Friday, August 6, 2010

A forgotten resource

I forgot how much there is here! Remember to take a look at the free lesson plans!
© 2009 Curriculum Corporation

A Favourite source of resources and inspiration!

bigbanner
Main rbl Inf Lit collaboration reading Literacy management technology


"Teacher-librarians play three critical roles
in the learning community: teacher,
information specialist and administrator.
In each of these roles they empower students and
teachers to meet higher standards."

-Ken Haycock

The Crisis in Canada's School Libraries (2003)

These modules explore components critical to the role of teacher-librarians as instructional leaders in Saskatchewan schools. Each module contains information, examples of best practices, resources, and learning opportunities. Together, they will assist in developing the skills required by teacher-librarians to support student learning.

2006 Recipient of The Angela Thacker Memorial Award
Canadian Association for School Libraries

Last Update: 07-Jun-2010 2:43 PM


From: http://www.saskschools.ca/curr_content/teachlib/index.htm

Assessing the School Library Program

I found the following information in Week 3 when researching RBL. I loved the website and found the following in particular to be a useful checklist for evaluating a school library program.

Taken from http://www.saskschools.ca/curr_content/teachlib/coll/keys/principal.htm

These topics can be topics for discussion with the principal or for self reflection by the teacher-librarian. It can be completed independently then used as the basic for a discussion.
1. Is the library in your school visible and promoted adequately?
2. Is the library always available for students?
3. How do you communicate with the teacher-librarian or administrator about the progress of school library programs?
4. Would it be valuable to provide a log of some of the activities that are collaboratively planned and facilitated by the teacher-librarian and teachers?
5. How do you find out if the library is actively serving staff and students?
6. Does the school library program promote reading and literature?
7. How is the library program adequately covering all areas of the curriculum?
8. Are library materials and services adequately promoted throughout the school?
9. Does the teacher-librarian adequately use monies given to the library program to purchase materials that meet the needs and objectives outlined by the school's goals?
10. Is the school library program an integral part of the school's educational program?
11. Does the school library program extend the school's educational program?
12. Does the teacher-librarian balance the use of electronic resources and print resources?
13. Does the school library have a professional area where staff can find adequate information to meet professional needs?
14. Does the teacher-librarian recognize the role the information process plays in education?
15. Does the teacher-librarian work collaboratively with staff in an attempt to integrate the information process into the curriculum?