NSW

This is my third year as a Teacher Librarian. I worked in a High School for 2 years. During this time, I implemented many things, some of which included maintaining a library blog for the students as well as a blog for staff alerting them to great websites and resources, assisted staff with using technology with their classes, was the SCOOTLE manager, I ran a book club for students and encouraged students with their reading. I always rewarded the students making an effort with reading by inviting them to special morning teas and I assessed the resources at the school and actively looked for quality resources to fill gaps in the collection and then alerted staff to new resources. I also brought an author to the school, which generated much enthusiasm from the students. This conincided with a library breakfast where parents were invited to the school to see the library and what it offers as well as pick up a 6 page booklet I made on how to encourage student reading in the home environment.

I now work in a Primary school. Again, I have started a blog with kindergarten to communicate with parents and I have a second blog that recommends good books to parents (for their children!). I run 'Storytime in the library' once a week where Stage 3 students demonstrate leadership skills by helping to read and/or act out stories to Early Stage 1 and Stage 1 students. This is becoming increasingly popular. I am still the person who helps staff to implement technology and have taken a very active role in teaching about cybersafety and cyberbullying. An author is visiting our school next term and the kids are brimming with excitement. I write a newsletter column every week to maintain communication with parents. In library lessons, students learn to research and put this together and become aware of issues such as copyright and bibliographies.

I think it is hard to just say one story of how Teacher Librarians make an impact because I believe they do so many things in a school that have an enormous impact on all aspects of student literacy (both traditional literacy and information literacy). Previous students (from my first school) have continued to communicate with me about books I recommend to them and I received a beautiful copy of 'Wuthering Heights' last year from a Year 12 student. Inside it, it says " Thank you so much for your help, guidance and friendship over the past two years. It is something I will remember and treasure forever. I hope you enjoy this book as a small token of my appreciation. May it bring you the joy and wonder of good literature. I wish you all the best for the future. I know you will spread your warmth and love through the world as you have shown me." This was such a beautiful gesture and I include it only to demonstrate the impact you can have from the position in the library. Some people seem to think it is just checking out books and telling people to be quiet. How wrong! Ask the students and they will tell you a different story of this much misunderstood role in the school. Thank you, Alison Ramage Teacher Librarian New South Wales

see also excerpts from Scan journal, reproduced with permission from NSW Department and Training 2008 2009 2010

//Boys & Books (B&B) // at Barker College is a program that runs once per fortnight for boys in the Middle School (years 7-9). It differs from other reading programs such as //DEAR, USSR //, and //Wide Reading, // where the focus is on quiet sustained reading//, // because in B&B the teacher librarian //actively // promotes reading.

The pillars of the B&B program are a good supply of top-quality young adult fiction, a crop of boys ready to be inspired and teacher librarians who know and love the literature. One English period per fortnight, the boys and their English teacher come to the library’s dedicated reading area and from the comfort of a an easy chair or beanbag, spend the early part of the lesson listening to a read-aloud from the teacher librarian, watching a booktrailer, or hearing recommendations or reviews of current young adult fiction and nonfiction. The boys, the class teacher and the teacher librarian then settle back to spend the remainder of the lesson quietly reading books of their own choosing.

Research into the effectiveness of B&B has been conducted biannually since 2005. The findings indicate overwhelmingly that the boys enjoy the opportunity to read from an extensive and current collection of young adult literature and engage in discussions about literature. Results also show that reading recommendations from the teacher librarian are a guiding force in the boys’ selection of reading material.

A parent testimonial for B&B: //My son came to Barker as a very reluctant reader. He would only read what he had to for school and with a distinct lack of enthusiasm. The Boys & Books program in year 7 turned him on to books in a way that I have never been able to do. Last year he always had a book “on the go” and learned to read for pleasure. He now automatically packs a book when we go away on holidays or for the weekend. It gives me great pleasure to know that he has finally discovered the joy of reading and has increased his confidence as a reader. He continues to discover new authors and titles via the B&B program in year 8. Can you please let those responsible for the program know that it works and is a very worthwhile part of the curriculum at Barker!

Di Laycock //

Recently I have been making web pages with students in years 3 - 6.Students do their research first, using hard copy and web based sources, then select and organize their information ready for presentation as a webpage using web editing software. They are instantly engaged with the format, using graphics - some animated - which I have already gathered and organizedfor them into accessible student folders. During this project students need to be aware of and think about quite a large range of issues preparingstudents to function effectively in an increasingly complex informational and technological world, including their sources, reliabilityand referencing of information, and making their presentation pleasing to the eye as well as being informative. Navigation of folders on ourfileserver is also another valuable skill practiced. Students have been making their web pages to tie in with their HSIE topic eg Rainforests or TheBody (COGS A Look Inside). Students in Year 2 have recently been preparing an information report on an Australian animal of their choice using information initially organized onpaper using Word 2007 and have been learning to format font and to insert a picture from file and also a sound file. They will also email this documentto themselves as an attachment, so they can share the results with parents and carers at home.With all students, I introduce keyboard shortcuts which prove invaluable to them in many applications which they will need to use in their adult lives. As I said students involved in these projects are instantly engaged and many of them have been working voluntarily during lunch times. Teachers able toaccompany their students to Library lessons have also commented on how much they have learned themselves. I would dearly love to see RFF out of theLibrary which would allow teachers to be with their students during these lessons and increase the use of these skills in other areas of the curriculum.

Aveen Beedles Flinders PS

For two years I have collaboratively worked with teachers (for the first time ever at our school) and taught some RFF. We used the collaborative time to develop an integrated program that incorporated Inquiry Based Learning, the Information Skills Process and use of IC&Ts. We developed wikis, blogs, videoconferencing units, basic webpages, presentations, artworks, posters, power points, used audacity to retell stories, created animations & comics, wordled, notebooked and emailed.

Being such busy people teachers felt they didn't have the necessary skills to teach students about technology or learn how to use them. Working collaboratively enabled teachers to:
 * Learn about these tools and "play" with them in their own time
 * Assist students (and vice-versa) in developing their confidence with technology
 * Learn about IBL, ISP and web 2.0 environment
 * Use their new learning in the classroom so Information Centre lessons were not isolated
 * Develop a shared understanding of the multi-faceted role of the tl

I have been on a Year 6 class this year and have loved that I can still use the skills I have as a tl in the classroom. Tls are essential in getting students ready for the real world. As Linton Weeks says - "In the non stop tsunami of global information librarians provide us with floaties and teach us to swim." Jane McKenzie Quirindi PS PS The links with the Focus on Reading professional learning and ISP are huge. TLs will play a vital role in supporting this program in schools.