site 1
Case Study
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SWOT ANALYSIS
Analysis
Inquiry Learning/Information Literacy/ Digital Literacies
Inquiry learning, Information literacy and digital literacies are an essential and specialised role of qualified Teacher Librarians (TL's). The importance of this area of expertise in 21st century learning is emphasised with inquiry learning, information literacy and digital literacies being heavily embedded across all seven standards of the Australian Professional Standards for Teacher Librarians developed by The Australian Institute for Teaching and School Leadership (AITSL) in 2014. The standards describe what constitutes excellent teacher librarian practice, informs the profession and enhances student learning outcomes (AITSL, 2014). As a Teacher Librarian (TL) performing at a highly accomplished level I will possess specialist knowledge and take responsibility in this area at site 1, actively planning, teaching and evaluating with teachers to develop "students who can locate and use information responsibly and ethically for their lives as learners and citizens in an ever-changing world" (International Federation of Library Associations and Institutions, 2015).The instructional model chosen for inquiry-based learning will provide students with a learning process that is transferable across subject areas as well as from the academic arena to real life (International Federation of Library Associations and Institutions, 2015). As a future ready TL I support student-centred learning by encouraging and facilitating students to become increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration, and authentic real-world problem solving (Alliance for Excellent Education, 2018). This is essential learning that I can achieve as a specialist TL working at a highly accomplished level at site 1.
The SWOT analysis of site 1 identifies that a strength of the library is the quality teaching and learning programs that I have recently developed. This includes inquiry and research units of work effectively incorporated within the subject area of Geography, and some through History. AITSL emphasises within the standards of a highly accomplished TL, that the planning, teaching and evaluation of inquiry, information literacy and digital literacies should be a collaborative process. Some planning of these units at Site 1 is done collaboratively with classroom or other subject teachers while most are not, as this is the classroom teachers Release from face- to -face (RFF) time. This arrangement also restricts team teaching opportunities. As a TL working at a highly accomplished level, I will aim to create more opportunities for greater collaboration and team teaching to share my specialist skills and knowledge in this area with colleagues to maximise student outcomes. The tasks however, are responsive to learners’ stages of development and enable students to experience success for effort with effective incorporation of ICT skills and the assessable and marked products are shared with teachers and parents/carers as outlined in standards 2.6, 4.1 and 5.2.
Another strength identified in the Site 1 SWOT analysis is the technology available and its innovative use that is described in the case study. As a highly accomplished TL, I model the use of ICT and engage students in inquiry-based learning within an information rich resource environment. I encourage the use of new emerging technologies, digital resources and tools to improve student learning and engagement (ASLA, 2014). This will continue to grow and be enhanced as I am an early adopter of new technologies and seek out opportunities for future focused learning for our students to reach their full potential within their 21st century lives.
The SWOT analysis of Site 1 also identifies a weakness being the absence of a whole school transferable information literacy approach. As the TL at site 1 who is aiming to work at a highly accomplished level, developing a whole school information literacy model is on my agenda once I have been educated through my Master of Education Teacher Librarianship course regarding how to go about this in order to make informed best decisions that meet the unique needs of our school.
I also see it imperative to research and design appropriate assessment tools across the school to identify digital information literacy issues across the curriculum to align my practice with the AITSL highly accomplished level of TL practice within standard 3.6 and 5.1. This will include conducting a survey to gather data on the sophistication of our student’s information literacy skills. I will then use the data to target specific areas where skills need to improve. I will take responsibility for a "coordinated, whole school approach to assessing those outcomes, using a wide range of assessment strategies" (ASLA, 2014). This specialist knowledge and responsibility will guide my planning to ensure the teaching and learning programs for inquiry, information literacy and digital literacies at Site 1 are of the highest standard to maximise student learning for the 21st century.
Inquiry Learning/Information Literacy/ Digital Literacies
Inquiry learning, Information literacy and digital literacies are an essential and specialised role of qualified Teacher Librarians (TL's). The importance of this area of expertise in 21st century learning is emphasised with inquiry learning, information literacy and digital literacies being heavily embedded across all seven standards of the Australian Professional Standards for Teacher Librarians developed by The Australian Institute for Teaching and School Leadership (AITSL) in 2014. The standards describe what constitutes excellent teacher librarian practice, informs the profession and enhances student learning outcomes (AITSL, 2014). As a Teacher Librarian (TL) performing at a highly accomplished level I will possess specialist knowledge and take responsibility in this area at site 1, actively planning, teaching and evaluating with teachers to develop "students who can locate and use information responsibly and ethically for their lives as learners and citizens in an ever-changing world" (International Federation of Library Associations and Institutions, 2015).The instructional model chosen for inquiry-based learning will provide students with a learning process that is transferable across subject areas as well as from the academic arena to real life (International Federation of Library Associations and Institutions, 2015). As a future ready TL I support student-centred learning by encouraging and facilitating students to become increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration, and authentic real-world problem solving (Alliance for Excellent Education, 2018). This is essential learning that I can achieve as a specialist TL working at a highly accomplished level at site 1.
The SWOT analysis of site 1 identifies that a strength of the library is the quality teaching and learning programs that I have recently developed. This includes inquiry and research units of work effectively incorporated within the subject area of Geography, and some through History. AITSL emphasises within the standards of a highly accomplished TL, that the planning, teaching and evaluation of inquiry, information literacy and digital literacies should be a collaborative process. Some planning of these units at Site 1 is done collaboratively with classroom or other subject teachers while most are not, as this is the classroom teachers Release from face- to -face (RFF) time. This arrangement also restricts team teaching opportunities. As a TL working at a highly accomplished level, I will aim to create more opportunities for greater collaboration and team teaching to share my specialist skills and knowledge in this area with colleagues to maximise student outcomes. The tasks however, are responsive to learners’ stages of development and enable students to experience success for effort with effective incorporation of ICT skills and the assessable and marked products are shared with teachers and parents/carers as outlined in standards 2.6, 4.1 and 5.2.
Another strength identified in the Site 1 SWOT analysis is the technology available and its innovative use that is described in the case study. As a highly accomplished TL, I model the use of ICT and engage students in inquiry-based learning within an information rich resource environment. I encourage the use of new emerging technologies, digital resources and tools to improve student learning and engagement (ASLA, 2014). This will continue to grow and be enhanced as I am an early adopter of new technologies and seek out opportunities for future focused learning for our students to reach their full potential within their 21st century lives.
The SWOT analysis of Site 1 also identifies a weakness being the absence of a whole school transferable information literacy approach. As the TL at site 1 who is aiming to work at a highly accomplished level, developing a whole school information literacy model is on my agenda once I have been educated through my Master of Education Teacher Librarianship course regarding how to go about this in order to make informed best decisions that meet the unique needs of our school.
I also see it imperative to research and design appropriate assessment tools across the school to identify digital information literacy issues across the curriculum to align my practice with the AITSL highly accomplished level of TL practice within standard 3.6 and 5.1. This will include conducting a survey to gather data on the sophistication of our student’s information literacy skills. I will then use the data to target specific areas where skills need to improve. I will take responsibility for a "coordinated, whole school approach to assessing those outcomes, using a wide range of assessment strategies" (ASLA, 2014). This specialist knowledge and responsibility will guide my planning to ensure the teaching and learning programs for inquiry, information literacy and digital literacies at Site 1 are of the highest standard to maximise student learning for the 21st century.
Promotion of Reading/Literacy
Teacher Librarian Practice for the Australian Professional Standards for Teacher Librarians identifies literacy and numeracy strategies as a focus area within Professional Knowledge Standard 2: Know the content and how to teach it for highly accomplished teacher librarians. The standard states that highly accomplished Teacher Librarians "support colleagues to implement effective teaching strategies to improve students' literacy and numeracy achievement" (2014). As a highly accomplished teacher librarian I have an excellent understanding of how children and young adults become independent readers and have a detailed knowledge and sense of enthusiasm of how to promote and foster reading. I have a comprehensive understanding of literacy and literature for children and young adults. I am an active participant in the design, resourcing and implementation of literacy and other programs within our school (ASLA, 2014).
Best practice for a teacher librarian (TL) in achieving this standard at a highly accomplished level according to Australian Library and Information Association (ALIA) includes:
Site 1 also points out in the case study that students are given the opportunity to select their own reading. International Federation of Library Associations and Institutions (IFLA) supports this practice stating that it shows improved test scores over time. Self-selection of reading materials is an important practice as it improves vocabulary development, grammar test performance, writing and oral language ability (IFLA, 2015).
However, the SWOT analysis of site 1 identifies the lack of teacher use of the library and its resources which has led to my consideration of whether the library is adequately resourcing the curriculum and effectively supporting teachers in planning and developing literature programs that support literacy teaching. To be practising at a highly accomplished level as the TL at site 1, I now need to review the existing policy and may need to adapt the policy to ensure that an awareness of literacy and information literacy is being effectively implemented. As I am new to the role, information literacy skills and understanding are still being developed and I am not yet in a position to offer professional development in this area at this point in time but will be the expert in the field at site 1 and confident and competent in doing so in the near future.
As the TL at site 1, I will continue to further develop my skills and understanding of information literacy as I progress through my Masters of Education Teacher Librarianship course. I will also review and refine current policy to ensure the awareness of literacy and information literacy is effectively being implemented and is up to date with current educational standards of practice. The most immediate next step in promoting reading and literacy at site 1 at a highly accomplished level will be organising time to plan with teachers to develop literature programs to support literacy and ensuring that the curriculum is being resourced effectively in this area to best support teaching and learning.
Teacher Librarian Practice for the Australian Professional Standards for Teacher Librarians identifies literacy and numeracy strategies as a focus area within Professional Knowledge Standard 2: Know the content and how to teach it for highly accomplished teacher librarians. The standard states that highly accomplished Teacher Librarians "support colleagues to implement effective teaching strategies to improve students' literacy and numeracy achievement" (2014). As a highly accomplished teacher librarian I have an excellent understanding of how children and young adults become independent readers and have a detailed knowledge and sense of enthusiasm of how to promote and foster reading. I have a comprehensive understanding of literacy and literature for children and young adults. I am an active participant in the design, resourcing and implementation of literacy and other programs within our school (ASLA, 2014).
Best practice for a teacher librarian (TL) in achieving this standard at a highly accomplished level according to Australian Library and Information Association (ALIA) includes:
- Implement an awareness of literacy and information literacy through policy development.
- Plan with teachers to develop literature programs that support literacy teaching.
- Offer professional development on information literacy.
Site 1 also points out in the case study that students are given the opportunity to select their own reading. International Federation of Library Associations and Institutions (IFLA) supports this practice stating that it shows improved test scores over time. Self-selection of reading materials is an important practice as it improves vocabulary development, grammar test performance, writing and oral language ability (IFLA, 2015).
However, the SWOT analysis of site 1 identifies the lack of teacher use of the library and its resources which has led to my consideration of whether the library is adequately resourcing the curriculum and effectively supporting teachers in planning and developing literature programs that support literacy teaching. To be practising at a highly accomplished level as the TL at site 1, I now need to review the existing policy and may need to adapt the policy to ensure that an awareness of literacy and information literacy is being effectively implemented. As I am new to the role, information literacy skills and understanding are still being developed and I am not yet in a position to offer professional development in this area at this point in time but will be the expert in the field at site 1 and confident and competent in doing so in the near future.
As the TL at site 1, I will continue to further develop my skills and understanding of information literacy as I progress through my Masters of Education Teacher Librarianship course. I will also review and refine current policy to ensure the awareness of literacy and information literacy is effectively being implemented and is up to date with current educational standards of practice. The most immediate next step in promoting reading and literacy at site 1 at a highly accomplished level will be organising time to plan with teachers to develop literature programs to support literacy and ensuring that the curriculum is being resourced effectively in this area to best support teaching and learning.
Collection Management
International Federation of Library Associations and Institutions (2015) indicate that the physical and digital resources of a school library include facilities, equipment and collections of resources for teaching and learning. As a newly appointed TL at site 1 I have transformed the library by updating all these aspects as I saw that they needed to evolve in response to changes in the teaching and learning needs of the students and teachers. As a highly accomplished TL I understand that the collection needs to be evaluated and developed on an ongoing basis to ensure our students and teachers have access to new and relevant materials and a wide range of high quality resources to meet the unique needs of site 1's school community.
The case study on Site 1 highlights the way in which I am operating at a highly accomplished level in how I work with teaching colleagues to evaluate the extent to which content and resources are meeting the needs of different groups of students (Standard 1.5) and ways I work cooperatively with staff to develop, recommend, organise and manage appropriate print and on-line resources to support student learning (Standard 3.4). This occurs on a regular basis and I have recently worked closely with a colleague to develop, select and use resources to target the needs of our Aboriginal students (Standard 1.4) including the identification of books of aboriginal perspective by placing a sticker of an aboriginal flag on the spine. I also meet on a regular basis with our special education teacher and support teachers to ensure that I am effectively implementing strategies to support full participation of students with disability ( Standard 1.6) and it has been commented on that these students are integrating much more effectively due to positive changes in facilities, resources and programs now on offer.
In addition, a school library should acquire materials for leisure purposes such as popular or graphic novels, music and computer games (IFLAI, 2015). The SWOT analysis of site 1 identifies student resources as being a strength of the library and the case study of site 1 explains how some of these resources are often selected in cooperation with students to ensure the materials reflect their interests and culture.
The SWOT analysis has also identified a weakness being that there is no specific library budget. This greatly effects the ability to update the collection to continue to meet the learning needs of our students which will limit their level of achievement and success. In order to operate as a highly accomplished TL I need to address Standards 1.3 and 2.2 and allocate funds to purchase resources and strategically apply specialist knowledge to plan and budget for resource management. A meeting with the principal to devise a library budget has now been set and this will then allow me to collaborate with teachers, students and the wider school community in order to support teaching and learning by more effectively resourcing the curriculum and meeting their on-going and current needs.
While the highly accomplished qualified TL takes leadership within a school in collection management, I view the process as being highly collaborative. I have developed and maintained positive relationships across the school community which ensures that this collaborative process is carried out in a fair and effective manner while complying with policy and standards to support transformational learning.
International Federation of Library Associations and Institutions (2015) indicate that the physical and digital resources of a school library include facilities, equipment and collections of resources for teaching and learning. As a newly appointed TL at site 1 I have transformed the library by updating all these aspects as I saw that they needed to evolve in response to changes in the teaching and learning needs of the students and teachers. As a highly accomplished TL I understand that the collection needs to be evaluated and developed on an ongoing basis to ensure our students and teachers have access to new and relevant materials and a wide range of high quality resources to meet the unique needs of site 1's school community.
The case study on Site 1 highlights the way in which I am operating at a highly accomplished level in how I work with teaching colleagues to evaluate the extent to which content and resources are meeting the needs of different groups of students (Standard 1.5) and ways I work cooperatively with staff to develop, recommend, organise and manage appropriate print and on-line resources to support student learning (Standard 3.4). This occurs on a regular basis and I have recently worked closely with a colleague to develop, select and use resources to target the needs of our Aboriginal students (Standard 1.4) including the identification of books of aboriginal perspective by placing a sticker of an aboriginal flag on the spine. I also meet on a regular basis with our special education teacher and support teachers to ensure that I am effectively implementing strategies to support full participation of students with disability ( Standard 1.6) and it has been commented on that these students are integrating much more effectively due to positive changes in facilities, resources and programs now on offer.
In addition, a school library should acquire materials for leisure purposes such as popular or graphic novels, music and computer games (IFLAI, 2015). The SWOT analysis of site 1 identifies student resources as being a strength of the library and the case study of site 1 explains how some of these resources are often selected in cooperation with students to ensure the materials reflect their interests and culture.
The SWOT analysis has also identified a weakness being that there is no specific library budget. This greatly effects the ability to update the collection to continue to meet the learning needs of our students which will limit their level of achievement and success. In order to operate as a highly accomplished TL I need to address Standards 1.3 and 2.2 and allocate funds to purchase resources and strategically apply specialist knowledge to plan and budget for resource management. A meeting with the principal to devise a library budget has now been set and this will then allow me to collaborate with teachers, students and the wider school community in order to support teaching and learning by more effectively resourcing the curriculum and meeting their on-going and current needs.
While the highly accomplished qualified TL takes leadership within a school in collection management, I view the process as being highly collaborative. I have developed and maintained positive relationships across the school community which ensures that this collaborative process is carried out in a fair and effective manner while complying with policy and standards to support transformational learning.
Leadership/Advocacy
As stated in the case study of site 1, leadership is a process, more than a role or position (Coatney and Harada, 2017) and IFLA (2015) also describes advocacy as being a planned, sustained effort to develop understanding and support incrementally, over time. Both could be seen as going hand in hand as leadership within the role of a highly accomplished TL requires advocacy by developing understanding and support from key decision-makers and, in turn, advocacy is a practice of leadership.
ALIA (2014) identifies various modes of professional practice that a TL working at a highly accomplished level would demonstrate across all seven standards. As the TL at site 1 I have already demonstrated various highly accomplished TL practices in regards to leadership and advocacy especially by addressing Standard 3.7: Engage parents/carers in the educative process, Standard 6: Engage in professional learning and Standard 7: Engage professionally with colleagues, parents/carers and the community. So far I have conducted a mini “charette” with diverse school community members to redesign our school library as a contemporary hub of learning. I have communicated with the P&C to receive funding for a Maker space to promote future focused learning. I have also worked closely and collaboratively with the local high school librarian to plan a presentation promoting the role of the TL in the 21st century that we presented at a local school’s staff development day. I have become a valued member of our Lower Clarence TL committee to which I make valuable contributions at regular meetings and within our social media platform to share ideas regarding best practice. I demonstrate strong leadership in the promotion of reading and the value of the school library regularly through Class Dojo-School Story and the school newsletter, in addition to organising events such as book fair and book character dress up day. As I become more of an expert in inquiry learning, information literacy and digital literacies, I will be a curriculum leader within the school in this vital and clearly defined area of expertise and will be competent and confident to lead professional development.
As the TL at site 1 I have demonstrated my understanding of best practice teacher librarianship at the AITSL highly accomplished level. I have identified practices that I am implementing already at a highly accomplished level and my awareness and enthusiasm in making informed recommendations for future practice to create essential lifelong learning opportunities for our students.
As stated in the case study of site 1, leadership is a process, more than a role or position (Coatney and Harada, 2017) and IFLA (2015) also describes advocacy as being a planned, sustained effort to develop understanding and support incrementally, over time. Both could be seen as going hand in hand as leadership within the role of a highly accomplished TL requires advocacy by developing understanding and support from key decision-makers and, in turn, advocacy is a practice of leadership.
ALIA (2014) identifies various modes of professional practice that a TL working at a highly accomplished level would demonstrate across all seven standards. As the TL at site 1 I have already demonstrated various highly accomplished TL practices in regards to leadership and advocacy especially by addressing Standard 3.7: Engage parents/carers in the educative process, Standard 6: Engage in professional learning and Standard 7: Engage professionally with colleagues, parents/carers and the community. So far I have conducted a mini “charette” with diverse school community members to redesign our school library as a contemporary hub of learning. I have communicated with the P&C to receive funding for a Maker space to promote future focused learning. I have also worked closely and collaboratively with the local high school librarian to plan a presentation promoting the role of the TL in the 21st century that we presented at a local school’s staff development day. I have become a valued member of our Lower Clarence TL committee to which I make valuable contributions at regular meetings and within our social media platform to share ideas regarding best practice. I demonstrate strong leadership in the promotion of reading and the value of the school library regularly through Class Dojo-School Story and the school newsletter, in addition to organising events such as book fair and book character dress up day. As I become more of an expert in inquiry learning, information literacy and digital literacies, I will be a curriculum leader within the school in this vital and clearly defined area of expertise and will be competent and confident to lead professional development.
As the TL at site 1 I have demonstrated my understanding of best practice teacher librarianship at the AITSL highly accomplished level. I have identified practices that I am implementing already at a highly accomplished level and my awareness and enthusiasm in making informed recommendations for future practice to create essential lifelong learning opportunities for our students.
