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Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint
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Nl cims #454671-v1-a-slsl_course_2012_day_1_powerpoint

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  1. School LibrariesSupporting Learning Day One
  2. Welcome and housekeeping
  3. The Role of the School Library Team in Supporting Learning and Literacyhttp://animoto.com/play/5b84f59869b8cbf7c6ab7426548e957e
  4. Success•• 114280476/#photo_3573598435This image is used under a CC license from http://www.flickr.com/photos/77451628@N04/galleries/72157629
  5. Your role in supportingstudents learning andliteracy is........
  6. What happens in 5 yearstime, if print media is a tinypart of your library.Does your role still hold up?
  7. Albany Junior Highchool, National Library Photo Collection
  8. This image is used under a CC license fromhttp://www.flickr.com/photos/77451628@N04/galleries/72157629114280476/#photo_5391176827
  9. (H.E. Luccock)"No one can whistle a symphony. It takes a whole orchestrato play it"
  10. School Library TeamAttributes, Behaviours, Attitudes and Skills
  11. This image is used under a CC license from http://www.youtube.com/watch?v=mMf_zQEr3cA&feature=related
  12. This image is used under a CC license from, http://www.flickr.com/photos/localstatic/381394413/
  13. Pedagogy of the LibraryEveryone is a learner, everyone is ateacher
  14. InquiryConsumption --------Production This image is used under a CC license from http://www.flickr.com/photos/drachmann/327122302/
  15. So What?http://schools.natlib.govt.nz/blogs/libraries-and-learning/11-02/personal-learning-network-school-library-staff
  16. Time for a break… Browse the displays and have some reading time,talking time, and refreshment…
  17. Two key tools for managing your library
  18. During this session…During this session we will:• explore the Services to Schools website http://schools.natlib.govt.nz• consider the content of a school library handbook: a useful tool that will outline procedures and processes relevant to your library and assist you to organise other relevant information
  19. 1. Do you know about this website?
  20. Why would you use this website?It provides:• Easily accessible information• Recommended best practice• Opportunities to link with other library teams through the online community• Keeping up-to-date with events in the school library world
  21. Let’s explorehttp://schools.natlib.govt.nz/home
  22. 2. The School Library handbookThis document:• Makes links to essential library management information available through the Services to Schools website www.schools.natlib.govt.nz• Outlines procedures relevant to your library• Organises other useful information
  23. Why do you need one?An effective school library handbook• Provides the information that you need to do your job• Establishes guidelines for consistent library operations• Identifies key support organisations/people• Ensures continuity and consistency of service• Underpins and supports training for new staff
  24. Group activityYour previous TLR/librarian has just won Lotto and sailed off around the world – and is not coming back!You are the new library manager. What documentation has been left in your school for you to follow?
  25. Writing your own library handbook: hot tips• Brainstorm essential information that you needed when you began this job• Go to the website, print out the guide School library handbook: management and procedures• Decide which headings from the guide are relevant to your library• Prepare a contents page
  26. Hot tips 2• Gather together existing documentation• Identify which documentation needs to be created - start small and build up• Create electronically, but print and store in loose-leaf format• Keep a print copy in the library where it can be easily found
  27. Hot tips 3• Write for a reader who has no previous knowledge of your library• Include flow charts, diagrams or photos• Include master copies of forms• Date each section• Remember your handbook is a work in progress and will need ongoing revision
  28. Written instructions need to be clear and conciseSign in an office:After the tea break, staff should empty the teapot and stand upside down on the draining board.
  29. Other key content: people and organisationsWho (names, emails, phone numbers, addresses) – Key school staff – ICT support – Library software support – National Library Advisers and CS staff – Public library contacts – School library network – Literacy Associations – NZEI rep
  30. Other key content: logins, passwords and security• Library building alarm code• Library software logins• SCIS and SchoolsCat logins• Online ordering passwords e.g. Wheelers, Fishpond…• EPIC login• Social networking passwords e.g. LibraryThing
  31. What content needs to be shared?• What the library team needs to know• What the students need to know• What the teachers need to know• What senior management needs to know• What administration needs to know
  32. What next?What could you do?What will you do?
  33. Lunch
  34. Understanding your integrated library system (ILS)Participants will:• Begin to understand the functions of their ILS• Be aware of the information that their ILS can provide to demonstrate the impact of the library on learning• Be aware of suppliers of cataloguing records for schools and how to access these services• Be able to locate support information on the ODC• Begin to draw together supporting information for their school library handbook
  35. Activity Scenario: Think of yourself as a library borrower at your local public library. Task: What do you use the public library’s online system for ? Make a list of the ways you use their system ……Image from : http://i.images.cdn.fotopedia.com/flickr-3065980224-original/Amsterdam/Landmarks/Centrale_Bibliotheek_/Openbare_Bibliotheek_Amsterdam.jpg
  36. ILS Functions• Circulation – issue and return items from the collection• Reporting – data about student borrowing, stocktaking• Catalogue – describes items in the collection• Access – through the catalogue homepage Image from : http://schools.natlib.govt.nz/node/131/Library%20ICT
  37. Key ILS roles Staff and Students• Search for items by title / subject / author• Borrow / return an item• Reserve an item• Access print and multimedia sources of information• Locate information about the library http://www.flickr.com/photos/newburyportpubliclibrary/5638570359/
  38. Key ILS roles Library Management• Add items to the catalogue• Manage circulation of the collection• Provide access to a range of information• Access system reports such as – Student borrowing habits – Hotspots in the collection for further purchasing – Top 100 authors http://schools.natlib.govt.nz/node/149/Library%20interior%20design
  39. Scavenger HuntPhoto by A. Gude
  40. Scavenger HuntSuggestions for advisers• You will need to bring: – 4 sets of dice and tokens – Print copies of the scavenger hunt questions and game board• If online access to the ODC is not possible then participants will need a print copy of the guide, “Optimising your integrated library system (ILS)”• Divide participants into groups – one game board per group• Read playing instructions as listed on next slide• When all answers have been found ask each group to report their findings to all participants
  41. Scavenger Hunt – How to play• Each team will need: – ILS scavenger hunt questions – Game board, dice and token• Use the guide, “Optimising your integrated library system (ILS)”, to locate the answer to your first question• Check with an adviser that your answer is correct• Now roll the dice and move your token• Repeat this process for each question• For each question please note the answer, plus the section, paragraph, and bullet point or number where you found the answer e.g. Library Management, Paragraph 4, bullet point 3
  42. Cataloguing new resources• National Library recommends: – Copy cataloguing using standards-based products • SCISWeb or SchoolsCat• To ensure: – Accuracy and consistency – Easy access to resources
  43. Suppliers• SCISWeb – Subscription service (Australian) – Includes records for teaching resources and educational websites – Uses SCIS subject headings (designed specifically for school collections) – Classification numbers are taken from the Abridged 14 Dewey decimal classification• SchoolsCat – Free service from the National Library of New Zealand – Register to receive a username and password – Uses Library of Congress subject headings – Classification numbers are taken from the 23rd edition Dewey decimal classification
  44. Accessing your supplierSCISWeb
  45. Accessing your supplier cont’d• SchoolsCat
  46. Troubleshooting• Use the guide Cataloguing your library and multimedia resources available on the Services to Schools website to solve these problems: – Where to find an online catalogue record if one is not available through SCISWeb or SchoolsCat • Two solutions required – You can find a record but not an exact match – There is no online record in either source – Where to find a simple explanation of the Dewey Decimal system – Locate an explanation of unfamiliar cataloguing terms you have noticed in this guide – If you are a new SCISWeb or SchoolsCat user should you replace old, and perhaps inaccurate, existing catalogue records?
  47. Key resources• Guides – all available on http://schools.natlib.govt.nz/developing-your-library/tools-and-guides – Integrated library systems (ILS) – Optimising your integrated library system (ILS) – Changing your integrated library system (ILS) – Cataloguing your library and multimedia resources• Your school library handbook – Step-by-step instructions for importing catalogue records into your ILS – Plain English instructions for programming your scanner – Contact details for your system helpdesk and 0800 LIB LINE• Specific manuals – printer, scanner…• Updates and release notes provided by your system vendor
  48. Online and professional learning communitiesIn this session we will …• Explore the online community (OLC) for this course• Talk about professional learning communities• Find out about a range of support networks for library teams• Post on the OLC
  49. Our online community•Tabs for each day•Links to resources•Group pages for postshttp://schools.natlib.govt.nz/community/groups/school-libraries-supporting-learning-sls
  50. Building a professional learning community"Professional Learning Communities have a common purpose and a shared vision.Members of PLCs work in a collaborative environment and the focus is on learning by doing."From: Catherine Trinkle in School Library Monthly/Volume XXVI, Number 4/December 2009.• Professional learning communities in schools have a shared purpose to improve student achievement and make a difference to student learning• How could we develop this group and other SLSL course groups as a professional learning community?
  51. Staying connected
  52. Where to from here?
  53. PLD Effectiveness next steps: “It’s all about the kids…”
  54. PLD Effectiveness Process “How do I get my Principal to take more notice of my school library?”How many of you feel that what your library contributes is always a bit “under the radar” in your school?Today we are going to introduce you to a challenging change process which is likely to gain you more interest in, and support for your school library from the wider school.After our PLD session today, we will be supporting you to use this process – and we are very interested in your results.
  55. “It’s all about the kids…” Research tells us:• Student learning needs should be the basis of any school library development initiative.• Conversations with Principals/ School Managers should be about how the library can contribute to meeting student learning targets• Based on learning from PLD, schools should be able to initiate their own library based development proposals tailored to their student needs.• Collaborative library/ teacher planning should take place to trial initiatives with students in the “Action learning cycle”, before• Successfully trialled initiatives become “business as usual” in the school.• Professional Learning Communities: Advisers available to provide expert support and coaching to support in school initiatives.
  56. Action learning cycle = 5 step process 1. Overview:5. Sustainability: Library based student Successful initiatives 2. Planning / PLC: become “how we do learning need identified things” in the school Collaborative plan to trial initiative4. Implementation: Initiative trialled with a group 3. Development: of students, results discussed/ Resources put in place communicated with Principal for trial
  57. PLD Effectiveness Process Action learning cycle: next steps• After this PLD, we’d like you to develop your own library development initiative and work through the process including a trial with students.• Holding your digital hands: we’ll give you examples and on- going support through the PLD Online Community & our 0800 LIBLINE• Principals: To help you get underway, we’ll contact your Principals, explaining they should expect a conversation with your planning teams about the development of your school based initiatives.
  58. PLD Effectiveness Process Then/ Now exercise..Then NowRequest increase in picture Discuss with Principal how book budget library can support New Entrants attitudes to reading Discuss how library can support student finding/ evaluatingRequest for OPAC in library information for Inquiry
  59. School planning and reportingAnnual reporting = opportunity for BOTs to reflect on how they are delivering on the needs of their school learners, especially for priority groups including:• Maori learners• Pasifika learners• Learners with special education needs• “All learners” by identified school group e.g. new entrants, boys/ girls, NCEA participants, extension students etc.Challenge = to encourage progress/ achievement for all learners each year. PLD Effectiveness Process Initiatives support the school planning/ reporting process
  60. PLD Effectiveness Process Goals• Advocacy: to encourage school leaders to include library teams in their planning to meet school student learning targets.• School library teams: to encourage reflective practitioners in school libraries who constantly develop their libraries through student focussed initiatives using a change model promoted though our PLD programmes.

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