Expanding+the+Tl+role

Under some examples of professional lists I am already I member of all the lists ( leaving out Facebook and myspace as DET blocks both and I need access at work)

Reading were fantastic next term I am going to use the template planners from seven habits some wonderful ideas. The websites had great ideas and straight away I started writing in my diary what I do minute by minute to see how effective I am.

I am collecting data to see what areas I need to improve I am aware that the library is not resourcing homework or even subject areas. I have worldbook and need to keep pushing this I am about to get a trial of click view. I have also been purchasing good quality subject area books. I have a wonderful fiction area as I have been focusing on this and borrowing is up.

Partners in student achievement

Linking what goes on in the library to curriculum outcomes. Focus on content of research ( for students in research tasks ) Thus educating students on how to find good material for their research tasks but assessing if the students have a better understanding of the subject area as a result of the research tasks thus linking it to subject outcomes

Evidence based practice and school libraries

(same article as above)

Substance of knowledge: what changes in content or relational statements are evident in students' knowledge description as they learn a curriculum topic through the stages of a guided inquiry?

Amount of knowledge: what changes in amount of relational statements are evident in students' knowledge descriptions as they learn a curriculum topic through the stages of a guided inquiry project?

Structure of knowledge: what changes in structure of relational statements are evident in students descriptions as they learn a curriculum topic through the stages of guided inquiry projects?

Title of knowledge: how do the students' titles given to their topics reflect their knowledge descriptions as they learn a curriculum topic through the stages of a guided inquiry project?

Extent of knowledge: what changes in perception of their knowledge are evident in students' knowledge descriptions as they learn a curriculum topic through the stages of a guided inquiry project?

Questions ( activities for task)

1) write the title that best describes your research project at this time.

2) take some time to think about your research topic. Now write down what you know about this topic.

3) what interests you about this topic?

4) how much do you know about this topic? Ie nothing, not much, some, quite a bit, a great deal.

5) write down what you think is easy about researching your topic.

6) write down what you think is difficult about researching your topic.

7) write down how you are felling now about your project Ie confident, disappointed, relieved, frustrated, confused, optimistic, uncertain, satisfied, anxious or something else.

At the end of the project

1) what did you learn in doing this research project? ( this might be about your topic, or new things you can do, or learned about yourself.)

2) how did the school librarian help you?

3) how did the teacher help you?