STATEMENT OF PURPOSE FOR ONTARIO'S
SCHOOL LIBRARY INFORMATION CENTRES
OSLA POLICY ON THE SCHOOL LIBRARY INFORMATION
CENTRE AND THE ROLE OF THE TEACHER-LIBRARIAN
POSITION STATEMENT ON THE ROLE OF THE
TEACHER-LIBRARIAN
STATEMENT OF PURPOSE FOR ONTARIO'S
SCHOOL LIBRARY INFORMATION CENTRES
... core of a life-long learning community ...
1. The School Library Information Centre exists to facilitate the acquisition of information literacy skills which students need to become independent life/long learners in an information-based society.
... teacher-librarians and teachers collaborating ...
2. The School Library Information Centre program is based on collaborative planning and teaching by teachers and teacher-librarians in order to develop and implement curriculum incorporating resources-based learning in accordance with the Ministry of Education and Training policies, guidelines and resource documents.
... traditional and emerging literacies ...
3. In addition to incorporating the new and emerging technologies, the School Library Information Centre program continues to promote print literacy and the love of reading as integral parts of information literacy.
... balanced collection of learning resources ...
4. The School Library Information Centre collection is developed to meet the needs of the school population and is evolving toward a balance among locally housed resources, community resources, and global resources. These resources may be accessed in person or through telecommunication networks from schools, homes, public libraries and other local/global locations.
... linkages and partnerships ...
5. The School Library Information Centre program ensures linkages and partnerships with other information providers both in the local community and in the global community.
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OSLA POLICY ON THE SCHOOL LIBRARY INFORMATION
CENTRE AND THE ROLE OF THE TEACHER-LIBRARIAN
Whereas emerging technologies are having a major impact on the purpose of the School Library Information Centre and the role of the teacher-librarian, and whereas information literacy skills are critical for today's graduating students to be informed and knowledgeable members of an information-based society:
The OSLA membership takes the following positions:
1. A full-time teacher-librarian is required on a full-time equivalent basis in every School Library Information Centre
2. The name of the facility within the educational institution should change to the School Library Information Centre.
3. Every school in Ontario should develop a mission statement addressing the School Library Information Centre program, staffing, budget, facilities, and scheduling.
4. Adequate clerical and technical staffing and financial support are essential to support the School Library Information Centre program.
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POSITION STATEMENT ON THE ROLE OF THE TEACHER-LIBRARIAN
1. Curriculum Development and Leadership
2. Information Management
3. Collaborative Program Planning and Teaching
1. Curriculum Development and Leadership
The teacher-librarian will:
1.1 Co-ordinate the design, implementation and integration of a school-wide information literacy* skills program to enable students to become independent lifelong learners.
1.2 Develop a strong team approach with teachers to provide training and support as they assume more responsibility for teaching information literacy skills within integrated curriculum.
1.3 Collaborate with teachers to develop and implement long and short range curriculum plans.
1.4 Implement resource-based learning strategies of all Ministry of Education and Training and Board generated curriculum documents.
1.5 Assume a leadership role on school and board level curriculum committees. 1.6 Pursue professional growth and technical updating through inservice, attendance at conferences, professional reading, courses and personal study.
1.7 Provide leadership in incorporating new and emerging technologies into resource-based learning programs.
1.8 Train and support teachers in the use of technology.
1.9 Initiate and engage in program advocacy.
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2. Information Management
The teacher-librarian will:
2.1 Plan, develop and manage equitable access to information resources and technology within the school.
2.2 Develop policies and procedures for the selection of learning resources which meet curricular, informational and recreational needs.
2.3 Instruct teachers and students in the ethical and legal use of information.
2.4 Implement anti-racism and ethocultural policies related to information access and use.
2.5 Plan and develop partnerships with community information providers.
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3. Collaborative Program Planning and Teaching
The teacher-librarian will:
3.1 Establish and implement a collaborative planning process with teachers.
3.2 Plan, teach and assess resource-based learning units with teachers.
3.3 Assess and evaluate student learning based on pre-established learning outcomes.
3.4 Help students develop efficient and effective learning strategies and organizational skills.
3.5 Support learning for special needs students.
3.6 Encourage students to develop respect for people, materials, networks and equipment.
3.7 Identify and recommend a variety of learning resources to support curriculum.
3.8 Design and manage the physical environment to reflect the program.
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Education Act - Regulation 298 (Qualifications of Teachers) http://192.75.156.68/DBLaws/Regs/English/900298_e.htm Ministry of Education (1990) Ministry regulations regarding qualifications for running a school library (Reg. 298, sec. 19, subsec. 14).
* Information Literacy:
The ability to complete successfully a complex problem-solving process that requires student to define a search strategy, locating the needed resources, accessing and understanding the information that is found, interpreting the information, communicate the information, and evaluating conclusions in view of the original problem. This position was adopted by the membership of the OSLA at the Annual General Meeting, February 8, 1996.
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