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  • 1. Standards of professional excellence AUSTRALIAN SCHOOL LIBRARY ASSOCIATION for teacher librarians The Australian Library and standards of excellence for teacher qualities of the specialist teacher librarians in Australian schools in librarian. All references to ‘teacher Information Association (ALIA) order to improve teacher librarians’ librarian’ in these standards refer to and the Australian School professional practice and enhance excellent, highly-accomplished teacher Library Association (ASLA) student learning outcomes. Involvement librarians. While this document may are pleased to endorse and in ongoing national consultation provide a useful framework for pre- promote this statement of concerning generic standards for service and in-service tertiary education, teachers convinced ASLA and ALIA it is primarily intended for use by standards of professional of the importance of a standards teacher librarians as a framework for excellence for teacher document that identifies the distinctive ongoing professional learning. librarians. This statement knowledge, skills and commitment describes the professional of excellent teacher librarians. How are the standards structured? For a relatively recent profession Within the broad framework of knowledge, skills and — the first tertiary-qualified teacher professional knowledge, professional commitment demonstrated librarians graduated in the 1960s — a practice and professional commitment by teacher librarians working standards document also represents there are twelve standards which at a level of excellence. an opportunity to reinforce a uniform attempt to encapsulate the complex expectation of the work of the teacher It represents the goals to work of the teacher librarian. No librarian in our schools. hierarchical arrangement of statements which all Australian teacher is intended, rather it is recognised librarians should aspire, What is a teacher librarian? that experienced practitioners draw and provides inspiration for Teacher librarians support and from a professional palette combining implement the vision of their school quality teaching and ongoing knowledge, skills and attributes communities through advocating professional practice. appropriate to their context. Structural and building effective library and consistency with existing professional information services and programs Background standards documents has been a that contribute to the development of The document, Standards of priority, and brevity was a deliberate lifelong learners. A teacher librarian professional excellence for teacher holds recognised teaching qualifications preference for this statement as an librarians, is built upon the professional and qualifications in librarianship, expanded narrative discussion of the values and standards of the two defined as eligibility for Associate work of a teacher librarian is available professions to which teacher librarians (i.e. professional) membership for the in Learning for the future.2 owe their allegiance. It is informed Australian Library and Information strongly by the standards movement Association [ALIA]. Within the broad Who has developed the standards? in other Australian professional fields of education and librarianship, The joint ALIA/ASLA Policy Advisory associations for educators, and is teacher librarians are uniquely- Group has been responsible for closely-related to activity in the library qualified. This is valuable because developing these national professional and information sector, in particular curriculum knowledge and pedagogy standards in conjunction with teacher the ALIA core knowledge, skills and are combined with library and librarians, administrators, policy-makers attributes and the ALIA core values information management knowledge and academics from both the education statements at http://alia.org.au/ and skills.1 and librarianship sectors. policies/. Who will use the standards? Further information Why a standards document? These standards describe experienced Further information is available from The major aim of the Standards project practitioners who hold the dual ASLA (asla@asla.org.au) or ALIA is to achieve national consensus on qualifications that define the unique (enquiry@alia.org.au). Australian Library and Information Association PO Box 6335 Kingston 2604 Australian School Library Association PO Box 155 Zillmere 4034 ph 02 6215 8222 fx 6282 2249 enquiry@alia.org.au http://alia.org.au ph 07 3633 0510 fx 07 3633 0570 asla@asla.org.au http://asla.org.au
  • 2. 1.1 Knowledge of the principles of lifelong learning Excellent teacher librarians: AUSTRALIAN SCHOOL • are well-informed about information literacy theory and practice LIBRARY ASSOCIATION • thoroughly understand how all learners develop and apply lifelong learning skills and strategies • have a sound understanding of how children and young adults become independent readers • comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning 1 Professional knowledge 1.2 Knowledge of learning and teaching Excellent teacher librarians… Excellent teacher librarians: 1.1 understand the • have a detailed knowledge of current educational pedagogy principles of lifelong learning • are thoroughly familiar with the information literacy and information needs, skills and interests of learners 1.2 know about learning and teaching across • fully understand the need to cater for the social, cultural curriculum areas and and developmental backgrounds of learners in program developmental levels implementation and curriculum resourcing 1.3 have a rich understanding of the 1.3 Knowledge of curriculum school community and Excellent teacher librarians: curriculum • have a comprehensive understanding of literacy, literature for 1.4 have a specialist children and young adults, curriculum and specific programs in knowledge of their schools information, resources, technology and library • have a detailed knowledge of how to promote and foster reading management • have a sound understanding of current assessment theory and processes 1.4 Knowledge of library and information management Excellent teacher librarians: • understand that professionally managed and resourced school libraries are crucial to the achievements of the school community • have a rich professional knowledge of national standards for library and information management 3 • have a comprehensive understanding of national standards for information retrieval 4
  • 3. 2.1 Learning environment Excellent teacher librarians: • create and nurture an information-rich learning environment which supports the needs of the school community AUSTRALIAN SCHOOL • provide access to information resources through efficient, LIBRARY ASSOCIATION effective and professionally-managed systems • foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment • appreciate the dynamic nature of ICTs and their role in education 2.2 Learning and teaching Excellent teacher librarians: 2 Professional practice • collaborate with teachers to plan and implement information literacy and literature programs that result in positive student Excellent teacher librarians… learning outcomes • ensure that their programs are responsive to the needs of learners 2.1 engage and challenge in the school community learners within a supportive, information- • support learning and teaching by providing equitable access to rich learning professionally-selected resources environment • assist individual learners to develop independence in their learning 2.2 collaboratively plan • teach the appropriate and relevant use of ICTs and information and resource curriculum resources programs which incorporate transferable 2.3 Library and information services information literacy and management literature outcomes Excellent teacher librarians: 2.3 provide exemplary • ensure that the library's policies and procedures implement the library and information school's mission services consistent with • provide exemplary reference and information services to the national standards school community 2.4 evaluate student • strategically plan and budget for improvement in library and learning and library information services and programs programs and services • apply information management practices and systems that are to inform professional consistent with national standards 4 practice 2.4 Evaluation Excellent teacher librarians: • monitor teaching practice to ensure improved learning and teaching • evaluate student learning to provide evidence of progress in information literacy and reading • measure library resources, facilities, programs and services against current policies, standards documents and benchmarks • use evidence to inform programs and services
  • 4. 3.1 Lifelong learning Excellent teacher librarians: • empower others in the school community to become lifelong learners AUSTRALIAN SCHOOL LIBRARY • undertake research which informs evidence-based ASSOCIATION innovation in school library programs • engage in debate on educational issues within the school community • create and foster library-related professional development opportunities for staff 3.2 Commitment Excellent teacher librarians: 3 Professional • are dedicated to excellence in professional service commitment • emphasise a learning and teaching focus in school library Excellent teacher librarians… programs and services • promote the profession of teacher librarianship in their 3.1 model and promote schools and the wider community lifelong learning • foster a reading culture through the active promotion of 3.2 commit to the principles literature of education and • participate in continuing professional development librarianship 3.3 Leadership 3.3 demonstrate leadership Excellent teacher librarians: within school and professional • actively engage in school leadership and participate in key communities committees • promote and nurture a ‘whole school focus’ on 3.4 actively participate in information literacy policy and implementation education and library • build and foster collaborative teams within school and professional networks professional communities • provide effective and transformational leadership to school library and information services staff Related documents 3.4 Community responsibilities Learning for the future: developing information Excellent teacher librarians: services in schools 2nd ed, Australian Library and Information Association/Australian School Library Association • model the sharing of knowledge National framework for professional standards for teaching, MCEETYA • actively participate as members of professional National professional standards for highly- communities accomplished teachers of science, Australian Science Teachers Association • demonstrate collegiality and mentor colleagues Standards for excellence in teaching mathematics in Australian schools, Mathematical Teachers Association • promote library and information services to the school Standards for initial programs for school library and the wider community media specialist preparation, ALA/AASL Statement on teacher-librarians in Australia, Australian Library and Information Association/ Footnotes Australian Schools Library Association 1 ALIA/ASLA statement on teacher librarians in Australia (2002) http://www.asla.org.au/policy/p_tlaust.htm STELLA — Standards for teachers of English 2 Learning for the future 2nd ed (2001) Curriculum Corporation, Carlton South language and literacy in Australia, Association for it13122004 3 the Teachers of English Current edition of Learning for the future: developing information services in schools, Curriculum Corporation 4 Current edition of SCIS standards for cataloguing and data entry, or NLA KINETICA cataloguing standards