Commentary, Volume 15 Issue 3, 2001

To the Principal

Let's (re)-visit the school library...
Val Baird, Pru Mitchell & Margaret Phillips

The Western Australian School Library Association has set itself a goal of providing improved information and support to principals. This priority fits well with a number of WASLA's objects:

  • To publish and promote information related to school library information services.
  • To lobby for maintenance and improvement of standards in school library information services.
  • To promote an understanding of the role of teacher librarians.

The first product for this campaign is an introductory article for distribution to all Western Australian school principals outlining what they can expect from their school library and information service provided it is adequately staffed. The release of the second edition of Learning for the Future provides a further impetus for this project.

Our hope in publishing such a document in Access is to encourage others across the nation to share promotional strategies and issues. We note with interest that the Council of School Library Associations in South Australia (COSLA) was at the same time working on a very similar document to accompany the release of their revised Teacher librarian role statement to principals. This excellent information is available: http://www.cosla.asn.au

Introduction

It is difficult to identify any area of the school that has undergone more change in the past decade than the school library. Libraries have been caught in the challenge of:

  • a society moving rapidly towards a knowledge-driven economy,
  • curriculum reform,
  • exponential change in information and communications technology, and
  • the move to self-managing schools.

Now is an opportune time to take stock of where ten years of maelstrom activity have taken your own school's library services.

Role of the principal

With the continually increasing workload on principals, keeping tabs on these changes is a major challenge. In an era of limited budgets, and less formulae for spending them, how does a school know it is getting value for its investment in library and information services?

The recent publication of a second edition of Learning for the future: developing information services in Australian schools provides administrators with an authoritative and practical tool by which to evaluate this area of school operations. Learning for the future is a policy and standards document published jointly by Curriculum Corporation, Australian School Library Association and Australian Library and Information Association. It takes a broad view of library as not just a place, but as a service, and recognises the integral role of information and communications technology in that service.

Take a quick test on what you value in your school library and information service!

My school library service needs to…

  • provide an overview of curriculum documents for all learning areas and work with teachers to establish programmes
  • provide timely reference and information services to me as principal
  • provide professional development for staff in information literacy
  • evaluate student outcomes in information literacy and contribute to school reporting
  • promote quality literature to staff and students
  • know students by name, interest and special needs
  • communicate well with parents, students, teachers and the wider community
  • be available at school, in classrooms and from home
  • select, index and catalogue learning resources so we can find relevant information easily
  • promote itself to the school, and to me so I know its successes and problems

What difference should a school library make?

The school library and information service is not a warehouse but a learning centre. Its fundamental purpose is to improve student outcomes. All operational decisions need to contribute to this fundamental mission.

Curriculum centre

Effective library and information services that contribute significantly to their school's mission aim to:

  • improve student outcomes in a process-oriented learning environment,
  • produce an information literate school community,
  • improve literacy and promote reading for pleasure,
  • create life-long learners,
  • model best practice in the integration of information and communications technology in learning, and
  • evaluate the vast array of information resources available and select the best.

Knowledge management centre

Emerging knowledge-based services and careers employing information and communications technology are seen as another sphere of specialisation for school library and information services. While still very new, issues such as online curriculum, intranets, metadata standards, content management systems and electronic document technologies have direct relevance to schools as learning organisations.

Resources centre

The resourcing investment in most schools is significant, and school communities should expect to obtain maximum value from their library and information service. In an average sized secondary school, the replacement value of resource stock, technology, furniture and equipment could be close to $1/4 million. A competently managed library service will maximise access to this capital investment as well as reduce duplication and waste of resources throughout the school.

What to look for in the library & information services team?

Staffing is the crucial factor in the provision of effective information services in schools. Without appropriate staff, a school library cannot provide the level of service outlined in Learning for the future and a school in this position will have to decide which services to do without. A range of expertise is required to form a dynamic information services team.

In a large school this team may include:

  • teacher librarians
  • network managers
  • information technology co-ordinators
  • library technicians
  • computer technicians
  • clerical staff.

Small schools may have to combine some of these roles, or outsource certain tasks, but all Australian schools should have the services of a qualified teacher librarian as manager of the overall library and information service.

What does a 21st century teacher librarian look like?

Contrary to popular stereotypes, a school library is not a place to get away from people and from the complex work of teaching.

A successful teacher librarian:

  • enjoys people and works well with students and teachers
  • has a positive self-concept
  • views self as a leader in curriculum development
  • desires to empower others
  • is willing to take risks and views change as a positive challenge
  • has a sense of order

(Loertscher 1988: 16)

As well as being competent teachers, teacher librarians should use their additional specialist skills and knowledge and contribute to the school as:

Curriculum leader

  • working with their principal and senior staff to ensure information literacy outcomes are a major school focus
  • being involved in curriculum planning and school curriculum committees, and maintaining a whole school, cross-curricular perspective
  • raising staff awareness of the need for students to acquire information skills
  • planning, teaching and evaluating collaboratively with teachers to ensure the effective integration of information resources and technologies into student learning
  • maintaining literacy as a high priority, engaging students in reading, viewing and listening for understanding and enjoyment

Information specialist

  • providing access to information resources through efficient and well-guided systems for organising, retrieving and circulating resources
  • providing training and assistance to students and staff in the effective use of these systems
  • interpreting information systems and technologies for students and teachers in the context of the school's curriculum programs

Information services manager

  • developing and implementing strategies for evaluating the resource collection and for determining curriculum and student needs within the context of identified school priorities
  • developing policies, procedures and criteria for selecting resources which meet curriculum, informational and student recreational needs
  • ensuring that the day-to-day administration of the school information centre is efficient and that systems, resources and equipment are well maintained
  • developing budget estimates to ensure that teaching and learning requirements are met
  • providing a stimulating, helpful environment which is a focal point and showcase for students' learning achievements

How to work towards improving library and information services in schools

  • Build strong partnerships with your teacher librarian(s)
  • Benchmark current services against Learning for the future 2nd edition
  • Create a library and information services development plan
  • Survey users of the services
  • Revisit duty statements
  • Make professional development plans and activities a priority for staff
  • Implement performance management processes and/or review
  • Provide opportunities for work shadowing
  • Encourage networking through membership of local professional associations as well as available system network groups

Additional concerns

As is increasingly the case with a number of specialist teaching areas, some schools have difficulty finding qualified, enthusiastic teacher librarians due to limited supply and the ageing teaching population.

If you know an excellent classroom teacher who displays the qualities required to be a teacher librarian, why not encourage them to investigate this specialisation? Accredited graduate courses in teacher librarianship are listed at: http://www.w3c2.com.au/asla/courses.htm

Reference

Learning for the Future: developing Information services in Australian schools. 2nd ed (2001). Carlton: Curriculum Corporation

Loertscher D. (1988). Taxonomies of the school library media program Englewood, Colo: Libraries Unlimited

Key terms

Information literacy
To be information literate an individual must recognise when information is needed and have the ability to locate, evaluate and use effectively the information needed. Ultimately information literate people are those who have learned how to learn.

(ALA Presidential Committee on Information Literacy, 1989) 

Teacher librarian
A qualified teacher librarian is defined as a person who holds recognised teaching qualifications and qualifications in librarianship, defined as eligibility for professional membership for the Australian Library and Information Association (ALIA).

These qualifications ensure that the teacher librarian is both an educator and an information manager with integrated understandings from both of the areas. As a result, a knowledge of the curriculum, teaching strategies and learning styles is combined with a knowledge of resources and information access systems. This enables teacher librarians to undertake an active role in curriculum design, support and implementation. (Learning for the Future 2nd ed 2001)

Val Baird is currently a teacher librarian at Perth Modern School where Val provides cross-curricular support service to staff and students. She has been working at the technological cutting edge for many years in various high schools, including many years as a lecturer for TAFE. More recently her teaching has included working at Curtin University of Technology and the Australian Institute of University Studies where her skills and interest with computers and the Internet have been utilised. Val is an active member of several professional associations. These include her role as Treasurer of ASLA a the national level, and Treasurer of the Affiliation of Professional Education Associations in Western Australia. Previously the President of the Western Australian School Library Association for the five years to 2000, she continues on the committee. 

Pru Mitchell holds a Master of Education (CSU) and a Grad Cert School Management (CQU). She has worked in school and TAFE libraries in South Australia, Victoria and Western Australia and is currently Head of Library and Information Services at John Septimus Roe Anglican Community School, WA. 

Margaret Phillips, a teacher librarian in Western Australian government schools since 1969, is at present Acting Curriculum Officer, Library and Information Services, Learning and Teaching programs at the Education Department of Western Australia. She holds a Master of Education with a dissertation on teacher use of a school library.