Monthly Archives: May 2013

Reflections on a changing perspective of the TL role

  In twenty years of secondary English teaching, I have encountered a range of teacher librarians.  Some of them have been traditional ‘book curators’, looking after the collection, reading aloud to primary classes and maintaining order in the library.  Others … Continue reading

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Reflections on assignment…

I am now at final edit stage on my assignment and as I have been learning about information literacy models, I have decided to utilise the final step of reflection in the hope that something I write now will help … Continue reading

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Managing…

Prioritising It is difficult to try and complete all the tasks that need doing in the library. I think the students need to be the first priority so planning units and lessons should be a priority however timetabling for routine … Continue reading

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Teachers with Influence

When I consider the teachers with considerable influence that I have known in my teaching life, they have a number of things in common: a) they are well versed on school and curriculum issues b) they are credible teachers – strong rapport … Continue reading

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Module 6: Time Management and Negotiation

New ideas: From ‘The Four Habits of Highly Effective Librarians’: The four habits recommended are: Openness, Responsiveness, Collaboration and Communication.  From ‘Effective Time Management for Teachers’: 1) it is important to choose what you give 100% to (and don’t give … Continue reading

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Information Literacy: More than just skills

Information Literacy remains a contentious topic, not only in the way it is defined but also in respect of who is responsible for developing these skills in the students.  Whilst the education field does not yet seem to have agreed … Continue reading

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The Possibilities for Collaboration

Schools offer a great deal of potential for collaboration between teachers and TL’s.  However the degree and frequency of the collaboration process will depend on the culture at the school.   The spectrum ranges from ‘no collaboration’ to ‘comprehensive and … Continue reading

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