![]() It was reconfirmed, after our initial assessment, that our resources were academically advanced and would not meet the needs for all learner profiles. Before Christmas, we checked in with all of the Socials 10 teachers as well as Learning Support to see if our current collection meets the needs of our students and anticipated research assignments. What did Science 11 work on last November or what topics did English 12 begin in January? One example of this in my current teacher-librarian assignment, we anticipate months in advance that Social Studies 10 is going to be studying The October Crisis and FLQ in the spring, as they have done so in the past. We also find hosting early in the year a staff gathering with hot chocolate and treats as well as a display of pre-selected fiction and teacher resources brings the community together.Īnother way to jostle collaboration has been to maintain records from past years. We encourage classes/teacher collaboration and invite teachers to discuss upcoming topics they plan to explore, and we talk about ways we can help support information skills. This begins with quick refreshers on databases and new material in staff meetings and email blasts. The learning commons philosophy contributes to shaping the role of the teacher-librarian, most notably in how it relates to cooperative planning.Īt my school the library team aims to engage in cooperative planning with teachers from the start of the year. On my school’s library homepage, our philosophy is shared with the community and states: “our library is a learning commons where physical and virtual spaces overlap and students and staff work independently and collaboratively.” (“ Welcome to the Home Page of Rockridge Library Learning Commons”, n.d.) The below video from Richmond School District, elaborates on the evolution of the library to learning commons. School libraries have been changing over the past decade and libraries go beyond being places that exclusively house resources. Many of the discussions in this theme have centered on evaluating – what is the role of the teacher librarian? The answers that rise often relate to approachability, flexibility, and collaborators. Each partner fulfills a carefully defined role comprehensive planning is required leadership, resources, risk, and control are shared and the working relationship extends over a relatively long period of time.” (Russell, 2000) Shared collaboration between teachers and teacher-librarians is pivotal to running a successful learning commons. Russell’s article, “Teachers and Librarians: Collaborative Relationships” defines collaboration as being “based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). ![]() (Mueller, Lesson 5) Integrating cooperative planning within the role of the teacher librarian is a key component to supporting reference skills though Cooperative Program Planning and Teaching. Riedling’s discussion with the reference interview centrally focuses on the student/teacher-librarian reference interview and lacks highlighting the inclusion of the classroom teacher to the process, thereby minimizes the importance of cooperative planning. Riedling further explains the reference interview in detail from exploring approachability and question types to creating a quiet, comfortable setting. Riedling says that “one of the primary functions of a school librarian is to assist students in the use of the library and its collection.” In order to ascertain what a student wants, a teacher-librarian must conduct a reference interview. ![]() A teacher-librarian needs to have an understanding of course topics, upcoming projects and students’ reading preferences. This is a multi-step process that involves collaboration, fostering relationships with staff and students as well as being knowledgeable with curricular needs. I have always rationalized the most essential role for the teacher-librarian is to develop, build and maintain a collection for the school community. Within these areas, however, the theme explored the over-arching question – what is the role of the teacher-librarian? Our class discussions focused on defining the role in 2020 and how the role of the teacher-librarian has evolved. The theme of managing and evaluating reference services explored topics: reference interviews, managing a reference collection and evaluating reference services. As we equip students with these skills, we will help ensure that learning does not end with the completion of formal education, but continues throughout life.” ( Information Literacy Committee & Davies, n.d) “In today’s rapidly changing society, students must have the opportunity to develop the ability to retrieve, assess, and apply information. Managing and Evaluating Reference Services
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