Being a Positive Motivator as a Teacher Librarian

Over the years I have received positive feedback from colleagues for my preparation and delivery of library lessons, whether they may be a workshop, timetabled lesson or wide reading session.

Recently, a casual teacher went in-depth as to how well I executed a wide reading session with a group of Year 7 students. I had been supporting them with the NSW Premier's Reading Challenge, facilitating a wide reading session and spending time individually with students; particularly those that were struggling to reach the target of twenty books, giving them attention and providing strategies.

She commented on the "little things" - behaviour expectations, procedures, actvities or tasks to complete and being present for the students.

I went home and thought the compliment(s) and there was a message for Teacher Librarians.

It might be odd, but the video of a misbehaving boy backanswering his teacher when ejected from a lesson, also had a message in it for us (I will not condone his behaviour). 

We need to remember that we need to be positive motivators in our role as it would be expected in a classroom teaching role.

We need to inspire and make students interested in learning and that is spending time with them. Telling them to do just worksheets or in our case (read) doesn't help.

We need to consider our purpose for being with the student? How can we improve their learning? Do they need direction? Do they need resources?

Also, we should ask ourselves if we show passion for reading. Are we able to share with our students what we read and what we think about literature? If we dont share the passion, how can students replicate that?

Also, do we enjoy sharing our knowledge and what that means to us? If we don't, students will not be motivated to learn.

Accreditation of Teacher Librarians - Upcoming webinar of interest

Next week, the School Library Association of NSW (SLANSW) will conduct the first of its series in Online Webinars.

I am currently on the committee as a Metropolitan Representative and will as part of a Q&A session, present my insights into gaining my proficient accreditation with BOSTES (NESA). Margo Pickworth will facilitate the session as she has gained accreditation at a Highly Accomplished Level.

I have commented in 2014 and 2015 but I would like to as a follow up reexplore my experience but also hear from that of Margo.

If you are a member of SLANSW, attendance is free, but will cost $35 for non-members.

Click here to visit the School Library Association of New South Wales website to learn more about the association.

Sorting fiction items by genre

Schools have been embracing genrefication of the fiction collections. In my practice, I can see the benefits.

• Allows students to locate fiction items more easily.
• Students can locate items by personal interests and identify related texts.
• As a Teacher Librarian, I can easily located related texts on the shelves without having to refer to the catalogue. 
• Can be modelled on the genres already in use by the library. 
• Case studies show more engagement with genrefication e.g. more borrowing.
• Can stimulate ideas for new displays that revolve around genres. 

However, there are disadvantages

• May require more shelving.
• May not accommodate books that are tied to more than one genre. The question that has be asked as to which genre should the item be placed in.
• Time consuming - especially if genre labels have not been placed on books. This can restrict access to resources for students.
• Identifying which genres should be allocated shelving and what types of literature would be listed under them.

Never be limited by what genres may be listed in cataloguing systems or the labels that be provided by suppliers such as RAECO. If you feel the need to have a "Quick Reads" genre, which is one idea I would like to try, do it if you believe that it would support reading programs. My idea of the "Quick Reads" genre stems from the need to accommodate weak or reluctant readers who may be challenged by longer or more challenging literature.

Assessment Tasks & Library Services

In Term 2 of 2017,  I enjoyed a session with colleagues where the focus was on improving assessment tasks. One concept that was emphasised was the need to be explicit in assessment of learning.

There are many factors to consider when organising an assessment task like outcomes, task descriptions and marking criteria.

But one thing I have observed is that assessment tasks may require people to use a list of prescribed resources or sources e.g. primary sources in history.

When I was at university, an assessment task would include recommended readings or locations to source your information.

It made me think, should a school be required as part of an assessment policy suggest some resources to aid students in locating, selecting and utilising the right resources plus available library services?

Or at the very least (and helps develop independence with research) is to guide students as to what the library collections offer e.g. Sources on Medieval Europe are located on the 930's shelves in the library.

I have also had the idea too that it should be mandated that students utilise several printed resources as a requirement for an assessment task, given the dependence by many students on just internet sites for their research. It is good to suggest one printed source, but for a challenge, make it three sources.

It is something I would like to do in a full time appointment, work with Teachers and heads of Department to inform students of library services for the assessment task of available resources and support services.