Standard 2:
KNOW THE CONTENT AND HOW TO TEACH IT
Highly accomplished TL's have a developed knowledge and understanding of current curriculum requirements and teaching strategies and actively use this information to collaboratively assist classroom teachers in the planning and preparation of teaching programs. They mentor teachers and provide PD for staff by resourcing them with new and emerging research and techniques. ASLA (2014:6)
Information literacy and ICT literacy
The highly accomplished TL has a thorough and highly comprehensive understanding, use and responsibility for digital technologies. IFLA defines a TL as having responsibility for "the school's physical and digital learning space where reading, inquiry, research, thinking, imagination, and creativity are central to teaching and learning." IFLA (2015:25) The highly accomplished TL will "model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful."(ASLA 2014:9)
The TL at Site 2 struggles to improve her own understanding and knowledge of current ICT trends which results in a library site with no web presence and no team teaching or mentoring.
When I come to power at this site, the opportunities for improvement are vast. ASLA (2014:9) offers many examples of evidence, including the presentation of book trailers, evaluation of teaching software and modelling the use of ICT in teaching. There is the opportunity to fill a large void in the use of networking sites utilising web 2 affordances to set up social media, allowing students the opportunity for online community with the library and it's resources. Sites such as Facebook, Pinterest, Google + all offer connected learning networks, while the addition of a website would further enhance the connectivity of the library to the school community. Along with setting up sites and connected learning networks for the library, there is the opportunity for the creation of online learning communities for different subject departments within the school. Modelling the use and development of these networks is a necessary element for the staff and students. Following on from the introduction of these digital connected learning opportunities, gives rise for the opportunity to provide advice to students and teachers on the management of sites and awareness of the potential risks encountered in real-world digital communities (Lupton, 2013).
Promotion of reading
The highly accomplished TL is fully aware that to maintain a healthy school reading community it requires ongoing modelling, support, an appealing environment, and a climate that consistently publicises the library collection. In order to consistently drive this high level of support, the TL must be abreast of new and upcoming publications, be proactive in the purchase and display of new stock, and be an avid reader of narratives across a range of genres that appeal to school stakeholders (staff and students alike). ASLA and ALIA documents state that the excellent TL will "foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment." ASLA & ALIA (2004) The promotion of reading extends beyond reading, to supporting and empowering the reader through the provision of avenues for book reviews and feedback.
The TL at Site 2 is hindered in her ability to proactively promote reading by external constraints as cited in Marca (2014:22), however she demonstrates a hesitancy to engage proactively to support and encourage reading at an excellence level. She seems content to operate at the status quo, with the library limping along. Students borrowing rates are dropping and she reflects that fictional borrowing is almost nil. From observation, she does nothing to demonstrate a reading culture within herself, let alone with in staff and students.
When I come to power, I will actively work towards a change in reading culture within the school community. With my love for reading and drive to share this, the library as a centre of reading will encourage reading and the sharing of book reviews and recommendations. The first challenge I will face is to know the ageing collection and work through a culling and updating process. Promoting the new stock with displays, encouraging staff to actively read and promote their reading to students both inside and outside the classroom has the potential to very quickly change the reading culture. Providing students and teachers with digital platforms to comment on and search for fictional narratives opens up an online community of readers within the school body. Physical notice boards that provide students with an avenue for book reflections will encourage other students to read - and consider reading outside their usual genre choices. Collaborating with staff to implement literature programs to encourage reading for the curriculum and pleasure, that result in positive learning outcomes will ensure that a reading culture infiltrates all aspects of school life. Keeping abreast of borrowing rates, interaction with social sites and changes of student literacy levels through this process will further document the results and effectiveness of this intervention. It is imperative that results are always shared with the whole school community to endorse, encourage and further promote ongoing reading, sharing and documenting.
Information literacy and ICT literacy
The highly accomplished TL has a thorough and highly comprehensive understanding, use and responsibility for digital technologies. IFLA defines a TL as having responsibility for "the school's physical and digital learning space where reading, inquiry, research, thinking, imagination, and creativity are central to teaching and learning." IFLA (2015:25) The highly accomplished TL will "model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful."(ASLA 2014:9)
The TL at Site 2 struggles to improve her own understanding and knowledge of current ICT trends which results in a library site with no web presence and no team teaching or mentoring.
When I come to power at this site, the opportunities for improvement are vast. ASLA (2014:9) offers many examples of evidence, including the presentation of book trailers, evaluation of teaching software and modelling the use of ICT in teaching. There is the opportunity to fill a large void in the use of networking sites utilising web 2 affordances to set up social media, allowing students the opportunity for online community with the library and it's resources. Sites such as Facebook, Pinterest, Google + all offer connected learning networks, while the addition of a website would further enhance the connectivity of the library to the school community. Along with setting up sites and connected learning networks for the library, there is the opportunity for the creation of online learning communities for different subject departments within the school. Modelling the use and development of these networks is a necessary element for the staff and students. Following on from the introduction of these digital connected learning opportunities, gives rise for the opportunity to provide advice to students and teachers on the management of sites and awareness of the potential risks encountered in real-world digital communities (Lupton, 2013).
Promotion of reading
The highly accomplished TL is fully aware that to maintain a healthy school reading community it requires ongoing modelling, support, an appealing environment, and a climate that consistently publicises the library collection. In order to consistently drive this high level of support, the TL must be abreast of new and upcoming publications, be proactive in the purchase and display of new stock, and be an avid reader of narratives across a range of genres that appeal to school stakeholders (staff and students alike). ASLA and ALIA documents state that the excellent TL will "foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment." ASLA & ALIA (2004) The promotion of reading extends beyond reading, to supporting and empowering the reader through the provision of avenues for book reviews and feedback.
The TL at Site 2 is hindered in her ability to proactively promote reading by external constraints as cited in Marca (2014:22), however she demonstrates a hesitancy to engage proactively to support and encourage reading at an excellence level. She seems content to operate at the status quo, with the library limping along. Students borrowing rates are dropping and she reflects that fictional borrowing is almost nil. From observation, she does nothing to demonstrate a reading culture within herself, let alone with in staff and students.
When I come to power, I will actively work towards a change in reading culture within the school community. With my love for reading and drive to share this, the library as a centre of reading will encourage reading and the sharing of book reviews and recommendations. The first challenge I will face is to know the ageing collection and work through a culling and updating process. Promoting the new stock with displays, encouraging staff to actively read and promote their reading to students both inside and outside the classroom has the potential to very quickly change the reading culture. Providing students and teachers with digital platforms to comment on and search for fictional narratives opens up an online community of readers within the school body. Physical notice boards that provide students with an avenue for book reflections will encourage other students to read - and consider reading outside their usual genre choices. Collaborating with staff to implement literature programs to encourage reading for the curriculum and pleasure, that result in positive learning outcomes will ensure that a reading culture infiltrates all aspects of school life. Keeping abreast of borrowing rates, interaction with social sites and changes of student literacy levels through this process will further document the results and effectiveness of this intervention. It is imperative that results are always shared with the whole school community to endorse, encourage and further promote ongoing reading, sharing and documenting.
Computer lab housed in the library of Site 2
