http://www.eqa.edu.au/site/anaustraliancurriculumtopromote21stcentury.html
Partridge, H. (2011) Librarian 2.0: Its All in the Attitude! Retrieved from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/n
ational/2011/papers/librarian2.0.pdf
Student Librarians. (n.d) Retrieved from http://schools.natlib.govt.nz/developing-your-
library/tools-and-guides/student-librarians#benefits-of-having-student-librarians
Teich, A. (2009) Interactive Whiteboards Enhance Classroom Instruction and Learning.
Retrieved from http://www.neamb.com/professional-resources/benefits-of-interactive-
whiteboards.htm
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Walker, M. (1991) The Power of Colour. Available from
http://mistupid.com/psych/color.htm
Wizenreid, A. (2010) Visionary: Leaders for Information. Wagga Wagga, N.S.W.: Centre for
Information Studies.