The document discusses a 5-step "action learning cycle" process for school library teams to gain more support and interest from school leadership. The process focuses on identifying student learning needs and collaboratively planning library-based initiatives to address those needs. It involves trialling initiatives with students and communicating results to principals. The goal is for successfully trialled initiatives to become regular practice and support student achievement and school planning goals.

1. School Libraries
Supporting Learning
Day One

2. Welcome and housekeeping

3. The Role of the
School Library Team
in Supporting
Learning and Literacy
http://animoto.com/play/5b84f59869b8cbf7c6ab7426548e957e

5. Success
•
•
114280476/#photo_3573598435This image is used under a CC license from
http://www.flickr.com/photos/77451628@N04/galleries/72157629

6. Your role in supporting
students learning and
literacy is........

7. What happens in 5 years
time, if print media is a tiny
part of your library.
Does your role still hold up?

8. Albany Junior Highchool, National Library Photo Collection

9. This image is used under a CC license from
http://www.flickr.com/photos/77451628@N04/galleries/72157629114280476/#photo_5391176827

10. (H.E. Luccock)
"No one can whistle a symphony. It takes a whole orchestra
to play it"

11. School Library Team
Attributes, Behaviours, Attitudes and Skills

12. This image is used under a CC license from http://www.youtube.com/watch?v=mMf_zQEr3cA&feature=related

13. This image is used under a CC license from, http://www.flickr.com/photos/localstatic/381394413/

14. Pedagogy of the Library
Everyone is a learner, everyone is a
teacher

15. Inquiry
Consumption --------Production
This image is used under a CC license from
http://www.flickr.com/photos/drachmann/327122302/

17. So What?
http://schools.natlib.govt.nz/blogs/libraries-and-learning/11-02/personal-
learning-network-school-library-staff

18. Time for a break…
Browse the displays
and have some reading time,
talking time, and refreshment…

19. Two key tools for managing your
library

20. 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

21. 1. Do you know about this website?

22. 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

23. Let’s explore
http://schools.natlib.govt.nz/home

24. 2. The School Library handbook
This 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

25. 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

26. Group activity
Your 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?

27. 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

28. 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

29. 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

30. Written instructions need to be clear
and concise
Sign in an office:
After the tea break, staff should empty the teapot and
stand upside down on the draining board.

31. Other key content:
people and organisations
Who (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

32. 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

33. 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

34. What next?
What could you do?
What will you do?

35. Lunch

36. 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

37. 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

38. 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

39. 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/

40. 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

41. Scavenger Hunt
Photo by A. Gude

42. Scavenger Hunt
Suggestions 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

43. 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

44. Cataloguing new resources
• National Library recommends:
– Copy cataloguing using standards-based products
• SCISWeb or SchoolsCat
• To ensure:
– Accuracy and consistency
– Easy access to resources

45. 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

46. Accessing your supplier
SCISWeb

47. Accessing your supplier cont’d
• SchoolsCat

48. 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?

49. 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

50. Online and professional learning
communities
In 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

51. Our online community
•Tabs for each day
•Links to resources
•Group pages for
posts
http://schools.natlib.govt.nz/community/groups/school-libraries-supporting-learning-sls

52. 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?

53. Staying connected

54. Where to from here?

55. PLD Effectiveness next steps:
“It’s all about the kids…”

56. 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.

57. “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.

58. 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 initiative
4. Implementation:
Initiative trialled with a group 3. Development:
of students, results discussed/ Resources put in place
communicated with Principal for trial

59. 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.

60. PLD Effectiveness Process
Then/ Now exercise..
Then Now
Request increase in picture Discuss with Principal how
book budget library can support New
Entrants attitudes to reading
Discuss how library can support
student finding/ evaluating
Request for OPAC in library information for Inquiry

62. School planning and reporting
Annual 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

63. 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.