Total hours spent at site: 21
Dates at site: 6th & 7th of March, 17th of April
6th March 2018 (approx. 7.5 hours)
8am-9am: Induction to library site (1hr), which included:
- Orientation of premises
- Discussion of evacuation procedures
- Meet and greet with library staff
- Discussion with Library Assistants of their roles/responsibilities
9am-9.30am: Discussion of Teacher-Librarian’s role (0.5hr), which included:
- Viewing/analysis of timetable
- Discussion regarding timetable/workload
- Discussion of the roles/responsibilities of the TL
- Discussion of the programs that are lead by the TL
9.30am-9.45am: Receiving of ‘mini-project’ from TL (0.25hr), which included:
- TL described how library displays are created and implemented
- Shown by TL the resources that can be utilised for displays
- Allocated task of creating library display for Anzac Day
9.45am-10am: Demonstration of DAVE Library system (0.25hr), which included:
- DAVE Library System demonstration from Library Assistant
- Discussion of Dewey Decimal System, organisation of paperback collections
10.00am-11.15am: Research for library display (1.5hr), which included:
- Brainstorming of ideas for Anzac Day display
- Researching information
- Finding resources within the library to be used in display
11.15am-11.35am & 1.10pm-11.25pm (0.5hr): Library ‘Playground Duty’, which included:
- Actively observing library area to ensure students are working safely and utilising technology appropriately (I.e. No gaming on BYOD)
- Actively observing to ensure students are utilising working areas appropriately, not eating and drinking in library
11.35am-12.05pm (0.5hr): Reading of literature, which included:
- Reading and analysis of literature from Godfree and Neilson (2018)
- Discussion of literature with TL
12.05pm-12.35pm (0.5hr): Lunch
12.35pm-1.10pm & 1.25pm-3.35pm (approx. 2.5hr): Researching for Anzac Display, which included:
- Researching information of Anzac soldiers
- Finding records and images of Anzac soldiers
- Researching information on the Battle of Villiers-Brettoneaux
- Forwarding of information to Library Assistants
3.35pm-4pm (approx. 0.5hr): End of day back up of library systems & closing procedures, which included:
- Observation of the end of day back up procedures for library systems
- Assisting library assistants closing of rooms, tidying of workspaces
7th March 2018 (approx. 6 hours)
8.30am-9am (0.5hr): Liaising with Library Assistant regarding Anzac Day display, which included:
- Discussion regarding desired design of display
- Discussion regarding the resources needed to complete display
- Discussion regarding the arrangement of the display throughout the space
9am-10.10am (approx. 1hr): Observation of Year 7 digital literacy class, which included:
- Class discussion lead by TL of what researching is, how students like to research
- Guided introduction to the library’s digital searching engine, CMEWeb
- Scaffolding of research activity
- Group student activity where students use the library’s digital resources to research a given topic
- Ended with cloze activity, class discussion about the significant learnings of the lesson
10.10am-10.40am (0.5hr): Discussion with TL of ebook system, which included:
- Viewing of ebook usage report from OverDrive platform
- TL perception of student usage habits, barriers to ebook usage
- Discussion of OverDrive platform usability, barriers to the purchasing of ebooks
- Discussed the process of buying ebooks from vendors
- Discussed TL’s perceived ideas of how to increase ebook usage
- Discussed TL’s beliefs of the future of ebooks and paperbacks
10.40am-11.10am (0.5hr): Discussion of student reading programs, which included:
- Discussion of the reading programs within the school, including the Year 7 English reading program and the read-a-thon group
- Discussion of what each program involves
- Viewing of the outcomes of the Year 7 reading program for previous term, which measured comprehension of reading material and reading enjoyment
11.15am-11.35am & 1.10pm-11.25pm (0.5hr): Library ‘Playground Duty’, which included:
- Actively observing library area to ensure students are working safely and utilising technology appropriately (I.e. No gaming on BYOD)
- Actively observing to ensure students are utilising working areas appropriately, not eating and drinking in library
11.35am-12.05pm (0.5hr): Reading of literature, which included:
- Reading and analysis of literature by Hughes, Bozorgian, and Allan, (2014)
- Discussion of literature with TL
12.05pm-12.35pm (0.5hr): Lunch
12.35pm-1.10pm (0.5hr): Discussion of the budget with TL, which included:
- Viewing of excel spreadsheet with the year’s budget, including breakdown of items
- Discussion of budget, TL’s perception of the budget’s adequacy
- Discussion of the process by which large ticket items are acquired
- Discussion around TL’s perceptions of being a leader of the school community, and if she perceives herself to have autonomy
1.25pm-1.45am (approx. 0.5hr): Discussion/observation of ‘collection weeding’ process, which included:
- Discussed the process by which the TL assesses borrowing activity within the paperback collection
- Discussed how the TL determines which books are to be weeded out, and what needs to be ordered (besides compulsory textbooks)
- Showed process of how she selects vendors, and minimises unnecessary accumulation of paperbacks
1.45pm-2.55pm (approx. 1 hr): Observation of year 7 reading class, which included:
- Observation of the TL’s reading program, which was incorporated in to an English lesson
- Involved TL lead reading of curriculum novel combined with individual silent reading, followed by comprehension worksheet and class discussion
- Observations of students throughout lesson were also recorded
2.55pm-3.30pm (approx. 0.5hr): Assisting with end of day and back up procedures, which included:
- Closing of rooms, assisting with tidying of workspaces
- Observing back up procedures for the library’s operating systems
17th of April 2018 (approx. 7.5 hours)
8am-11.15am (approx. 3hr): Assisted Library Assistant with setting up the Anzac Display, which involved:
- Assisting with the arrangement of images/texts throughout the library
- Decorating
- Collection and arrangement of Anzac-related book display
11.15pm-12.45pm (approx. 1.5hr): Development of ebook user survey, which included:
- The writing of survey to measure student ebook usage
- Consultation with TL regarding appropriateness of survey/sample
- Printing of survey
- Distribution to year 7 classes
12.45pm-1.00pm (approx. 0.25hr): School lock down drill
1.30pm-2pm (0.5hr): Lunch
2pm-4pm (approx. 2hr):Various miscellaneous tasks, which included:
- Discussion of Anzac library display with TL, photographing of display (approx. 0.25hr)
- Reading of library newsletter, analysis of library website (approx. 0.25hr)
- Analysis of TL ‘task diary’- list of jobs/activities undertaken by TL each day to be used as a reference for management (approx. 0.25hr)
- Lending out books to students, shelving returned items (approx. 0.5hr)
- Discussion of TL professional development opportunities as per those listed in diary, discussion of her role as a representative for the teacher’s union and member of QCT, QSLA & ALIA. Discussion of her relationships/collaborations with other local school libraries (approx. 0.25hr)
- Assisting with the end of day and back up procedures, tidying of workspace and library book collection (approx. 0.5hr)
References
Godfree, H. & Neilson, O. (2018). School libraries matter! The missing piece in the education puzzle. Access, 32(1), 29-40. Retrieved from https://padlet-uploads.storage.googleapis.com/415639/d819f4b77ed5f53cabcb113c86adf859/Godfree_2018.pdf
Hughes, H., Bozorgian, H., & Allan, C. (2014). School libraries, teacher-librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20, 29–50. Retrieved from http://search.proquest.com/docview/1543804965/