4.+Professional+learning+plan

Goal 1
It has been observed that structured library programs are under-utilized in secondary schools. As a result there is little collaboration that takes place between the TL and the teacher in a classroom setting. I would like to investigate opportunities for a collaborative approach to be taken when students are given research assignments. This could be done in Year 7 or 8, across all subjects, so that students are exposed to Kuhlthau's Model of the ISP (Pickering Thomas 2004, 31):


 * 1. Task initiation || **2. Topic selection ** || 3. Topic exploration || **4. Focus formulation ** || 5. Resource collection || **6. Presentation ** ||

This would enable students to develop the necessary skills early on which will enable a transference of these skills to any course they undertake through their educational life.

Goal 2
From observation the TL at SPP Site 1 spends 90% of his time resourcing the curriculum. This leaves little time to develop structured library programs or to be involved in activities that promote reading. After spending time working through the accessioning process I am not surprised there is little time left to focus on collaborative programs. If I can work on achieving my first goal then I will have solid evidence to advocate for the provision of a Junior school TL. This will then enable me to implement an approach to information literacy that will have a 'whole school focus'.

**Goal 3 **
Creating dynamic library spaces links in nicely to Goals 1 and 2. If the library space provides ready access to resources, facilities and educational expertise then the library will become the learning hub of the school. In order to determine what is possible, visits will need to be organised to a variety of library environments and discussions had with the TLs and librarians to identify what is working and what isn't working and how to manage both. I am happy to say that as a result of research conducted for Assignment 2, in CLN603 Designing spaces for learning, some of my proposals were adopted in the new library. The area highlighted with stars was made into a dedicated reading area. The inclusion of writable walls and comfortable seats was adopted. The use of bean bags was not popular but I am still working on the book wall and the great entrance effect. After chatting to the TL it was recognised that the planning committee was all men and perhaps a female perspective could have added further insight.

 

Goal 4
<span style="font-family: Verdana,Geneva,sans-serif;">At present the LMS used at my school does not incorporate the library. The library webpage operates separately from this platform. This lack of integration seems to be a doubling up of resources that could be managed more effectively through integration. In order for integration to take place consultation between the relevant parties (TL, eLearning coordinator, ICT coordinator) needs to occur to give direction to the project. This integration will also establish a stronger link between the library and its place in the school curriculum.

<span style="font-family: Verdana,Geneva,sans-serif;">Since writing this goal a number of changes have occurred. The ICT and eLearning coordinator roles are now part of the Teaching and Learning coordinator's role, which is my role. The construction of the library page does need to sit outside of the LMS but if a dedicated Retech program is adopted then library links can be established between both platforms. The TL often consults with myself and the IT manager about the options he considers important for a functional library site. This collaborative partnership has benefited my progress through my studies as well as my work.