C.++PROFESSIONAL+PRACTICE

=**__ PROFESSIONAL PRACTICE __**=

** 2.1 Learning environment **
All children appreciate environments that are organized, uncluttered, interesting, and attractive. In such an environment, they are more motivated and willing to explore. Every one of the three sites visited over the past 4 years have undergone refurbishments of their resource centres. One site in particular was most appealing. The TL, in collaboration with the ICLT and a few of the teachers, had browsed catalogues and visited other schools which had undergone refurbishments in their schools. The furniture chosen was comfortable, bright and appealing. The children were also encouraged to remove their shoes when using certain parts of the resource centre, firstly to preserve the furniture and secondly, because studies have shown that "...many students pay better attention and achieve higher grades in more comfortable settings."(Shalaway,1998). I noted how, whenever the children came into the resource centre, they would all dash for their favourite areas. Once the TL had spoken to the class and encouraged discussions about what everybody was reading, they were free to look for books to read or simply relax and read until their time was up. Without fail, whenever the children were told time was up, there would be a collective groan. That is heart-warming in any teacher's book! I believe that if I were in the position to create the learning area of the resource centre, I would most certainly ensure that the furnishings were as appealing as the site mentioned.

Students in Site 2 are encouraged to write short reviews about books they really enjoyed reading. These short reviews are placed on the shelves near the book location. I firmly believe that this encourages children to try new books, especially if their peers have recommended them. It is even more effective when the Year 5 or 6 students notice one of the more popular Year 7 reviews and want to read them because they admire that particular student. What a great piece of role modelling for the younger year levels. Book reviews have been created by children in Year 5, 6 and 7 in Site 1, of books which are available in the school library. The TL has placed a selection of those book trailers on the school portal on the library page for students to access. The TL found that this was proving to be quite effective as children were enjoying reading the trailers and wanted to then read the books reviewed. I feel that this is a powerful tool and would choose to perhaps select a few book trailers to show relevant classes at the start of a library lesson to promote books and encourage children to try new authors or series.

The use of ICLTs across the school in Site 1 is quite strongly promoted. They are fortunate in that it is a well resourced school. The library has a set of iPads which the children can access to search for books or do research work. Along with that there are 20 desktop computers available in the library as well. The children therefore have easy access to the online catalogue in the school library, and can therefore locate books fairly easily.
 * [[image:P1000903.JPG width="400" height="300"]] || [[image:IMG_1031 2.JPG width="372" height="302"]] ||
 * Appealing furniture in the learning space || Comfortable reading spaces ||


 * [[image:2012-08-09 11.19.20.jpg width="445" height="345" caption="Inviting atmosphere"]] || [[image:2012-08-09 11.19.11.jpg width="292" height="343" caption="Appealing displays"]] ||


 * [[image:IMG_1024.JPG width="800" height="647" caption="Use of portable devices in the library"]] ||  ||

** 2.2 Learning and teaching **
The TL at Site 1 is always heavily involved in planning and implementing information literacy and literature programs. The teachers, along with the TL and the Curriculum Support Teacher all meet and plan units together. The TL is often involved in the actual teaching or implementing of the unit of work, where she works alongside the classroom teachers in a collaborative, team teaching style. Her involvement in the classroom has a far reaching, positive effect on the students and the teachers as they feel a connectedness between the resource center, the TL and the subject matter. In this way, the TL is able to ensure that the resources needed by teachers at various levels are purchased and made readily available. This also ensures a well resourced resource center which caters equitably across the school. The students therefore don't see the TL as merely the 'librarian',but as a teacher and facilitator as well. I also believe this has a positive impact upon the image and status of the TL in the school, as teachers are able to see the passion and resourcefulness of the TL. The TL at Site 1 is also heavily engaged in analyzing the data gained from the annual NAPLAN tests. In this way, following discussions with the teachers, she is able to give informed guidance of what the teachers need to concentrate on in certain year levels with regards to literacy in the classroom. I believe that I would consciously strive to work in the same manner as this TL, as I believe she really has a finger on the information literacy and literature pulse of the school, and in this way, all students and teachers receive maximum benefit.

It is difficult for the TL at Site 3 to meet the requirement of being fully involved in all the planning and teaching of literacy and literature programs as she has limited time within the school. She is there for 5 hours a week, 3 hours in the library and 2 hours as Head of Curriculum. The TL has limited time to plan with the teachers, as well as engage fully with the students in the library. Due to her limited time, she is unable to conduct library lessons with each class. She plans literacy based activities with her teachers which they run in their classrooms. She works really hard to encourage collaboration across the year levels to promote literature and literacy. They use a type of buddy system where the younger grades have a older buddy class. During their times together, the older children work with the younger ones to foster a love for and encourage engagement in literature based activities. This is a very successful program as it gives the older children a sense of purpose in their leadership roles, and fosters relationships between the older and younger children. It was quite evident that the children looked forward to these lessons each week.

The TL at Site 3 does not do any ICT with the classes, not only due to limited time, but the school has recently built a computer lab, so all ITC learning is done with another teacher - the classroom teachers don't even have to do those lessons. I believe that if I were the TL at that school, I would discuss with the principal the possibility of taking on the hours of the person employed to do ICT and endeavour to amalgamate the two roles, as it should be. In this way, there would be more opportunity to engage in literacy and literature activities with ICT. I would appear that the role of TL is not seen as a critical one in that school. However, whenever the opportunity arises, for example, Book Fairs and Book Week, the TL does her utmost to create engaging and exciting interactive displays to draw the children into the library during breaks, before and after school on the days that she is there. On the days that she is not there, they rely on parent volunteers and a teacher aide to help children with returning and borrowing at those times. I feel that the TL's hands are really tied due to the short time that she is employed as TL, and that she is doing the best job she can under the circumstances.

=2.3 Library and information services management =

“Resourcing the curriculum is an ongoing process of analysis, selection and evaluation, guided by the resource policy and budget planning.” ASLA & ALIA (2001 p.29). The library at Site 1 is widely resourced, both from the point of view of the students and the staff. The library receives a yearly budget ($10 000 in 2010) which is reviewed annually according to resourcing needs. The current budget allows for the recommended maintenance and development of the collections to cater for the varied needs of the school community**.** All staff members at Site 1 are encouraged to be involved in the process of selection of physical resources. Suggestions by the teachers for resources are seen as a good indicator of the demand for particular resources. If there is a deficit detected, the TL will endeavor to purchase resources to meet the needs of the community. Students are also consulted about reading material they wish to have access to in the library. When they come in to borrow books, the TL encourages a short ‘book talk’ where students share their experiences of books they are reading and often they will have their own books with them which they may recommend to the TL for purchase. The TL will then view and appraise the book and will act accordingly. Teachers, too are free to suggest purchases for the resource section of the library.

ALIA (2010, p8) suggests that “The range and type of resources in the library collection will need to adapt to the changing curriculum and the increased access to technology provided by the Digital Education Revolution.” This is evident since the introduction of the National Curriculum, where the TL and the staff have noted that the library is perhaps lacking in resources to adequately cater for the History curriculum. The TL has requested that the staff review the National Curriculum and create a wish list of resources for the History curriculum, which she will then go through to determine what resources need to be purchased.

 Weeding of resources from the school’s collection is done on a continual basis, ensuring that all areas of the library are covered throughout the year. This process is undertaken primarily by the TL and the TL Aide; however, suggestions from the school community are taken into consideration such as instances where a book is under scrutiny as a ‘Challenged Material”.

 I believe that I would push for a greater budget to enhance the collection, specifically in the area of multiple copies of reading material which can be used for guided reading and literature circles, especially in the middle and upper grades of the school, where good reading material for varied abilities is needed. Introducing a formalised resource request list to be completed during collaborative planning would also be something that I think would be useful in tracking the needs and deficits in resourcing in the library.

**2.4 Evaluation**
Evaluate student learning: The TL at Site 1 is heavily involved with the teachers in regards to literacy and literature and the promotion of both. As previously stated, she plans with the teachers on a regular basis and goes into their classrooms to actually implement and assist with the running of the reading programs or units planned. I believe that out of the three sites visited, this particular TL has a firm understanding of the needs of the children and teachers and is therefore able to resource the library effectively. During her planning sessions she created and implemented an observation or record sheet for both herself and the teacher. This record sheet was designed to track the progress of each student in their actual comprehension and the strategies they were using. There was also room for anecdotal notes as the lesson progressed. I believe that working collaboratively with teachers to assess children in this manner, gives the teacher an opportunity to ensure consistent evaluation is occurring across the whole school, with the TL acting as a form of a moderator.

Further opportunities are available for TLs to evaluate and assist with ensuring that there is a consistency of teacher judgement across the school. Such an opportunity is utilized by this particular TL. She is instrumental in helping to administer the Pat R reading tests across the school. In addition to that, she helps the administration team to analyze and gather student data. This is then used to make comparisons and determine strengths and weaknesses in individuals and across year levels.

The TL is also involved in assisting teachers during such times when Consistency of Teacher Judgement (CTJ) activities and assessments are needed. The teachers across the school usually seek assistance in developing checklists and criteria sheets for specific activities.

All three TLs across the schools find that the meetings they are able to have with their peers are very valuable with discussions around the value of programs such as Enhance TV, eBook collections and online databases which may be of use across the schools.

Due to the fact that there are so few librarians in some districts, online forums are used extensively. I think in that role, that would be the tools which I would use more than anything else. There is a teacher-librarian forum organized by Catholic Education called "What's Hot, What's Not". Forums such as these enable TLs to communicate quickly and easily with one another and other professions to gain answers or information. Following other TLs who are deemed 'gurus' in their field is another way in which to keep in touch with the latest trends regarding literature, library management and managing ICLT.

There are a number of highly dedicated TLs who have fantastic blogs and Pintrest boards which I was introduced to by the TL and by doing my own searches. Here are a few of my favourites: [|Teacher and Librarian Blogs]

[|Teacher Librarians connecting] [|Darcy Moore's Blog] [|Kim Yeoman's Pintrest]

All three TLs also subscribe to a number of periodicals and journals to enable them to keep abreast of current trends and current book titles. These subscriptions may include Austlit, Peta, Magpies andLiterature Base.

If I could achieve half of what these three TLs do in the time alloted at their schools, I will be happy. They are all truly inspirational.