2.2+Learning+and+teaching


 * Learning and teaching**


 * Excellent teacher librarians...**


 * 2.2.1 collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes.**
 * 2.2.2 ensure that their programs are responsive to the needs of learners in the school community.**
 * 2.2.3 support learning and teaching by providing equitable access to professionally-selected resources.**
 * 2.2.4 assist individual learners to develop independence in their learning.**
 * 2.2.5 teach the appropriate and relevant use of ICTs and information resources.**

The teacher librarians at site 1 make an effort to keep abreast of units of work teachers are doing, as this enables them to "ensure teachers and students have access to the necessary resources" (TL interview, 2010). Site 1 houses an extensive print collection of non-fiction titles and an ever-expanding collection of digital resources to support the Australian curriculum. Over the last four years at site 1, I have observed a decline in the borrowing of curriculum-based non-fiction titles, although the Humanities department still request a 'frozen collection' for their current topic of study. Students in the junior school use the print collection to a great extent than the senior school, and also borrow within their interest spectrum. The digitization of resources has eliminated the need to an expansive non-fiction collection and I aim to extensively cull the print titles that have not been taken off the shelf in the last year. This would allow the removal of at least one of the shelving units resulting in an increased floor space in one of the teaching and learning areas within the iCentre at site 1. Currently the space is cramped, difficult to navigate and allows for one configuration of furniture. There is no flexibility in usage and does not reflect the learner-centered approach that is valued at the college. Oblinger (2005) supports the requirement for flexible learning spaces due to the fact that learning itself is active, social and collaborative, and it is common to have more than one type of activity, or 'mode of learning' within the course of a lesson (p. 17).

Looking to the future I aim to make teachers more aware of the digital resources that are aligned to the Australian Curriculum by attending P-6 staff meetings and showing them how they can effectively utilise sites such as Scootle. I attended the the ASLA conference in Hobart in September 2013, and the session I attended on Scootle opened my eyes to the wealth of digital curriculum resources available to teachers. I also plan to attend the various senior school faculty meetings to collaborate with teachers as they plan their work units, and help them achieve an 'inquiry focus' in their assessment tasks.

Along with ubiquitous connectivity and access to technology come the rights and responsibilities to use technology appropriately. As a member of the technology committee at site 1, I have played an integral role in the development of policy outlining the acceptable use of communications technology. A primary focus at site 1 is to improve students' digital literacy skills and equip them with the skills they need in a world that is increasingly driven by technology. Lunchtime digital literacy and technology sessions are conducted twice a week with an emphasis on 'just-in-time' workshops that support the current topics of study and assessment requirements. Earlier this year I approached a University lecturer to determine the types of skills 1st year students would be expected to possess, and also the web tools and programs that would be advantageous to have some familiarity with. This information guided the planning for the lunchtime sessions, and made the sessions more relevant for the students. In the future, I would seek suggestions for these sessions from the student population and provide opportunities for the students themselves to run some of these.