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.
Describe the concept of embedded librarianship, its advantages and its implementation in IIUM Library. This paper was presented in the International Conference of Libraries (iCOL2015) in Penang on 25-26 August 2015.
Presentation to Tasmanian school library staff (October 2012). Examines how clients view the library, its services and staff. Presents a range of strategies to publicise and promote the school library across its community of users.
Plays Well with Others: Getting Your Digital Collection Metadata Ready for th...Kristen Yarmey
Presentation given with Linda Ballinger, Doreva Belfiore, Bill Fee, and Leanne Finnegan at the Pennsylvania Library Association's 2015 annual meeting in State College, PA.
Abstract: Several Pennsylvania libraries, museums, and cultural heritage organizations have been collaborating to explore ways to make Pennsylvania‘s digital collections widely and freely available in the Digital Public Library of America (DPLA). DPLA brings together millions of items and makes them findable in innovative ways, including timelines, maps, and more. The magic behind these searches is your metadata. It doesn’t have to perfect, but there are ways to make it play well in DPLA and across the web. This session will offer best practices for metadata cleanup and enhancement, with a focus on preparing one’s digital collections for contribution to DPLA.
Describe the concept of embedded librarianship, its advantages and its implementation in IIUM Library. This paper was presented in the International Conference of Libraries (iCOL2015) in Penang on 25-26 August 2015.
Presentation to Tasmanian school library staff (October 2012). Examines how clients view the library, its services and staff. Presents a range of strategies to publicise and promote the school library across its community of users.
Plays Well with Others: Getting Your Digital Collection Metadata Ready for th...Kristen Yarmey
Presentation given with Linda Ballinger, Doreva Belfiore, Bill Fee, and Leanne Finnegan at the Pennsylvania Library Association's 2015 annual meeting in State College, PA.
Abstract: Several Pennsylvania libraries, museums, and cultural heritage organizations have been collaborating to explore ways to make Pennsylvania‘s digital collections widely and freely available in the Digital Public Library of America (DPLA). DPLA brings together millions of items and makes them findable in innovative ways, including timelines, maps, and more. The magic behind these searches is your metadata. It doesn’t have to perfect, but there are ways to make it play well in DPLA and across the web. This session will offer best practices for metadata cleanup and enhancement, with a focus on preparing one’s digital collections for contribution to DPLA.
OU Campus CMS: How to Generate Buy-In and Excitement from Your Campus LibraryColleen Greene
Is your campus library concerned that OU Campus can’t meet its needs? As the Systems Librarian in charge of administering CSU Fullerton’s Pollak Library website and as a member of the task force that developed the campus-wide OU Campus look and feel, Colleen understands multiple different perspectives. Learn how Colleen generated library buy-in through a comprehensive training plan, through the use of third-party APIs and widgets, and by treating the website like a newsroom. In this session, Colleen will discuss how to use OU Campus to address your library’s culture and special needs.
This presentation was given at Bobcatsss2013 in Ankara.
Once the library assembled a collection and people came to the library to use it. Now, people build communication, workflows and behaviors around a variety of network resources. The library needs to think about how it is visible and relevant in those workflows and behaviors.
European Perspectives on Learning Analytics: LAK15 LACE panelLACE Project
Panel presentation at Learning Analytics and Knowledge 2015 (LAK15) in Poughkeepsie, NY, USA by a team of speakers from the LACE project.
Since the emergence of learning analytics in North America, researchers and practitioners have worked to develop an international community. The organization of events such as SoLAR Flares and LASI Locals, as well as the move of LAK in 2013 from North America to Europe, has supported this aim. There are now thriving learning analytics groups in North American, Europe and Australia, with smaller pockets of activity emerging on other continents. Nevertheless, much of the work carried out outside these forums, or published in languages other than English, is still inaccessible to most people in the community. This panel, organized by Europe’s Learning Analytics Community Exchange (LACE) project, brings together researchers from five European countries to examine the field from European perspectives. In doing so, it will identify the benefits and challenges associated with sharing and developing practice across national boundaries.
Wrangling Cats: A Case Study of a Library Consortium MigrationNASIG
The Orbis Cascade Alliance is a consortium of 37 public and private academic institutions in Oregon, Washington, and Idaho. In January 2012, the Alliance began a two-year process of migrating all 37 institutions to a single, shared ILS. Migrating in four cohorts every six months, the first cohort of six institutions went live with Alma and Primo in July 2013 with the final cohort migrating in December 2014. A representative from one of the six pioneering libraries will discuss the motivations for migrating to Alma/Primo as a consortium, the implementation process, key post-migration wins, lessons learned, and migration tips and tricks.
Steve Shadle
University of Washington
Serials Access Librarian
Seattle, WA
Steve's primary responsibility at the University of Washington Libraries is to manage the library linking systems that provide access to journal full-text. In addition, he catalogs eSerials selected and licensed by the UW Libraries. Steve's background in serial standards began with his work as an ISSN Cataloger at the Library of Congress and currently includes serving on the NISO Standing Committee for Presentation and Identification of Electronic Journals (PIE-J). Steve is an accomplished cataloging trainer and gives regular presentations on library cataloging and metadata and the role library systems play in providing access to content.
OU Campus CMS: How to Generate Buy-In and Excitement from Your Campus LibraryColleen Greene
Is your campus library concerned that OU Campus can’t meet its needs? As the Systems Librarian in charge of administering CSU Fullerton’s Pollak Library website and as a member of the task force that developed the campus-wide OU Campus look and feel, Colleen understands multiple different perspectives. Learn how Colleen generated library buy-in through a comprehensive training plan, through the use of third-party APIs and widgets, and by treating the website like a newsroom. In this session, Colleen will discuss how to use OU Campus to address your library’s culture and special needs.
This presentation was given at Bobcatsss2013 in Ankara.
Once the library assembled a collection and people came to the library to use it. Now, people build communication, workflows and behaviors around a variety of network resources. The library needs to think about how it is visible and relevant in those workflows and behaviors.
European Perspectives on Learning Analytics: LAK15 LACE panelLACE Project
Panel presentation at Learning Analytics and Knowledge 2015 (LAK15) in Poughkeepsie, NY, USA by a team of speakers from the LACE project.
Since the emergence of learning analytics in North America, researchers and practitioners have worked to develop an international community. The organization of events such as SoLAR Flares and LASI Locals, as well as the move of LAK in 2013 from North America to Europe, has supported this aim. There are now thriving learning analytics groups in North American, Europe and Australia, with smaller pockets of activity emerging on other continents. Nevertheless, much of the work carried out outside these forums, or published in languages other than English, is still inaccessible to most people in the community. This panel, organized by Europe’s Learning Analytics Community Exchange (LACE) project, brings together researchers from five European countries to examine the field from European perspectives. In doing so, it will identify the benefits and challenges associated with sharing and developing practice across national boundaries.
Wrangling Cats: A Case Study of a Library Consortium MigrationNASIG
The Orbis Cascade Alliance is a consortium of 37 public and private academic institutions in Oregon, Washington, and Idaho. In January 2012, the Alliance began a two-year process of migrating all 37 institutions to a single, shared ILS. Migrating in four cohorts every six months, the first cohort of six institutions went live with Alma and Primo in July 2013 with the final cohort migrating in December 2014. A representative from one of the six pioneering libraries will discuss the motivations for migrating to Alma/Primo as a consortium, the implementation process, key post-migration wins, lessons learned, and migration tips and tricks.
Steve Shadle
University of Washington
Serials Access Librarian
Seattle, WA
Steve's primary responsibility at the University of Washington Libraries is to manage the library linking systems that provide access to journal full-text. In addition, he catalogs eSerials selected and licensed by the UW Libraries. Steve's background in serial standards began with his work as an ISSN Cataloger at the Library of Congress and currently includes serving on the NISO Standing Committee for Presentation and Identification of Electronic Journals (PIE-J). Steve is an accomplished cataloging trainer and gives regular presentations on library cataloging and metadata and the role library systems play in providing access to content.
2008 Day 2 Isll Resource Cycle Info Res AccessAlice Heather
Slide Show for Day 2 of the Introduction to School LIbraries and Learning National Library of New Zealand Professional Development Program for school library staff.
From School library to learning centre to… What are the challenges in the fut...Slamit
From School library to learning centre to… What are the challenges in the future? Associate professor Dr. Ross Todd, Rutgers University, New Jersey - presentation held in Porto, Portugal for Slamit6 course
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
What Staff Training Program? Minimum Investment, Maximum Impact Staff Education Strategies
Providing staff with the training and support they need to excel is one of the hardest challenges faced by library managers, especially when time is precious and funds are low. At this session, participants will join in lively discussion and get practical advice for building effective staff training and development programs with limited resources.
Presentation for the Alaska Library Association Conference 2014 #akla
Event: Metadata and Web 2.0 seminar
Organised by: Cataloguing & Indexing Group in Scotland
Held on Friday 2nd March at the National Library of Scotland, Edinburgh
Presented by: Vicki Cormie
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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
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
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
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
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?
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
61.
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.