Priorities for school libraries.

Priorities for school libraries.

last updated 27 July, 2002

Foresight has resulted in the placement of libraries and information technology in schools. Information literacy is implicit in the syllabus, but it is a challenge to teachers and students alike. The rollout of technology is outstanding, and the value of the infrastructure is beginning to be translated into meaningful learning. One sure and effective way to assist teachers in moving their students towards achieving NSW's progressive learning outcomes would be to acknowledge the key role of the teacher-librarian, and better resource their role.

A useful first step would be to restore essential elements that were inappropriately cut, or poorly managed, following the 1988 budget cuts and the period of 'renewal'. When libraries are back on first base, the exciting possibilities of vigorous learning communities can continue to be explored and facilitated.

1. URGENT

RFF in primary schools:

Re-employment of the RFF teachers that were cut in 1989.
While waiting for that budget to be restored, declaring that the part-time allocation (discretionary staffing allowance) must provide RFF.

Library staffing for K-6 support classes:

Adjustment of the teacher-librarian allocation to reflect accurately and equitably the total number of classes.

Support staff (SASS) K-12 (Step 1)

Recall of staffing formula for library SASS, restoring secure appointment of TRAINED library clerical staff.
Improved availability of OASIS training courses, and ongoing professional development.
Teacher-librarians support the claims of the wider educational community for technical support in schools.

Supervision in secondary schools (Step 1)

Dissemination of guidelines which ensure that supervision of untimetabled senior students is catered for without the TL forced to take responsibility, and library space inappropriately commandeered.

RATIONALE: Information literacy, syllabus demands, depth of inquiry, higher order research and thinking tasks, and management of the multi million resources in school libraries have high priority. Teacher-librarians should be as free from RFF, inappropriate supervision and clerical tasks as possible.

RECOMMENDATIONS

1      Review staffing schedule K-6

1.1      Restore RFF positions or declare that the discretionary staffing allowance must be used to provide RFF.
1.2.     Adjust the teacher-librarian allocation to reflect the number of support classes.

1.3 Review SASS staffing schedule K-12
Restore staffing formula for library SASS, ensuring secure appointment of trained library clerical staff.

1.4 Provide guidelines
Libraries should not be used for the supervision of untimetabled seniors without research needs.

2. MEDIUM TERM

Technology:

When will library automation have a Windows environment, in keeping with the government's ICT plan?
Can there be better availability of introductory OASIS courses, more varied courses and ongoing training?
Will there be on-site technical support, in addition to phone help, and tied grants?

'School staff consider provision incomplete in the absence of technical officers to maintain the equipment'

[2]

Teacher-librarians look forward to ‘inappropriate assignment of teaching responsibilities and timetable problems’ ² being resolved so that they can maximise their potential to support teachers and student learning using ICT.

Strong state support and guidelines

'Granting schools the ability to initiate their own management responses to the educational needs of their students is a progressive step that, in Scott's terms, invites 'school renewal'. But renewal is, or ought to be, a goal-directed process with the guiding principles and values applicable system-wide, even if rendered in particular ways within local contexts'. Vinson on Scott [1]

Clear statements are needed for principals to best support progressive teaching and learning programs.

Information literacy - the integration of learning outcomes across the curriculum
The mapping of information skill outcomes in syllabus documents
Cooperative planning and teaching
Flexible scheduling
The dual role of the teacher-librarian - with time for both provision of services and teaching.
Professional development of executives
Budgets and benchmarks
Value added services eg reading lists, internet links K-12 (HSC online very effective)
Coordinated, responsive resource support for schools such as adequate budgets to resource new syllabuses.
Preferred employment of qualified teacher-librarians.

Qualifications, training and professional development:

Reversal of the trend toward employment of untrained teacher-librarians.
Continuation of support for gaining qualifications in addition to DET's School Based Training Course for Teacher-Librarians.
The inclusion, in preservice teacher-training courses, of information literacy, the role of teacher-librarians in resource-based learning, using library support and services, and cooperative planning and teaching.

Support staff (Step 2):

Increased support staff in primary and central schools.
Incorporation of library technicians

3. LONG TERM

Consultancy:

Restore consultancy, to supplement the excellent services of SCIS (Schools Cataloguing and Information Service) and the journal Scan

Supervision in secondary schools (Step 2):

Reassessment of staffing, physical work space and resource needs for non-timetabled senior students.

Extended hours:

Joint-use libraries
Establishment of collegiates

Collection development:

Needs consistent development / proper management
Consideration is needed of syllabus changes, literacy imperative, guided and home reading programs
School decisions for global budgeting result in some inequities; are guidelines needed?

How can adequate funding be ensured for each and every school so that libraries and KLA committees can keep books and learning resources up-to-date?

What provisions can be made for dissemination of information about, and purchasing of resources when a new syllabus is introduced?

Physical facilities and amenities:

Continuation of the government's budget allocation for capital works for school libraries.

1. 'The Scott Management Review' by Professor Tony Vinson in Independent Inquiry into the provision of Public Education; Interim reports. Issue 01 at http://www.pub-ed-inquiry.org/reports/interim/01/scott_review.html

2. First report May 2002 Inquiry into the provision of public education in NSW.

NSW Teacher-Librarians