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Introduction Edit

This section explains how my learning in each of the themes featured in Section 3 will allow me to become an effective teacher librarian in the future. This includes identification of any weaknesses in learning and proposed solutions.

4.1 - The role of the teacher librarian within the school community Edit

Reflection on Section 3.1 and ALIA & ASLA, (2004) demonstrates that my learning has provided good evidence of becoming an effective TL as shown by the following

• Possessing detailed knowledge of current educational pedagogy and sound understanding of current assessment theory and processes (Section 3.1).

• Modelling the sharing of knowledge. Through teaching and learning I have assisted individual learners to develop independence in their learning (Appendix One).


• Demonstrating dedication to excellence in professional service by providing exemplary reference and information services to the school community. This includes promotion of library and information services to the school and the wider community (Appendix One, Appendix Three & Amuso, 2012, June 11).

• Active participation as a member of professional communities (Appendix Four & Amuso, 2012, September 17).

• Monitoring teaching practice to ensure improved learning and teaching (Appendix One).

• Began attempts to foster a reading culture e.g. encouraging students to engage with literature relevant to their studies as part of their wide reading program (Amuso, 2012, September 17).

However there are weaknesses that require addressing to satisfy ALIA & ASLA, (2004) including:

• Undertaking research which informs evidence-based innovation in school library programs including engaging in debates on educational issues within the school community.

• Creating and fostering library-related professional development and ongoing professional development for staff.

• Actively engaging in school leadership and participation in key committees.

• Building and fostering collaborative teams within school and professional communities.

• Providing effective and transformational leadership within the profession.

• Emphasising a learning and teaching focus in school library programs and services.

• Promoting the profession of teacher librarianship in schools and the wider community.

• Need to demonstrate more comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in schools.

I feel that weaknesses will be addressed via regular employment where opportunities to undertake research and engage in leadership roles will be provided.

4.2 - Importance of online technologies towards effective teaching and learning in the classroom Edit

Reflection on Section 3.2 and ALIA & ALSA (2004) has provided good evidence of becoming an effective TL as shown by the following

• Appreciate the dynamic nature of ICTs and their role in education. Collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes. I ensure that their programs are responsive to the needs of learners in the school community (Appendix One).

• Teaching appropriate and relevant use of ICTs and information resources (Appendix One).

• Support learning and teaching by providing equitable access to professionally-selected resources (Amuso, 2012, Sept 17).

• Understanding how all learners develop and apply lifelong learning skills and strategies. As Amuso (2011, October 16) illustrates, I had the opportunity through professional practice to observe how learners develop and apply lifelong learning skills such as memory skills, research skills, organisational skills and numeracy skills along with their importance to learning.

Weaknesses that require addressing as identified in sections 4.1 and 4.2 are also applicable to this section. This includes undertaking research which informs evidence-based innovation to support or challenge existing views and practices on online technologies such as the use of SNS'. It would also allow me to build my knowledge of current educational practices. Further professional development would be beneficial such as incorporating VLE's further into student learning including new innovations and tools.

4.3 - Development of Information Literacy Skills Edit

Reflection on Section 3.3 and ALIA and ASLA, (2004) have helped me to become an effective TL as shown by the following:

• Developed a comprehensive understanding of the role of information and communication in technologies (ICTs) in lifelong learning. I am well informed about information literacy and practice demonstrated through my understanding of information literacy and the need to create ILSC's (Section 3.3).

• Promote and nurture a ‘whole school focus’ on information literacy policy and implementation. I developed greater awareness of the information literacy and information needs, skills and interests of learners in professional practice. I am noted for my ability to cater to students with special needs along with collaboration and communication with staff relating to student progress in learning ( Appendix One; Appendix Four & Amuso, 2012, September 17).

• Applying strategies in evaluation of student learning to provide evidence of progress in information literacy and reading (Appendix One). Two weaknesses are identified and require addressing to meet professional standards. Weaknesses are attributed to casual employment. Opportunities to develop ILS amongst students were limited at times. Solutions or strategies are proposed to address each weakness.

• A TL creates and nurtures an information-rich learning environment. While attempts were undertaken, regular employment will ensure that I create and nurture an information rich learning environment. It will be an ongoing process and requires ongoing professional development.

• Fostering an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment. I must reflect and evaluate the strategies used to encourage reading including: reading relevant literature reviews, greater awareness of popular literature for children and teens. Also creating systems that foster a reading culture would be beneficial e.g. DEAR Time.

In addition, further professional development on assessment of student learning would ensure awareness of current theory and practice.

4.4 - Importance of collection management policies in effective management of the school library Edit

Reflection on Section 3.4 and ALIA & ASLA (2004) has provided some evidence of becoming an effective teacher as shown by the following:

• Understanding of how to measure library resources, facilities, programs and services against current policies, standards documents and benchmarks (Section 3.4).

• While no opportunities to apply collaboration and input with library staff and the wider school community were provided, Section 3.4 demonstrates a strong desire to include interested parties as part of the process.

Despite progress, improvement is required in the identified areas if I am to attain 'excellent' status.

Weaknesses that require addressing to satisfy ALIA & ASLA, (2004) include:

• Effective application of professional knowledge in collection management practices in a school library including:

  • National standards for library and information management to ensure professional management of a library collection.
  • Key features of effective collection development policies particularly: selection and acquisition of items, managing resources in digital formats and client needs.
  • No identification and reflection upon suitable tools for curriculum resourcing and suitable tools to guide selection and acquisition of items for a library collection (Amuso, n.d.).

I gained familiarity with tools required for effective cataloguing including SCIS and Webdewey. I was comfortable accessing available features and utilising them to their fullest. While such systems simplify cataloguing, as TL I must be able to make professional decisions when listing items on a library catalogue effectively. This ensures that clients can easily select and locate the items which also reflect their needs and likely educational uses.

To overcome identified weaknesses, I require ongoing professional development in collection management practices in accordance with national standards and practice. Particular emphasis must be placed on learning how to access professional tools to aid in curriculum resourcing and selection and acquisition of items. I also need to learn effective application of strategies relating to the increasing digital collection that school libraries will have in upcoming years.




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