| AASL (American Association of School librarians) Position statement on flexible scheduling 1991 |
| Schools must adopt the educational philosophy that the
library media program is fully integrated into the educational program.
This integration strengthens the teaching/learning process. The library
program is an extension of the classroom. Information skills are taught
and learned within the context of the classroom curriculum. The integrated
library program philosophy requires an open schedule. Classes cannot be
scheduled to provide teacher release or preparation time.
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| AASL (American Association of School librarians) Position statement on reading development 1993/99 |
| The following elements are integral to a reading program:
1. The library is flexibly scheduled so that students and teachers have
unlimited physical and intellectual access to a wide range of materials.
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| ALA / AAECT American Library Association & Association for Educational Communications and Technology Information power; Building relationships for learning 1998 |
The cardinal premises on which learning and teaching
within the effective school library program is based, include:
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| ASLA & ALIA Learning for the future; developing information sevices in schools. 2nd ed. 2001 |
| Students have opportunities to work with teachers, identified
experts and information services staff as individuals, in small [groups]
and class groups at the point of learning need.
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| Calgary Board of Education, Canada School libraries supporting quality learning 1999 |
| Imagine... A resource centre where interactive learning
takes place... Collaborative learning communities working together ...
Libraries that pervade the school environment as flexibly scheduled learning
centres... Teacher-librarians as partners in creating learning environments.
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| CSLA (Canadian School Library Association) Guidelines for effective school library programs 1998 |
| The school library program is most effective when it
is an integral part of the instructional program of the school and when
information skills are developed in a developmental and sequential way
with subject-specific skills and content. The program is developed jointly
by teachers and teacher-librarians who work cooperatively to plan, implement
and evaluate.
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| CSLA (Canadian School Library Association) Summary statement of the National Symposium on information, literacy and the school library in Canada 1997 |
| The school library is ... a critical resource for literacy
and curriculum support; supporting both instruction in the use of the new
information tools, and in the critical use of information skills across
the curriculum. School libraries have been on the forefront in their recognition
of the electronic realities of our new society. Educational leaders have
embraced the necessity of providing access to the new technologies and
they must now recognise the fact that these technologies enhance and confirm
the essential values provided by the school library.
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| IFLA (International Federation of Library Associations and Institutions): Section of School libraries and resource Centres. The school library in teaching and learning for all; IFLA/UNESCO School Library manifesto. |
| It has been demonstrated that, when librarians and teachers
work together, students achieve higher levels of literacy, reading, learning,
problem-solving and technology skills.
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| NSW Department of Education Information skills in the school. 1988 |
| To create a learning environment which fosters the development
of information skills, schools should provide a program which allows for
teacher and student flexibility in exploring curriculum tasks and problems.
p. 9
|
| NSW Department of Education Libraries in New South Wales government schools. 1987 |
| The purpose of the school library is to enhance teaching
and learning within the total program of the school. The provision of library
services must be flexible and encompass the full range of resources available
in and through the library. p.2,3
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| NSW IEU Independent Education Union Draft position paper 1998 |
| Flexible timetabling and collaborative planning is the
preferred model for teacher-librarians.
Where classes are timetabled, they should not exceed 50% of the working week. |
| NSWPPA (NSW Primary Principals Association) Position paper: Teacher Librarian 2001 |
| The NSW Primary Principals Association recommends that
all RFF activities be provided by an allocation to the school of two hours
per week per teacher, thus allowing teacher librarians to implement CPT.
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| NSW Teachers Federation Teacher-librarians' campaign kit 1998 |
|