Priorities for school libraries.

Priorities for school libraries.

last updated August 2005

Foresight has resulted in the placement of libraries and information technology in schools. Information literacy; implicit in the syllabus; is still a challenge to teachers and students. 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, in 1988 during the period of 'renewal'. Then the exciting possibilities of vigorous learning communities and quality teaching can continue.

1. URGENT

RFF in primary schools:

Re-employment of the RFF teachers that were cut in 1989.
While waiting, declaring that the part-time allocation (discretionary staffing allowance) 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.
Note: It needs to be seen if the general statement on the August 2005 circular will make any difference.
On-site TECHNICAL SUPPORT, in addition to phone help, and tied grants.

Supervision in secondary schools (Step 1)

Guidelines for untimetabled senior student supervision ensuring the library is not inappropriately commandeered have been needed.
The August 2005 circular may help alleviate the situation in schools - to be reviewed.

RATIONALE: Information literacy, syllabus demands, depth and higher order inquiry, and management of resources in schools have high priority. Teacher-librarians should be free from RFF, inappropriate supervision and clerical tasks.

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 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 schools have tech support?
When will OASIS library be upgraded with the Windows interface that was trialled in 2003?
When will teachers have remote access to DET services, such as intranet and uploading school web pages?
Can there be better availability of introductory OASIS courses, more varied courses and ongoing training?

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.

[Dual role of the teacher-librarian - time for both provision of services and teaching / with a minimum for administration time

The August 2005 Industrial Relations circular has addressed this firmly and adequately.]

The mapping of information literacy as it is integrated in syllabus documents
Cooperative planning and teaching
Flexible scheduling
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.

Support staff (Step 2):

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

Qualifications, training and professional development:

In December 2002, DET advised Federation that 'the Department is prepared to specify that priority will be given to teachers who are accredited [qualified] as a teacher-librarian.'_[3]
In 2004, DET is jointly piloting, with CSU, an upgraded course Graduate Diploma in Teacher-Librarianship

In order to support preferred employment of qualified teacher-librarians, there needs to be:

Continuation of support for gaining qualifications, in addition to DET's upgraded Graduate Diploma.

Recruiting of qualified teacher-librarians for empty positions, including targeting recent graduates.

[Accredited: DET 'qualified', ALIA 'specific qualifications', Federation 'in the position for two years']

3. LONG TERM

Collection development:

How can adequate funding be ensured for every school so that resource collections are consistently developed?
What provisions can be made for dissemination of information about, and purchasing of resources when a new syllabus is introduced?
How can BOS texts be selected with more effective availability?
How can there be more effective distribution of syllabus documents?
How can schools be better supported with resourcing literacy programs e.g. guided reading and home reading?

Can BOS and DET publish and keep up-to-date a list of current official documents for schools to refer to?

Consultancy:

Restore consultancy, to supplement the excellent services of SCIS and Scan

Supervision in secondary schools (Step 2):

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

Teacher training

Preservice training in information literacy, the role of the teacher-librarian, and cooperative planning & teaching.

Physical facilities and amenities:

Continuation of the government's budget allocation for capital works for school libraries.
Improvement of ongoing maintenance and cleaning standards.

Communication:

How can communication to schools be improved?

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.

3. Edsall, Sally 'School library issues; Employment and transfer rights for qualified teacher-librarians.' in Education March 17, 2003

NSW Teacher-Librarians