Professional+Knowledge

1.1 __Knowledge of the Principles of Lifelong Learning __


 * //**understands the principles of lifelong learning ** //
 * //**are well informed about information literacy theory and practice ** //
 * //**have a sound understanding of how children and young adults become independent readers ** //

// **“In recent years the renewed significance of learning throughout life** // **//has led to school libraries focusing on information literacy. This is due to lifelong learning or learning for life being recognised as vital in times of fast and pervasive change. In an environment of rapid individual, community and workplace change a static body of knowledge does not equip us with the capability to adapt or thrive and advance."// (ASLA Advocacy Kit, 2006, p. 3)** **The pace of development of information and communication technologies in terms of lifelong learning has been rapid.
 * //**Comprehensively understands the role of information and communication technologies (ICT's) in lifelong learning **//

The physical conditions, and lack of professional development for staff at the school where I undertook my initial Situated Professional Practice has limited the extent to which electronic and digital information systems are integrated into curriculum programs. From both my observations, and discussions with teaching colleagues, the school's computer lab, (a bank of 30 desktop computers) is largely viewed by many as a separate entity, and not as a tool to further enhance curriculum plans. At the school there has been a heavy reliance on the use of a technology skills policy (which I developed in the school over 8 years ago with another classroom teacher), when planning and implementing lessons within the lab. I have attached a copy of this policy below.

From observation, in the vast majority of cases very little integration of Information and Communication Technology is currently taking place within the school setting. The policy above covers only basic computer literacy skills, and does not have much association with current pedagogy. The majority of formal technology lessons taking place in the school computer lab have very little to do with the lifelong learning skills featured in curriculum units which have been developed and implemented within the school setting. **
 * // "Teachers need to become appropriately informed and skilled with regard to new technologies, // //”// (Lankshear, 2000, p 35) if they are to be expected to effectively integrate these skills within curriculum plans they develop.** **The attached video clip, entitled** __Education, Today and Tomorrow (Wood,2006)__ **(//http://www.youtube.com/watch?v=Fnh9q_cQcUE//. ) very clearly outlines the huge shift needed to prepare our students for the future. It is both accurate and confronting at the same time. This shift in thinking in a school environment can not take place overnight, nor can it happen without appropriate professional development for educators of today.

The difficulties that the teacher librarian and many other teaching colleagues at this particular school encounter is that existing priorities within a school setting limit the extent to which teachers are provided with appropriate support and professional development in regards to Information and Communication Technology integration. Regardless of these constraints one of my aims as a future teacher librarian within a school setting is to remain aware of and continue to //"acquire the relevant technological expertise and be prepared for the challenging and dynamic nature of ICT's in the realm of teacher and learning.//" (ALIA-ASLA (2001) By being proactive in my skill development in this area, I will then be able to support school staff to effectively plan and implement curriculum plans in which Information and communication technologies are truly integrated for the life long learners in their care. 

1.2 __Knowledge of Teaching and Learning __ **

**Current curriculum changes underway in regards to educational pedagogy centre on the development of a National Curriculum. Throughout 2009, I have attended staff meetings during which updates were given in regards to the developmental stage of the National Curriculum. 2010 will see a major shift in the focus for teacher librarians as schools commence trialling the National Curriculum framework, followed by the planned full implementation of the National Curriculum in 2011. This time line is also given by the Queensland Schools' Curriculum Council at** **http://www.qsa.qld.edu.au/learning/9196.html. There has been a quick succession of change in regards to educational pedagogy. The introduction of the National Curriculum will see another shift in focus and emphasis on resources and how they are used by teachers. As part of my role as a teacher librarian, it will imperative that I have a sound knowledge of the new developments in the curriculum. **
 * //have a detailed knowledge of current education pedagogy//


 * <span style="color: #009aff; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">//are thoroughly familiar with the information literacy and information needs, skills and interests of learners//
 * <span style="color: #009aff; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">//fully understand the need to cater for the social, cultural and developmental backgrounds of learners in program implementation and curriculum resourcing//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">1.3 __Knowledge of Curriculum__ ** <span style="color: #ea3434; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">
 * //<span style="color: #009aff; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">have a comprehensive understanding of literacy, literature for children and young adults, curriculum, and specific program sin their schools //


 * //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Have a detailed knowledge of how to promote and foster reading //


 * <span style="background: yellow; font-family: Arial,Helvetica,sans-serif; moz-background-clip: -moz-initial; moz-background-inline-policy: -moz-initial; moz-background-origin: -moz-initial;"> <span style="background: yellow; color: #fd4219; font-family: Frutiger-BoldCn; font-size: 12pt; moz-background-clip: -moz-initial; moz-background-inline-policy: -moz-initial; moz-background-origin: -moz-initial;"> Through my observations as part of my Situated Professional Practice, it has become clearer to me of the central role that I must plays as a school librarian in promoting and foster a love of reading throughout the school environment. I have observed and been involved in number ways of promoting literature within the school setting this semester . I have outlined two such examples below.

__Book-Week Celebrations__. I was able to be part of the library setting during 2009 Book Week. Both the teacher librarian and the library aide were active in the promotion of this annual event, dressing up to theme on a daily basis, decorating the library, actively promoting the week on school assemblies and during weekly library lessons. Through the course of the term prior to Book Week the teacher librarian had introduced the students to the short listed books for the year, and they were given opportunity to vote for their favourite during library lessons. It was interesting to observe the delight (and some disappointments also) that the children showed as the winners were announced on assembly at the beginning of Book Week. It gave me a clear indication that the lessons which I had observed in the library prior to this indeed had had a positive impact on the student’s interest and love of reading. It was disappointing to note and observe however that when the teacher librarian approached the teaching staff about the idea of a hat parade or dress up parade to celebrate the week as a whole school, she was faced with a variety of negatives including the cost of the nature of such an activity for parents, and inability to find an agreeable date which did not clash with other events with the school setting. As a result this activity was permanently “postponed!!” The teacher librarian did however demonstrate creativity and innovative with this proposed activity, attributes which I can already see are vital to the role of the teacher librarian within the school setting.

__Author visits to the school.__ During a recent author visit from children's writer, Pat Flynn I observed the positive impact that such an activity has on learning outcomes for children, and the promotion and fostering of reading within the school setting. This author spoke to a group of middle school students (aged 11 and 12) about his life story, and how he became an author. Some of his most well known books include The Tuckshop Kid and The Toilet Kid, two titles which particularly appealed to middle school male students. Pat involved the children in a writing brainstorming session. The children particularly enjoyed coming up with creative ideas for story lines he suggested. From my observation of students creative and journal writing in the weeks that followed, it became obvious to me that this particular activity had a positive impact on the reluctant readers and writers from the middle school area.<span style="font-family: Arial,Helvetica,sans-serif;"> As stated by Noake, 2009 //"A well-planned author visit supports reading and writing outcomes, enhancing teachers' English programs and linking to other areas of the curriculum. For students it is an exciting and educationally enriching experience that they will remember for years to come. As well as enthusing students and teachers about reading, an author visit is an opportunity to tap into the author's experience as a professional writer and to focus on the writing process."// **


 * //have a sound understanding of current assessment theory and processes//
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__1.4 Knowledge of Library and Information Management__ **
 * //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">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 //
 * // have a comprehensive understanding of national standards for information retrieval //**