Evaluation+of+Learning

=Becoming an effective teacher librarian=

The particular insights that I have gained in this course have placed me well on the path to being able to fulfil the role of teacher librarian. However, there is still much to learn, and gain experience in, to be able to meet the standards promoted in the ASLA Standards of professional excellence document. This document identifies excellent professional knowledge, practice and commitment as requirements for an exemplary teacher librarian. My current understandings and future needs will be considered in the light of these requirements.

As explored in my reflections, the importance of collaboration and leadership is paramount. For this to be successful, the teacher librarian needs the knowledge to be a credible partner and leader, as it is the basis for the collaboration and instructional programs. The knowledge needed is identified in the following standards: 1.1, 1.2, and 1.3 include,
 * Professional Knowledge**
 * a good understanding of information literacy and what this looks like in practice;
 * familiarity in how students develop information literacy skills and the role information communication technologies [ICT] play in their learning;
 * an excellent understanding of the students, their information needs, skills, backgrounds and interests to effectively cater for them;
 * extensive knowledge of literature, reading development and the school’s curriculum to meet those needs;

My understanding of information literacy is developing and the opportunity to look at a number of models in some depth was particularly helpful. While I have used the DET promoted model this year with students, and linked it with electronic pathfinders, I feel I would benefit further from discussions with experienced teacher librarians who have successfully implemented information literacy models. I am also aware of the need to improve my understanding of new ICTs such as web2.0 tools. To address this, I am currently enrolled in INF506 Social Networking for Information Professionals. This has already increased my knowledge of how blogging can be used in the library to engage learners, promote reading, and develop students understanding of appropriate use of social networking. It has also emphasised the use of the librarian network to develop professional learning. I have begun using and will continue to use such forums as the OZTL_NET and my educational authority's yammer site to support my knowledge.

1.4. The final knowledge standard is essential to support collaboration and teaching The comprehensive coverage given to resourcing the curriculum in ETL503 and ETL 501 has significantly prepared me for this with a focus on developing policy, identifying needs, and selecting appropriate resources. It has become evident in practice that a wider knowledge of children's literature is needed. It is important that I begin to consult selection tools such as Reading Time published by the Children's Book Council and online book review sites such as Books From The Basement to further my knowledge of what is available.
 * knowledge of the management needed for the provision of a broad range of resources

The professional knowledge underpins the professional practice. The most significant aspect of this practice is learning and teaching. While many teachers often think of the library as only books, the teaching is what influences student outcomes the most. Standard 2.2 stresses: This standard amplifies the need for collaboration. I was reminded by Spence (2005) to be proactive in this, which is a challenge if staff are not generally enthusiastic, while Henri's (2005) advice to start small with those that are open was very helpful. Teachng needs to be supported by appropriate materials and the development of selection criteria for print and digital resources has developed my skills to professionally select such resources. This, matched with my understanding of student and teacher needs, should help me put this into practice.
 * Professional Practice**
 * collaboration to implement programs that result in improved outcomes for students
 * ensuring programs are meeting the learning needs of the students
 * the provision of equitable access to resources professionally selected to meet the needs of all students
 * assisting individuals to develop independent learning habits
 * the role of teaching the use of ICT and information skills, including their appropriate use

Teaching and learning is supported by standards 2.1 & 2.3 that focus on: The practical experience given in selecting a wide range of resources opened my eyes to the variety of resources available to resource the curriculum and emphasised the need to be catering for all students (Hay & Foley 2009). In ETL504 the importance of vision and strategic planning were considered and useful insight was gained to put this into practice. Developing a budget proposal is an area that I would like to work on. I have made small funding requests, but as Debowski (2001) stresses, budgeting is a crucial element due to the significance of the collection in being able to meet the needs of the the users.
 * the environment provided, which should be information rich, current, accessible, and inviting;
 * the management of library services, through aligning the library's vision with the schools, strategic planning, budget proposals, and providing information services;

The professional practice standards also include standard 2.4: The evaluation of the resources and programs will ensure I am making a difference to the students’ outcomes. Todd (2009) identifies the need for "evidence for practice, evidence in practice and evidence of practice" for sustained improvements to be made. This was particularly covered in EER500 and also in ETL504 when I collected data about the collection and user perceptions of it, to ask for additional funding. My success in gaining the extra funding has definitely encouraged my use of evidence based practice.
 * evaluation of teaching practice, student learning, resources and the use of this evidence to inform practice.

**Professional Commitment** Commitment is the third key element to the teacher librarian professional standards. These standards stress a strong commitment from the teacher librarian, that involves: Considering the leadership role, as emphasised in ETL504, has prepared me to take an active part in debates, action research, and providing professional development opportunities, to help the school as a whole become lifelong learners (Spence 2005). Further to this, examining examples such as Cass (2004), has provided good models to follow.
 * promoting the key elements of the position, information literacy, and lifelong learning (standard 3.1).

This highlights the need for: Realisation of how this could be achieved came from the readings of ETL504, particularly Lambert (1998) and Hough and Paine (1997). This leadership will be evidenced by involvement on key committees, fostering collaborative teams and modeling in my own library situation.
 * a leadership role to be taken on by the teacher librarian (standard 3.3).

Teacher librarians are also committed to Excellence has been emphasised across the subject areas and studying again has enthused me to apply it to my professional service as a teacher librarian. This will need to be reflected in my teaching and learning programs, my promotion of a reading culture, and participation in ongoing professional development, as I work towards helping bring about an information literate community.
 * excellence in professional service (standard 3.2).

The final standard mentioned, 3.4, highlights that the teacher librarian is I have gained personally from the support given by the wider professional network, through teacher librarian meetings and the use of forums such as OZTL_NET and yammer. As a result of my studies and growing experience, I am now able to actively contribute to my school community professional development in information literacy and ICT skills, and the wider teacher librarian community generally through the forums.
 * an active member of the school and wider professional community though sharing knowledge both within the school and wider professional network.

These standards are a significant collation of expectations for teacher librarians providing both inspiration and an excellent framework for guiding where future development is needed. Together with my studies they help inspire me to ensure that my knowledge, practice and commitment is working towards providing an information literate school community, to making the difference that a qualified teacher librarian can make (School Libraries Work n.d., Haycock 2003).