Can it work?
The principles of the collection management policy (CMP) are clear and concise, laying out a direct path for selection and acquisition within a school. As the TL, to allow for the policy to proceed without hiccups, the Library committee must ensure that they help to promote the policy within the school and felow staff. The CMP will allow the TL to keep a track of resources being added to the resource collection(RC), and help prevent purchasing of resources that may be unneccessary.
It is often difficult to monitor specialist teacher purchases within a large school, as they feel that they are the leader within theri own field . As they do hold the knowledge and expertise within their field, similarly to the TL, they often feel that the acquisitions that they are making are relevant to the selection of resources within their specialist field. This may be the case, for most items. The TL can ask such questions as; Will this resource be used? Will it fit the curriculum in 3 years time? Do we have a resource that is similar? Is there an electronic version the same or similar?
These questions will need to be asked tactfully and sincerely as the resources being added will be part of the RC, thus part of the accessioning and stocktaking procedure conducted by library staff.
Much to consider.
Wednesday, May 27, 2009
Sunday, May 24, 2009
Resource Based Learning (RBL)
Is it practical for a TL in a RFF school?
Having 80 minutes per fortnight for students yr 3-6, and 40 minutes per week for students K-2 for lessons in the library may seem a considerable time to teach lessons within RBL, whilst developing inquiry skills. Once you consider other factors such as; walking time to and from campuses, returning and borrowing, answering inquiries form students, the time allocated dwindles considerably.
RBL is the way the most effective way to teach inquiry skills within curriculum based lessons. The dilemma faced is the time and opportunity available to collaborate with staff members. This is where the TL's knowledge of the curriculum and access to resources is highlighted and evidence within her programming. often the collaboration involves the TL telling staff that they will be teaching these components of the curriculum. One must ensure that the componenets being taught are also incorporating inquiry based learning, so that they are relevant to the specialist teaching of the TL.
Another dilemma faced by the TL is the time spent promoting literature and library facilities.Students also require specialist library skills to be taught to access the library resources and facilities to their potential. The TL must ensure that time is being given within the library program to these specialist areas.
Can this be done in less than 40 minutes? Realistically, no not all things. Make sure that your K-6 program is a graduated program, looking at what is required by the students at which ages.
Can this be done in 80 minutes? Yes it can, but again only because the program is graduated, according to grades and knowledge acquisition.
Having 80 minutes per fortnight for students yr 3-6, and 40 minutes per week for students K-2 for lessons in the library may seem a considerable time to teach lessons within RBL, whilst developing inquiry skills. Once you consider other factors such as; walking time to and from campuses, returning and borrowing, answering inquiries form students, the time allocated dwindles considerably.
RBL is the way the most effective way to teach inquiry skills within curriculum based lessons. The dilemma faced is the time and opportunity available to collaborate with staff members. This is where the TL's knowledge of the curriculum and access to resources is highlighted and evidence within her programming. often the collaboration involves the TL telling staff that they will be teaching these components of the curriculum. One must ensure that the componenets being taught are also incorporating inquiry based learning, so that they are relevant to the specialist teaching of the TL.
Another dilemma faced by the TL is the time spent promoting literature and library facilities.Students also require specialist library skills to be taught to access the library resources and facilities to their potential. The TL must ensure that time is being given within the library program to these specialist areas.
Can this be done in less than 40 minutes? Realistically, no not all things. Make sure that your K-6 program is a graduated program, looking at what is required by the students at which ages.
Can this be done in 80 minutes? Yes it can, but again only because the program is graduated, according to grades and knowledge acquisition.
Monday, May 11, 2009
The Librarian in 'the whole scheme of things'
How does the TL fit within the school?
We read that the TL is the Principal's representative and is the one to make decisions regarding acquisition and collection on behalf of such.How does this actually fit into everyday practice? How is the Collection Management Policy (CMP) followed within schools?
Within the school that I am the TL, the CMP is new. The principles of the CMP are one's that I believed were currently being followed within this school. I was to find out that they were not. Resources are being orderd by executive on staff and sent to the library for accessioning, without knowledge by the TL. Where do these resources fit into the curriculum? Are they the best resource for this purpose? Could we have bought cheaper, more alligned to the curriculum? Could the TL, with her contacts, received a better deal on this purchase?
In this situation, the TL will need to sit with all executive and axplain the CMP and processes involved with selection and acquisition. The challenge will be to do this without coming across as domineering or dictatorial.
I believe that the TL should be the acquirer of resources due to access to publishers and, sales companies and the knowledge base of how to follow orders through.The TL has an overall view of the collection and knows the direction the school is taking.
The CMP is a changing, working document that is a policy to be followed by all staff. The job of the TL is to produce this document, with executive support, to staff and ensure that the policy is followed. A difficult job if you are in a large school.
We read that the TL is the Principal's representative and is the one to make decisions regarding acquisition and collection on behalf of such.How does this actually fit into everyday practice? How is the Collection Management Policy (CMP) followed within schools?
Within the school that I am the TL, the CMP is new. The principles of the CMP are one's that I believed were currently being followed within this school. I was to find out that they were not. Resources are being orderd by executive on staff and sent to the library for accessioning, without knowledge by the TL. Where do these resources fit into the curriculum? Are they the best resource for this purpose? Could we have bought cheaper, more alligned to the curriculum? Could the TL, with her contacts, received a better deal on this purchase?
In this situation, the TL will need to sit with all executive and axplain the CMP and processes involved with selection and acquisition. The challenge will be to do this without coming across as domineering or dictatorial.
I believe that the TL should be the acquirer of resources due to access to publishers and, sales companies and the knowledge base of how to follow orders through.The TL has an overall view of the collection and knows the direction the school is taking.
The CMP is a changing, working document that is a policy to be followed by all staff. The job of the TL is to produce this document, with executive support, to staff and ensure that the policy is followed. A difficult job if you are in a large school.
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