Staff Services

1) "Just in time" instruction. For example, TL demonstration to a class of World Book Online resource access and navigation.

2) Targeted skill development. For example, "How to find and correctly attribute images". Demonstration, followed by practice and teacher-librarian support to ensure that students are following the process correctly.

3) Sustained skill development support. Co-teaching or supporting a class finding and using information on a particular topic when using the Resource Centre space.

4) Digital Library Research Guide. A specific digital resource is created to support the research process. Students are guided through a series of steps and are exposed to quality, curated resources (and how to use them) to give them the best chance of researching successfully. (See Year 7 English example.)

The teacher-librarian can contribute to curriculum planning and program development through:

• Integration of information and ICT skills. It is not just important to provide students with sources of trustworthy information, but teach students how to structure successful online searches and use digital tools and scaffolds to assess the suitability of sources (such as the CRAP test and using Creative Commons visual and audio sources). Explicitly teaching students how to find suitable information sources leaves more time for students to use and apply that information.

• Supporting and organising special activities. Staff are encouraged to make the most of the Resource Centre from using the various spaces to create memorable and dynamic lessons through to special learning experiences. Speak with the teacher-librarian to see how your idea can be supported. The teacher-librarian frequently teaches in the space and can suggest possible furniture configurations and learning structures.

• Whole school perspective. As a staff member who sees learning across the curriculum, with a focus on information literacy, the teacher-librarian has a unique viewpoint with which to contribute to program development. 

• Inquiry learning. Through collaboration with the subject teacher the teacher-librarian can ascertain and support the appropriate level of inquiry learning: structured, controlled, guided or free. This article and infographic provide a good overview.

Service: Student learning support

The Resource Centre is a subject neutral space that is ideal for specialised learning support through:

• Availability of the "focus room" as a small, private bookable space where this can occur.

• Informal supervision of a student (or a small number of students) completing overdue work (with prior notice if possible, or a note from their teacher).

Service:  Teacher support

• Innovation and trying new ideas. The teacher-librarian is an advocate of staff trying new ideas in the Resource Cente space and will provide as little or as much support as requested.

•  Staff rooms can be busy. The Resource Centre can be used by staff as a quiet place to focus on their work. There are several staff who routinely find a favourite quiet spot to mark work or "get things done". 

• Last-minute use of the Resource Centre. Whilst there is a booking system, we understand that there are sometimes last-minute changes and double bookings of Tech Centres. We will try to accommodate you whenever possible.

• Miscellaneous library things. From photocopying questions, Oliver use, IWB set up and ICT, we are happy to help.

• Increased visibility of resources: As outlined in the Welcome page, this website has been developed to increase the visibility of the resources and services that we provide and also as a venue to extend, expand and change what we offer in response to our ever-changing information environment.

• Freely available digital resources: Please discuss with the teacher-librarian your information needs. From informal website recommendation to highly scaffolded Digital Library Research Guide creation (and everything in between), we are happy to help.

• Purchasing digital resources: Digital databases and resources will become more prominent as we curate and select information sources that more specifically support the curriculum. These can be made available through Oliver and the Resource Centre website.

• Textbook issue: All textbooks are borrowed through the Oliver system in the Resource Centre with students allocated specific texts to increase the accountability and return rate of resources. Please organise a suitable time for students to borrow class sets of texts. Senior students borrowing for the school year are required to sign their name in the back of textbooks. 

• Processing new resources: All library, school texts and faculty resources are catalogued and prepared (covered and stamped) ready for students and staff to borrow through the Oliver system by the Library Assistant. 

• Purchasing physical resources: Most staff are now buying physical resources through their faculty and keeping them in their staff rooms. There has been a noticeable decrease in the requests from staff to buy non-fiction resources to be housed in the Resource Centre. There are plans to significantly weed and reorganise the Non-Fiction collection to make resources easier to find and re-establish a focus on staff recommendations for the provision of quality, age-appropriate physical resources that support the curriculum.