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I have learned a great deal over the course of the past three weeks. I learned that the role of the teacher librarian is focused on staff relationships and leadership in that they provide space for, and are a part of, collaborative programs, as well as ensuring both  physical and intellectual access to information and commitment to voluntary reading. Along with a vast knowledge of information technologies, librarians must understand the needs of all the students in the school; their social, emotional and intellectual needs. I always knew that teachers must possess expert knowledge in evaluating learning resources in different formats and that they develop and promote the effective use of informational and imaginative resources in all formats through cooperative and professional activities as well as providing appropriate information, resources or instruction to satisfy the needs of individuals and groups. However, I did not know just how important librarians are to fulfilling the stated goals of the school in terms of aiding fellow colleagues in their day to day lessons and course units.

The teacher-librarian, teachers and the school administration must work closely together and it is the teacher-librarian who must take the lead in fostering this relationship.  They champion the cause of school libraries through various advocacy programs to promote the library and resources.  Teacher-librarians I know must work closely with students to design, implement, and revise research skills, however, I did not know just how much the teacher librarian was there to provide help to the classroom teacher as I see now that the classroom teachers cannot keep up with all the search strategies and the best resources. As a teacher, I now have the knowledge to seek out my school librarian for answers to questions I was asking prior to the course, but answering myself through my own research, I did not know that the teacher librarian had all of the information I was seeking. I know now to ask my school librarian first instead of wasting hours trying to figure things out for myself.

Now that I am taking courses to become a teacher librarian there are now more questions I have that I want answered through my next classes or through my own inquiry projects, or even in the types of professional development sessions. These questions are as follows: Am I familiar with the many emerging technologies that a teacher librarian is expected to know? Am I  aware of the potential the emerging technologies have for schools? And, do I have the skills in the areas of telecommunications, information storage and retrieval and computer applications.

In the past decade or so, school libraries have been vulnerable to budget cuts.  This is a challenge facing teacher-librarians and as schools move technology into the classroom, there may be fewer funds available for the resource centre.  There is also a perception by some administrators and teachers that there is no longer a need to develop the school library collection because of the use of the Internet and CD-ROM encyclopedias.  Therefore, teacher librarians must highlight the importance of books, magazines and encyclopedia sets. Another threat with decreased in funding is that the position of teacher-librarian could be reduced or eliminated. This is another area I need to develop as a teacher. I did not know prior to this course that teacher librarians are the ones who chose all the books in the library, I thought it came from teacher requests and a general school list. I do not have much time spent teaching in a public school in Canada. I need to work on developing catalogues on topics to better help classroom teachers and students. I know that I have the personality to work collaboratively with my coworkers, but I did not know how closely I would be working with teachers implementing the curriculum and how I would have to find resources to best fit the curriculum of the school.

This course opened my eyes to the types of resources a teacher librarian must supply their school. The first assignment, researching the community, not just the school community, in terms of students and community interests, community resources, and the population makeup of that population, and how it makes up the resources offered at a public school, and referencing the BC curriculum was the most helpful information I took away from the readings and class discussion. I believe that assignment, along with the assignment surrounding the libraries strategic plan will help me become a better teacher librarian.

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MISSION:

Campbell River School District #72 is committed to engage all our students by providing them with personally relevant and flexible learning, and by empowering them to acquire the competencies vital for success in their future and learning what it means to be our best self.

VISION:
We strive to be a leading research library that inspires the creation, exploration and discovery of knowledge in all forms through user-focused engagement with our diverse communities

PURPOSE:

A community of learners dedicated to providing young people with opportunities to prepare themselves for complex and changing futures.  Students are challenged to think critically and acquire attitudes, skills and knowledge to participate actively and effectively as members of the learning community.

CONTEXT:

Campbell River is the third largest city on Vancouver Island, with a population of 32,000 within city limits. The population for Campbell River and its surrounding area is approximately 60,000.

​Campbell River is a scenic, oceanfront community on the east coast of Vancouver Island, British Columbia.

Framed by extensive waterfront, west coast forests and the snow capped mountains of Strathcona Provincial Park, Campbell River and its surrounding area is blessed with natural beauty.

Our Guiding Principles and Values

In School District 72, we realize that what happens in our classrooms each day shapes future generations. That's why environmental stewardship is an important theme in all of our schools and, as an organization, we're working to teach by example.

We also value:

Diversity

Innovation

Engagement

Collaboration

Purpose and Focus

Health and Wellness

Create understanding and common direction.

Take care of each other and our environment.

Encourage curiosity and embrace new opportunities.

Authentically involve each other in learning and decision making processes.
Develop relationships and processes to honour different and diverse perspectives.

Our Education Plan:

We will create safe, purposeful and powerful learning environments in order that all students can think critically, create, collaborate, contribute and learn.

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The Strategic Plan is an integrated approach, providing broad direction reflecting District and Ministry policies, including planning for school growth. A library provides resources, space and services necessary to foster curiosity, provide answers, disseminate information, and stimulate the creation of new knowledge. We support these priorities of our community through a strategic plan.

What is a strategic plan?
• Living Document
• Management tool for organization
• Blueprint for service enhancements over the next 3-5 years
• Sets the course for the future based on where a library has been, where it is going and what strategies will be used to meet those future trends, needs & wants of the library user
• Answers the question: What is the role of the library in the community(whether it is a
town, school, academic environment, corporate structure)?

Why does a library need a strategic plan?
• Helps library gain recognition, funding & staffing for accomplishing the goals and objectives set out in the plan
• Explains programs to others
• Identifies priorities, strengths, opportunities, aspirations, and results
• Develops budget related to the plan
• Provides goals, objectives and actions for future development
• Gives a clear sense of purpose
• Provides opportunity for evaluation and assessment

Parts of the Strategic Plan
• Assessment of Users Needs and Wants (Library users & non-users)
• Mission Statement
• Vision/Value Statements
• Strategic Directions/Goals
• Multi-year Objectives
• Actions/Activities with timeframes
• Outcomes
• Methodology (what did you do to bring this plan together)
• Technology should be incorporated in your plan (or developed as a separate plan)

The key strategic dimensions in the Plan include:

· Teaching and Learning

· Facilities, Furnishings, and Equipment

· Policy and Procedures

Each of the above dimensions are addressed over a three-year period.

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Hours of Operation and Resources for the Learning Commons Library Spaces in our District:

The library is open on average every day at our schools in Campbell River from 8:30 to 3:20 pm (including break and lunchtime). During these times students are invited to ask their the teacher-librarians, for assistance when looking for information, working on research assignments, or choosing a book for independent reading. The libraries are also open every day at lunch for quiet study, silent reading and/or use of the computer labs. We have a great selection of fiction and non-fiction books to choose from. We also subscribe to many magazines, newspapers and online resources.

The libraries in our district provides books, ebooks, audiobooks, magazines, dvds, and a wide range of subscription database services to students and staff. Students may borrow items for 3 weeks, and up to 2 items may be borrowed at a time. Students may also use library computers to complete assignments and a printer is available for printing school related work. During these times students are invited to ask their the teacher-librarians, for assistance when looking for information, working on research assignments, or choosing a book for independent reading. The library is also open every day at lunch for quiet study, silent reading and/or use of the computer labs.

Ebooks and audiobooks are available for reading online or downloading through the Robron library site, on the FollettShelf tab on the left margin of the Catalog screen. Like books, they can be checked out for up to 3 weeks. To access these students must login using their student number as their username and the last 4 digits as their password. Teachers login using the first 5 letters of their last name plus the first letter of their first name as their username, and use their employee number as their password.

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The criteria in our district for our libraries includes:

relevancy to curriculum

cost

reliability of publisher

relationship to other works in the collection

language

format

availability from other libraries and electronic sources

The criteria for the materials acquired:

Current (e.g. published within the past five years), unless historical perspectives, classic texts, or older core works are required to provide users with necessary information about the topic.

Conversion of legacy collection to digital is a priority if content is still of value, and appropriate to support the research initiatives of the university.

Serial agents, consortia, approval plans, individual selection

Cooperative collection development and resource sharing

The library acquires and subscribes to some digital licensed materials. With regard to criteria for online resources, the library considers many factors:

Is this from a stable content provider?

Does the license limit the ability of the library to engage in or conduct any activity that would not constitute an infringement under Canadian copyright laws, in respect of the copyrighted work.

Is there secure access to the title by a license agreement?

Is there established reliable access to the content?

The Library also wants to build upon existing collection strengths. The school library plays an important role as a gateway to information resources. An effective school library provides access to a wide array of materials and services to meet learning needs. The collection should be designed to encourage free inquiry and to provide multiple points of view.

The library collection should include:
• materials to enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served in each particular
school;
• materials to stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
• materials to enable students to make informed judgements in their daily lives;
• materials to represent the many religious, ethnic, and cultural groups in Canada and their contributions to our national heritage;
• materials selected through a cooperative, ongoing process, which may include input from other educators and students.

Procedures for Selection:
In selecting materials for purchase, the Teacher-Librarian evaluates the existing collection and determines what materials are needed to enhance and expand the collection.

Teacher-Librarians may wish to compile a consideration file of:
• lost/damaged/worn/outdated books requiring replacement
• teacher requests
• student requests
• identified curricular needs to meet provincial or district Prescribed Learning Outcomes
• recommended lists

Book Vendors
o Black Bond Books
o Chapters
o Gumdrop Books
o Kidsbooks
o Knowbuddy
o Marshall Cavendish
o Permabound
o S&B Books
o Saunders
o United Library Services
o World Almanac Education
• Magazine Suppliers
o Apollo Magazines
o Canebsco
o Presse-Commerce
• Video/DVD Suppliers (see Section 15.1 for information regarding Public
Performance Rights for Videos and DVDs)
o Distribution Access
o ERAC - a consortium of B.C. public school districts and independent
schools that work together to cooperate on software, textbook and video purchases in order to realize process efficiencies to generate financial savings. Notification is sent through First Class concerning
opportunities to order through the consortium. There are generally two
ordering openings per year. (www.bcerac.ca)
o Marlin Motion Pictures
o Schlessinger Media
• School District #27 (Campbell River) new school start-up collection guides. These collections are compiled by a group of experienced Teacher-Librarians, using a variety of tools, including the journals listed below.
• Professional reviewing journals
o The Bookmark
o Horn Book Magazine
o Kirkus
o Quill & Quire
o Resource Links
o School Library Journal
o Teacher-Librarian Magazine

Suggested Guidelines for Review of Learning Materials:
Things to consider when reviewing learning materials for inclusion in library collections
are:
Authenticity
• Is the material accurate?
• Is the material up-to-date?
• Is the person responsible for production well qualified?
• Are translations and retellings faithful to the original?
Organization of Content
• Is the material presented logically and clearly?
• Does the material achieve its purpose?
• Is the content appropriate for this type of presentation?
• Is the content sufficiently comprehensive to be useful?
• Is there extraneous or unnecessary material?
• Is the sequence developed adequately?
• Is the quality of the script of commentary satisfactory?
• Is the music or audio background satisfactory?
• Are titles, labels or captions appropriate?
Quality of Audio-Visual Material
• Is the art medium appropriate to the subject?
• Is the artwork of high quality?
• Is the photography clear and artistic?
• Does it have enough detail?
• Are printed items adequate in size?
• Is the quality of the script or commentary satisfactory?
• Is the sound clear, intelligible and realistic?
Appropriateness
• Does this material provide a new perspective?
• Does this material meet the needs of students?
• Is the length of the material suitable?
• Is the language of presentation accessible to students?
Priority Considerations
• Does this material present information that other approved sources do not?
• Is the cost of this material justified?

Weeding and Retention:
Weeding is the process of eliminating obsolete or damaged materials from the collection. Systematic weeding is not an irresponsible disposal of school property; rather, it is a necessary service that enhances the credibility and usability of the school library. An occasional mistake is far less serious than the cumulative effect of a weedcluttered collection. Collections should be monitored regularly to determine low-use sections requiring weeding.

Collection development should follow the CREW method: Continuous Review, Evaluation and Weeding.
What to Weed (MUSTIE):
Misleading and/or factually inaccurate:
Ugly (worn out beyond mending or rebinding):
Superseded by a new edition or a better source;
Trivial (of no discernable literary or scientific merit);
Irrelevant to the needs and interests of your community;
Elsewhere (the material may be easily borrowed from another source).

Reuse and Disposal:
The Teacher-Librarian exercises discretion about whether materials are:
• given to teachers for classroom use
• sent to the district swap meet - the district holds an annual swap meet where other schools can select items that have been weeded. Watch for announcements through First Class for procedures, dates and location.
• recycled or shredded - Unusable items should be packed into district recycle boxes (see your head secretary). Submit a work order requesting transport and send for shredding. Items can be sent for recycling or shredding at any time of year.

Deleting Items:
Delete item numbers of weeded materials. If the copy deleted is the last item associated with a catalogue record in your database, Destiny will automatically remove the bibliographic record from your database.