Tuesday, August 11, 2009

Grab your coffee!

You will need it to stay awake!

What follows it a bit of a summary of the second half of Loertscher's Taxonomies of the School Library Media Program.
As before, I'm trying to contain my comments to issues that concern the teaching and learning context. I'm also going to try to inject a bit of interest into it because, looking back over my previous posts of this nature, it can get a bit boring!
The goal is for teachers and teacher librarians to work together as partners. The TL will need to be aware of individual teacher's teaching styles in order to choose the best strategies to move from service and support to advice and alternatives to partnership.
If there is a strong constructivist model of learning being used we will also be colaborating with students.
It is important to know how often collaboration occurs, with which teachers or subject areas, and if there are organisational factors that either encourage or discourage collaboration.
It is also important to know what activities the facilities and technology of the library can support successfully.
Do library rules, facilities, organisation, technology and materials help or hinder students' progress?
How is the library and librarian's time scheduled? Priority should be given to activities with educational impact, rather than housekeeping or babysitting.
Building Power Readers
More books leads to more reading leads to better readers leads to other learning advantages.
Do the library rules and organisation allow plenty of access to books? Are there strategies in place to ensure that students read, read, read?
Enhancing Learning through Technology
What technology is available, and to whom? Technology can inject a new richness to teaching and learning experiences, but does the school have the appropriate tools and software? How is access and training technology organised?
Information Literacy
Does the school use an information process model for research? Information literacy skills are best taught when integrated into curriculum. Are there structures in place that allow the TL to work with teachers to link information literacy strategies with content?
Are there any volunteers available to help with routine tasks in the library? Or perhaps to share expertise with students?
Are there any possible outside sources of funding?
The Information Infrastructure
Are there enough staff?
Are equipment and software upgraded as needed?
Is the library collection appropriate to the school's needs? Consist of various media? Changed or updated regularly?
How far has the library progressed in its digital collection?
New technology should be considered based on its contribution to learning/educational impact.
Are there procedures in place to evaluate the success of library programs?
I like my approach today better than previous similar posts. I think I have moved from simply summarising material to analysing and applying it! Hooray for me - I'm using higher order thinking skills!

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