I have extracted the passage below from ETL503 Learning Content 2 as I want to remember it … and so I’ll read it again and provide abbreviated dot point notes for myself and for you reader, who has found yourself here.
Q: Why do I want to remember this passage?
A: I find myself overseeing a beautiful, well established, traditional library that has many many books on its shelves. I am lucky, so very lucky to have inherited a space that is aesthetically beautiful and well resourced. As beloved as it is by teachers, students and the community it does require tlc (teacher librarian care) in the form of weeding, increasing popular titles and developing a senior fiction collection that reflects the needs of the Year 5 and 6 students who are avid, sophisticated readers. This course has come at the perfect time for me. I am learning as I practice. I’m quite certain failure and success will be had in equal measure.
Here we go …
Dot points to help me remember the importance of:
- collaborate
- it states students possibly should be part of the selection but I think students should DEFINITELY be part of the process.
- abilities and needs of users must be considered
- collaborate with experts in community (in my context – school’s APCI, local bookshop owners, local library, Highly Accomplished Teachers / colleagues with expertise in English and Technology)
- the final dot points are so important. It makes me remember that I must also collaborate with our AP of Enrichment to identify students with diverse needs including HPGE, accelerated and learning support students.
Selection and the teaching and learning context
Selecting resources for the school library collection must be a collaborative effort. Teacher librarians (TLs) are considered to be experts in identifying and including appropriate resources; however, there is some debate on whether the TL should be the only person responsible for this. Teachers, and possibly students, can and should be included as active participants in the selection process within their areas of expertise.
It is clearly flawed to try and argue that the TL alone has the knowledge and understanding of all aspects of the school curriculum, the range of abilities and needs of users, and teaching and learning programs to make these decisions. While the TL can do their best to stay across this information, consulting with the wider community can ensure that the collection best meets the needs of the community.
The New South Wales Department of Education (2016) states that it is the responsibility of the TL to collaborate with teachers in the planning, implementing and evaluating of teaching and learning programs, including the integration of Information Communications Technology (ICT) and literacy. TLs should have a knowledge of:
- the curriculum
- learning and teaching pedagogical approaches
- child development
- student achievement levels
- collection development
- resource selection criteria
- changing technologies and access.
Note to self: I must learn how to reference university lecture content accurately.