Primary school libraries and RFF in NSW; Position paper

The need for resources in teaching and learning was articulated in the sixties. Ironically, when funding for the building, training and staffing of school libraries was allocated, in primary schools the curriculum became separated from the resources. Teachers’ needs for professional time overrode the educational philosophy that led to the setting up of libraries in the first place. Library lessons were set up on a weekly basis so that teachers could have some release. This was remedied with official recognition for teachers’ need for release from face to face teaching, and the allocation of RFF staffing providing class teachers with two hours release per week. This was a time of rapid expansion of resource-based learning and literature based reading programs. Frameworks for teachers working with teacher-librarians and using the library were finally explored, after two decades of rhetoric. However a government with a need to slash its budget saw a program in its infancy, hardly on its toddling legs. Referring back to the era of weekly lessons, the Liberal Minister for Education, Terry Metherill, saw an opportunity; some cream to skim, and so the worst era for primary school libraries began. Initially teacher-librarians had given teachers release out of goodwill, not so much contradicting the educational practice of the time, but ahead of their time, promoting the use of resources in education. Now there was a caveat for misuse; the potential to use libraries for RFF formalised and institutionalised; written into the staffing formula.

To complicate the issue, the meeting of another need was promised, one valuable and precious, but in this instance misplaced, the need of principals to have some flexible staffing. As expressed in the N.S.W. Primary Principals' Association position paper on the teacher-librarian, principals are well aware of the value and complexity of the role of the the teacher-librarian. Some left their library program in place and didn’t hesitate to use their part-time teacher to provide the relief, giving up their flexible staffing. However others, faced with an opportunity to establish a program of their own choice, sacrificed the library.

This has stymied the efforts of those teacher-librarians to provide an integrated program, and has fractured the profession. Teacher-librarianship has evolved rapidly. However, it has been very hard for the profession in New South Wales to evolve, as so many have been deployed as relief teachers.

The larger global situation, trends in education, knowledge of learning theory and the syllabus itself all point to the importance of information literacy, including information technology, as an integral part of the curriculum, not an add-on. Initially interest in constructivist learning theory led to change, and the need for the school library and resources to support the curriculum. As inquiry and resource-based learning became accepted and more familiar, and understanding of the stages of the information process increased, interest focused on learning theory that highlighted the importance of skill development in context.

The growing importance of information literacy made the integrated use of the library and development of skills in context, part of meaningful, purposeful, authentic learning more important than ever.

Emerging trends in research are showing the complexity of the information process, and reveal that the experience is not an easy one. Teachers have always known that. While valuing higher order skills, but not knowing how to develop them, they tended often in the past to set separate, independent assignments. Now, it is recognised that inquiring, investigating and using information in a number of ways are on ongoing, integral part of learning. It is also becoming clearer that more time is required to carry out information seeking and processing, at the same time as the frequency is increasing of more discrete, relevant information tasks. Experts are calling for teachers not to abandon their students for what could be one of the hardest aspects of learning. Skills in providing interventions along the way, at the point of need, are growing. It is not possible for timetabled, once-a-week sessions to provide that.

There is a large body of literature articulating the need for flexible scheduling. Students need to visit the library more at times of need, for instance in the beginning stages of an information task, and more frequently and incidentally for specific reasons. Conversely there are times when students don't need the library. Access is then blocked to students who need it. The teacher-librarian is sometimes forced to spend time and energy entertaining and motivating classes without a library need, rather than meeting the many current needs.

The takeup rate of flexible, needs-based library use in New South Wales was slow, both prior to, and during the transition period in 1986-88. There was also a timidity in state administration's documentation. It is hard to know why. Perhaps teacher-librarians have respect for the culture and mindset of teachers. The school week has become increasingly crowded. Full flexibility may not always be feasible. It may not be as needed in early childhood, when the traditional weekly half-hour book exchange can meet needs.

Fortunately the literature points to mixed scheduling being as effective as flexible scheduling. Even if schools are unable, for any reason, to make a shift to flexible scheduling, there can be no argument that some degree of flexibility is essential if the school wants students to develop information literacy and have maximum access to needed resources (including some of the school's technology). All that is needed is semi-flexibility to reap the rich results.

Research shows that students have not yet exhibited a competence in coping with electronic information seeking. Thoughtful educators, such as Dr Jamie McKenzie, a former U.S. principal and superintendent who explores information technologies and how they support student centred, engaged learning, are using terms such as infoglut, infogarbage, technolust, data smog, and the age of glib. Research also identifies the following factors that support effective integration of technology in educational programs:

It has been said that ploughing money into technology hardware is good public relations for government; addressing the most obvious sign of need while the rest of the system slowly spirals downward. Teacher-librarians applaud the installation of the technology, but instead of being part of the downward spiral of neglect, they should be strengthening the upward spiral of provision of successful learning experiences.

What was meant to be a vital, dynamic learning centre has been turned into a static classroom (an expensive one). A growing number of teachers are developing in their classes a community of inquiry; an atmosphere of investigation. How can teachers develop this fully if their library is effectively 'locked' by RFF provision?

Alternatively, there is nothing more depressing than going into an RFF library, where the the teacher-librarian is coping with disinterest, trying to motivate students who are dropped at the door with no other purpose of being in the library than teacher time off. (This is known in the profession as the lamington approach - dump and dip.) At best, survival strategies involve a 'song and dance' routine. At worst, worksheets and colouring-in fill the time when meaningful use has been exhausted. Although weekly timetables assure that classes have regular access, they do not seem to enhance the connection between learning in the classroom and the library. Based on panic rather than sound teaching principles, this arrangement may be seen to offer some advantages to unaware administrators, e.g. 'accountability'. However there may be more ''fillers' than 'thrillers'.

IF class teachers do plan 'integrated' or related RFF sessions with the teacher-librarian, they are relying on weekly sessions when they are not present, to handle comprehensive aspects of their HSIE / S&T / English programs.

IF class teachers don't plan with the teacher-librarian, and there are some good reasons why they might not, teacher-librarians run an independent program, or at best a related program. If they desire to support curriculum, they try to make a silk purse out of a sow's ear. They do the best they can with these weekly lessons, and it seems that many schools are lulled into thinking they are being delivered the goods. But as Loertscher cautioned, all that glitters is not gold. Despite elaborate and comprehensive teaching programs, operating in 'glorious isolation' doesn't meet the requirements of the syllabus, meets few teacher needs other than 'time off', and doesn't effectively foster information literacy.

The role of the teacher-librarian is a DUAL one; involving both teaching and resource management. If the teacher-librarian is deployed as an RFF teacher, with an isolated, independent, teaching load, they have little time or energy left to provide the resource support needed by teachers. Their minimal administration time barely caters for the daily housekeeping; their own RFF time may need to be devoted to their own program, not to supporting teachers' programs. Pressured by a guilt-ridden model and their own professional integrity, they often run themselves ragged to try and deliver some of the goods and services promised by their position; vital to successful teaching and learning programs; deliverable by noone else in the school.

Literacy
Promotion of reading has always been an area of great strength in library programs. Initially, in the seventies when libraries were first staffed, classroom literacy programs used kits (such as the S.R.A. cards) and worksheets. The weekly 'library lesson' at that time was sometimes students' only opportunity to interact with 'real' books and literature. It was the major part of the teacher-librarian's role then to promote the use of literature and reading. Why is it pertinent to dredge up these archaic times and practices? Practices have evolved dramatically. Now classroom teachers immerse students in reading of a variety of text types, for a variety of purposes. Teachers require the support of the library in a myriad of ways. Metherill's advisors may have reported on those old style lessons, but the reality is that if teacher-librarians are forced to hold on to the cream of the collection for their own purposes, the schools is being deprived. If the teacher-librarian has no time to respond to teachers' needs, the school is being deprived. If the teacher-librarian has no time to help English committees with reading rooms which no longer consist of boxes of cards, but large numbers of texts, the school is being deprived. If access to the library is blocked because it is being expected to function as a classroom, the school is being deprived.

In the Futures paper launched recently by the Primary Principals' Association, literacy resources were identified as high priorities for additional funding. These included a wide range of needs such as guided reading materials, storage space etc.

Much of the resource support constraints can be alleviated by teacher-librarians. The irony is that no doubt some part-time teachers are used to provide literacy support; a classic case of what the principals termed 'Robbing Peter to pay Paul'.

Syllabus support
It is well-known that teachers have been having problems keeping up with the rate of introduction of new syllabus documents. There is an impact on the library as well. Every time a new syllabus arrives in a school, or teachers devise a new unit of work, resource support is needed. It can take hours, days, weeks of research and shopping around to find best match of resources. Liaison is needed with teachers, then assessment of the current collection, selection, ordering, and management of the processing. Appropriate websites need to be found and added to the school's links. Every time a teacher requests resources to support a unit, hours of searching and collation are required.

Seasonal variations
There are seasonal variations in the teacher-librarians' administration role. The beginning of each new year involves setting up of systems, for instance the transfer of borrowers to new classes. The beginning of each new term is often devoted to assisting teachers find resources for their new units. Book Week and/or Education Week often involve donation schemes which require a flurry of work, processing purchased books and inserting donation labels in a hurry to get the books to the homes to view. Book Fairs require variations of routine. There is a legal requirement to carry out regular stocktakes, an onerous task even with automation. OASIS updates and changes are required periodically. In the absence of adequate clerical support staff, the primary teacher-librarian bears this load. How do RFF teacher-librarians manage at these times? It defies the imagination.

Curriculum development
There has been much made in the literature of the potential for the teacher-librarian role in curriculum development. By its very nature, the role of the teacher-librarian entails a large amount of syllabus support. They know all students K-6, teachers and teachers' styles; they map the curriculum. Teacher-librarians are in a unique position to effect change in the entire instructional program. Stripling 1995. They have high levels of knowledge and experience, and a profound understanding of the organisation. Sharpe

Hay, Henri and Oberg declare that there is a point at which the teacher-librarian and principal have similar functions. Why ignore this potential for enhancing school improvement? The principal has an ever increasing load, with 'a lot on their plate'; deputies are likewise busy; whereas the teacher-librarian's role is clear and focused, designed solely for syllabus support. However, the role is marginalised by deployment to RFF; reduced to weekly book exchange and story telling with erstwhile attempts to develop skills and lots of fillers thrown in to keep students busy for an hour. There is less opportunity and less reason to be involved in the school's curriculum development.

Provision of services
88% of the respondents in the 1997 report commissioned by Reuters felt they were being forced to track down information to stay competitive. Some executives managed excessive information with disciplined filtering. It has been suggested:

Most significantly, it gives a loud and clear message to students. Besides only being permitted to use the library once a week, these students never see their their teacher step inside the library, let alone use its services.

Change management
As has been shown, the optimum situation was barely in place when Metherill made his damaging cuts. Teachers had begun using the library with their students. A comprehensive professional development program was enabling cooperative planning and teaching of integrated programs. No sooner was it set up, than it was destroyed. What had been a catalyst for change, became a loss. Why did it happen? Apart from economic belt-tightening which had to abandon sound educational principles, Metherill could possibly have let his advice be guided by observations of the way primary school libraries were being used, between their establishment in the seventies and the commencement of change in the mid-eighties. Haycock himself, spearheading professional development in integrated information skills programs through cooperative planning and teaching, urged the profession to note the intricacies of change management.

Programs evolve over time; but New South Wales schools were not given the chance. What Metherill possibly saw, and concretised, was in the process of being phased out.

Demands of the nineties
It is extraordinary to reflect and notice that staffed primary school libraries were barely 15 years old when Haycock delivered the first CPT training and teachers were given an entitlement to RFF. Now an equivalent amount of time has passed since RFF teachers were cut. While RFF teacher-librarians have battled to provide a meaningful service within the constraints; remaining teacher-librarians have continued to learn how to develop more effective integrated programs. All have had to continuously justify their position. But when technology exploded, teacher-librarians responded energetically, transferring library collections to automated systems (OASIS), and supporting the introduction and integration of information technology. Professional development switched track to blaze a leadership trail in utilising technology. Now that the technology is soundly in place, it is time to put the focus back onto teaching and learning practice.

There are teachers and teacher-librarians who have never had the opportunity to experienced a fully integrated program. Professional development on integrated information literacy will need to resume, overtaken by the technology fast lane; decreed contrary to government policy, and RFF situational needs.

Cooperative planning and teaching
Haycock's definition of the collaborative partnership between teachers and the teacher-librarian encompasses variation, ranging between 90% teaching (and 10% planning) to 90% planning (and 10% teaching), depending on need, the individuals and the situation. One of the greatest ironies is that teacher-librarians, if used for RFF, provide teachers with planning time, but they themselves are a resource needed by teachers in that planning time. In theory, an RFF situation could be based on cooperative planning done out of school hours. However the likelihood of that working depends on a number of factors - finding time to plan; prior experience and CPT skills, commitment and belief.

Culture and mindset
1. Teachers who have experienced CPT
It is commonly reported that teachers, (despite initial fears held by some), once they have experienced integrated, cooperative use of the library, do not want to lose it. Teachers commented that it was much easier to involve children in research projects now that there were flexible blocks of time available. (Shannon) In British Columbia, where they have had cooperative integrated, flexible access for some time, a budget cut in one district meant that some teacher-librarians had to provide one day of Prep (RFF). It was very hard to find teachers willing to volunteer to use that Library Prep. They didn't want to give up working with the teacher-librarian with flexible access to the library.

2. Teachers who haven't experienced CPT
The guidelines issued with RFF staffing were for teachers to communicate with RFF teachers to ensure RFF lessons were integrated. However this may have been more of a rationalisation and an attempt at accountability than a reasonable expectation. RFF sessions can be related or integrated if the class teacher has the commitment. But many of these are the very same teachers who haven’t yet had the opportunity to work in the library with their students. Teachers and teacher-librarians who had experience with integrated use of the library could have done this, and would have wanted to. But those without experience could not have changed their practice in such a context. Regardless of commitment and experience, there is an intrinsic problem with this.

Cooperative planning for RFF?
What wasn't taken into account at the time, is that it is highly unlikely that teachers, in order to gain the two hours RFF, would want to subtract other time from their week setting it up. In some countries it is written in the teachers’ contract that they will not be asked to plan their own release sessions. They are relieved by subject specialists, who teach subjects which stand alone, providing release time without its own time cost. Teacher-librarians have reported how damaging the imposition of the RFF expectation on libraries has been:

Principals, and Education Ministers sometimes too, have come from this teaching pool, and thus the cycle does continue. Lack of preservice, and inservice education, coupled with the invisible nature of much of the teacher-librarian's work, lays the potential for error judgements about the library's role in education.

Casual workforce
Libraries in schools with less than 18 classes are part-time and a number of these teacher-librarians are casual. They need to comply with the principal in order to retain the job, therefore are often unable to speak out to advocate change.

It's more than a little risky to leave it to chance, demanding that the principal makes a choice between one allocation of staffing and another, in the name of 'flexible staffing'. Unfortunately principals may have opted for the flexibility of the part-time allocation at a time when resource-based learning was (for some) making its debut. Now that the urgency of information literacy, electronic literacy and more integral syllabus learning experiences is upon them, the value of the programs they set up has not diminished either. They may be wanting better value from their teacher-librarian and library, but their alternate programs may not be so easy to dismantle. There are continuing reports of principals agreeing to reduce teacher-librarian RFF load, to improve the library program, but the move forward is slow. It should not be a choice the principal has to make.

In the Futures report, findings from a survey of principals were published. Principals reported facing real difficulties in responding meaningfully to changes.

What principals want is the capacity to respond effectively to their changing environment. Many principals argued that they need greater flexibility.
Many principals indicated that they find themselves facing uncomfortable moral dilemmas. The volume of principals’ accounts about the way in which they rationalise the resources available to them is alarming.
It is one thing to exhort teachers to employ ‘best practice’ but schools need the infrastructure to adopt it

Tom Hardy, President of the Australian Government Schools Principals' Association, spoke on Insight, SBS television, 12 April, 2001

Teacher-librarians who wrote to the previous government appealing for a fairer deal, received answers which rationalised. The principal has a number of staffing options. The most important aspect of the option chosen is that it be an effective use of the school's staffing, library facilities and resources. Ideally the option chosen should represent the consensus of the staff about the educational program of the school. Chadwick 1991. All schools need a fully functioning teacher-librarian. To ask principals to make a choice between using the one staffing allocation that provides flexibility and the effective, meaningful functioning of their library is scurrilous. If some have it, every school should have a part-time teacher to meet specific needs. Schools shouldn't have to sacrifice their library by deploying their teacher-librarian in order to gain that.

This is an equity issue. Equitable resourcing would provide flexible staffing for all principals. The very ones who are most committed to information literacy, thereby freeing their teacher-librarian, have sacrificed their part-time flexibility. In addition, Todd has identified a major issue emerging with research on student learning outcomes in integrated programs; the question of equity of educational opportunity.

Alan Bundy, President of ALIA, advocates strong links between academic and school libraries. He has been instrumental in coordinating a national forum on information literacy, leading to the the first national roundtable held in 2001. Bundy has articulated concerns related to dropping state standards and support in the name of self-managing schools.

Chadwick was hopeful that principals would make sound decisions. Many do. However they have recently been given the discretion to reduce library clerical support (already minimal). How can it be useful to dismantle the staffing that allows libraries to function? Do the elves come in at midnight?

Eric Mayer has asked Whose job is it to convince teachers that information literacy is the key enabling competency for lifelong learning.? Bundy suggests it has to be the principal, working with the teacher-librarian. Recent research by Hay, Henri and Oberg supports that. But whose job is it to ensure the principals have the infrastructure, so they can use, not abuse, the teacher-librarian?

Staffing cuts occurred in a time of economic restraint. However, the government has shown it can fund its priorities. Putting hardware in schools, and updating capital works, is not enough. Staffing needs to be restored. The teacher-librarian profession acknowledges the funding dedicated to technology, the need for technical support in schools, and the need for more early childhood and learning support teachers, but calls for a return to accessible libraries, and the cooperative planning and teaching of integrated information literacy.

Initially what was required was a reversal of Metherill's 1989 memo allowing schools to use either the part-time teacher (craft) or the teacher-librarian to provide the second hour of RFF. It would have been simple and expedient to request that the part-time teacher provide the RFF, allowing class teachers to use the library with their students. However as time has passed, alternate programs have become entrenched, and in some schools teachers are not even aware they have a 'part-time' allocation. In the interest of minimising disruption, the best solution now would be to restore the RFF staffing allocation that was cut in 1989. That would provide every school with an open library, with the added gain, for schools which had retained their library access, of a part-time teacher. (A bonus for them for supporting their library program.)

Evolving technologies increase the need for provision of services in schools. Teacher-librarians were poised towards the end of the eighties to make a significant contribution to implementation of the school’s curriculum. With the advent of information technology, their vital role is confirmed. Governments have the big picture, issuing Innovations statements (so far relating to higher education) and recreating Australia as a knowledge nation. If, as research and the literature suggest, information literacy has its underpinnings at the primary level, the government needs to ensure the foundation is strong.

In February 2001, the Australian Library and Information Association (ALIA), organised the first national roundtable on information literacy to bring together educators, librarians, business, professional and community leaders, in an attempt to establish a national coalition. The call is not just coming from primary teacher-librarians who want to be effective. The business world and the higher education sector are asking questions.

Are primary schools to fail in delivering the foundations of information literacy in New South Wales? Are students going to be allowed to continue to flounder, despite the urgent wake-up calls, because the Liberal government had a narrow, shallow and short-sighted view in 1989? Are teachers going to continue to be locked out of their library?

The teacher-librarian should not be deployed as an RFF teacher. Classroom teachers are following syllabus directions and taking more responsibility for developing information literacy in students, but research shows that students, and teachers, are still struggling; with the information process itself, and with the new demand of the electronic information environment. Teachers and students need, and deserve, better access to the library and resources, more flexibility of that access, and the support of their teacher-librarian in a number of diverse ways.

Angus, Max and Olney, Harriet Our future: Report of a survey of Australian government primary school principals. Sunbury Vic; Australian Primary Principals’ Association, 2001 http://www.appa.asn.au/

AskERIC InfoGuide: Flexible scheduling in school libraries 1995/1998

Bigum, C and Kenwoy, J The new information literacies and schools; Working paper 96029 Geelong, Deakin University, 1998 (cited by Bundy)

Board of Studies, NSW. Syllabus documents
English syllabus and support document. North Sydney; Board of Studies NSW, 1998
Human Society and Its Environment K-6. North Sydney; Board of Studies NSW, 1998
Science and Technology K-6 syllabus and support document. North Sydney; Board of Studies NSW, 1991

Bundy, Alan For a clever country: information literacy diffusion in the 21st century. Background and issues paper for the first national roundtable on information literacy conducted by the Australian Library and Information Association (ALIA) and held at the State Library of Victoria 28 February 2001 http://www.library.unisa.edu.au//papers/clever.htm

Bundy, Alan Information Literacy: the Foundation of Lifelong Learning Paper presented at the Lifelong learning annual conference of the South Australian Association of School Parents Clubs (SAASPC) 15-16 August 2000 http://www.library.unisa.edu.au//papers/found.htm

Bundy, Alan Pedagogy, Politics, Power: Preaching Information Literacy to the unconverted. Keynote address on Information Literacy to the Catholic Teacher Librarians Conference in New South Wales, 3 August 1997 http://www.library.unisa.edu.au//papers/infolit1.htm

Butterworth, Margaret 'The moving target; education in the information age.' Learning resourcefully: challenges for teacher-librarians in the information age. Adelaide; Auslib, 1996

Candy, Philip 'Major themes and future directions.' Learning for life: proceedings of the second national information literacy conference. Adelaide, University of S.A., 1996 (cited by Bundy)

Doiron, Ray (1994), "School library policies in Canada: a shared vision from sea to sea to sea", School Libraries in Canada, Winter, pp.15-19.

Hay, L. Henri, J. and Oberg, D. (1999). The role of the principal in an information literate school community: Think global, act local. In Henri J. and Bonanno K. (eds). (1999) The information literate school community: Best practice. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University, 119-144.

Haycock, Carol-Ann Cooperative planning and teaching. Ryde; INSERT audio programs, 1989

Haycock, Ken 'Research in teacher-librarianship and the institutionalisation of change.' School Library Media Quarterly 23/4 1995

Haycock, Carol-Ann and Ken Strengthening the foundations: Cooperative planning and teaching - Information skills Workshop for teachers, teacher-librarians and administrators. North Sydney, 1-3 August, 1986
Hazell, Anne School libraries in Australia ’88Incite19 February, 1988

Henri, J. Cooperative learning and team teaching; A conceptual framework. Wagga Wagga; Centre for Information Studies, 1992

Henri, J and Bonnano, K (ed) The information literate school community: Best practice. Wagga Wagga; Centre for Information Studies, Charles Sturt University, 1999

Information skills in the school Sydney: NSW Department of Education, 1988

Irving, A. Study and information skills across the curriculum. London; Heinemann, 1985

Kuhlthau, Carol Seeking meaning; A process approach to library and information services. Norwood NJ; Ablex, 1993

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Library Power Evaluation http://www.wallacefunds.org/publications/pdf/libpowr.pdf

Lighthall, L and Haycock, K (Ed) Information rich but knowledge poor? Emerging issues for schools and libraries worldwide. Seattle; IASL

Loertscher, David ‘All that glitters may not be gold’ Emergency Librarian Nov/Dec 1996

Logan, D Resources for developing a collaborative, integrated, instructional program 18/4/200, updated 7/1/01

Mayer, Eric Opening address 'Learning for life; information literacy and the autonomous learner Second national information literacy conference proceedings edited by Di Booker Adelaide, University of South Australia Library, 1996

McKenzie, J Beyond technology: questioning, research and the information literate school. Bellingham, FNO Press, 2000

NSW Education 1988/89 budget measures primary schools Sydney: NSW Department of Education, 1988. p. 5

NSWPPA Position paper: Teacher-librarian http://www.nswppa.org.au/

NSWTL; a listserv for teacher-librarians. Hit: RFF - Why not? email posted 26th March, 2001

Oberg, D, Hay, L and Henri, J (in press) 'The role of the principal in an information literate school community: Design and administration of an international research project.' School Library Media Research. http://ala8.ala.org/aasl/SLMR

'Public education in crisis?' Insight. SBS television 12/4/2001 http://www.sbs.com.au/insight/insight_set.html

Shannon, Donna Flexible access library media programs bibliography University of South Carolina, 1998 http://www.libsci.sc.edu/shannon/flexbib.htm

Todd, Ross, 'Information literacy: philosophy, principles and practice' School Libraries Worldwide, 1/1, 1995

Research findings:

Information literacy

Flexible scheduling

Information technology

Summary

NSW Teacher-Librarians

1985	Directive issued to principals that teachers were to accompany their classes to the library
1986	Staged employment of RFF (release from face-to-face) teachers, commencing with small schools. Ken and Carol-Ann Haycock began the first training workshops: Strengthening the foundations for teacher-librarianship; cooperative planning and teaching of information skills.
1987	Department of Education published its library policy statement. Professional development on integrated information literacy programs continued
1988	Completion of allocation of RFF staff; two hours RFF provision to every teacher. Department of Education published Information skills in the school. April 1988 - change of government. In June 1988 the Liberal government announced that funds for budgetary priorities would be achieved through three staffing changes, one being that; Teachers will no longer be required to be present with their class on every occasion when the class is being taken for library and/or other activities (e.g. Craft) by another teacher (normally a specialist). The time thus saved (a maximum of one hour) will be used as part of a teacher’s face to face release.