Professional+Knowledge

__**Professional Knowledge**__

Excellent teacher librarians:**
 * 1.1 Knowledge of the principles of lifelong learning.

1.1.1 are well-informed about information literacy theory and practice.

1.1.2 thoroughly understand how all learners develop and apply lifelong learning skills and strategies.

1.1.3 have a sound understanding of how children and young adults become independent readers.

1.1.4 comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning.

Excellent teacher librarians:**
 * 1.2 Knowledge of learning and teaching.

1.2.1 have a detailed knowledge of current educational pedagogy.

1.2.2 are thoroughly familiar with the __**information literacy**__ and information needs, skills and interests of learners.

School libraries, owing to the significance of lifelong learning, have had to focus on information literacy due to dynamic social and technological changes in society. Information literacy involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand (Humes, 2004). ALIA (2010) states that teaching information literacy skills and working with teachers to embed these skills into the curriculum and into student learning is a core focus for teacher librarians.Collaboration between teacher and teacher librarian can include evaluating a research unit to pooling resources to design or reshape a unit.Reid (2004) states that these ‘moments’ of inquiry or reflective practice reduce the risk of plagiarism or cyber cheating by incorporating higher order thinking in assignment questions and by explicitly including information skills in the statement of assessment criteria. Information skills must be embedded across the school curriculum and explicitly taught in the context of teaching and learning programs. The TL at site one is not a member of any professional teams or committees to ensure that these components of information literacy are incorporated throughout the school’s curriculum for teaching, learning and assessment. However ASLA (2009) describes effective teacher librarians as experts in collaboratively developing and implementing such an approach. A teacher librarian can contribute to the school community to a significant degree, particularly with ongoing curricular changes and ICT impacting on teacher workload (Spence, 2002). However at Site One there is no collaboration between the TL and teachers. The TL at this site will collect resources for unit work when requested by individual teachers or year levels but in my discussions with classroom and specialist teachers this only happens when requested. It is not common practice for the librarian to meet with year levels when planning. The TL does provide lessons in the form of non-contact to the junior school classes (P-3), however this is only to borrow books and occasionally read a story. Even if lessons are requested, especially by the upper school (4-7), the TL only works three days a week and her time is usually already booked. In my role as a teacher librarian I would endeavour to implement an information literacy program or plan in collaboration with teachers and administration representatives as the library presently is lacking any form of plan or policy. This plan might address things like generic information and IT skills training, working with teachers to support learning outcomes in their classrooms and being flexible enough to be able to tailor one off activities that match the curriculum. It is also important to develop a set of standards within the context of our school for assessing the learning involved with information literacy and how it is taught. The fact that the current TL is not formally qualified and has been in the position for more than 20 years without having sufficient demands made of her has led to this position in the school being undervalued and therefore it is slowly becoming irrelevant. For students to develop lifelong learning skills then, ‘educators too must possess and model these capacities’ (Reid 2004). Many teacher librarians provide professional development activities in their schools and beyond. The TL’s combination of expertise in literacy and information skills and knowledge of resources and pedagogy can offer invaluable support to hard-pressed teachers and principals. I would make every effort to complete professional development in areas such as guided reading and information skills training as the contribution that a pro-active and qualified TL can make in their learning community can be immense.

1.2.3 fully understand the need to cater for the social, cultural and development backgrounds of learners in program implementation and curriculum resourcing.

Excellent teacher librarians:**
 * 1.3 Knowledge of curriculum

1.3.1 have a comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in their schools.

1.3.2 have a detailed knowledge of how to promote and foster reading. [|**Storytubes**]

1.3.3 have a sound understanding of current assessment theory and processes.

Excellent teacher librarians:**
 * 1.4 Knowledge of library and information management

1.4.1 understand that professionally managed and resourced school libraries are crucial to the achievements of the school community. 1.4.2 have a rich professional knowledge of national standards for library and information management.

1.4.3 have a comprehensive understanding of national standards for information retrieval.