 Without being asked,
TEACHER-LIBRARIANS
– The Educational Leaders
of the 21st Century
A guide to
understanding and
evaluating your
teacher-librarian –
what we’re all about!
TECHNOLOGY INTEGRATION:
WHAT WE PROMOTE
LEADERSHIP:
 Participates in faculty
meetings
 Serves on key committees
– curriculum, standards
and management teams.
 Meets with the principal
and other administrators
COLLABORATION:
 Plans and teaches
collaboratively with
classroom colleagues
RESEARCH
provides information to
principals and teachers
 Creates a pro-reading
environment
 Develops a collection that
suits the school
curriculum
 Flexible schedule
accommodates all
faculties
 proficient with the wide
range of information
available
 Works with teachers to
instill and update
technological and
information literacy skills
and keep linking
computer information and
literacies into teaching
 Provides in-service
professional development
to classrooms and
teachers to make them
better equipped
According to a recent study
conducted by Colorado's
Library Research Service (LRS),
students at schools with strong
media centers scored
significantly higher on
standardized tests than
students at schools with less-
well-equipped and staffed
libraries.
The results of the study, which
examined the relationship
between the Colorado Student
Assessment Program (CSAP)
and certain characteristics of
school media centers,
replicated those of earlier
studies conducted in Colorado,
Pennsylvania, and Alaska.
Those results, detailed in the
report How School Librarians
Help Kids Achieve Standards,
revealed that statistically
significant CSAP increases
were related to five
characteristics of school media
centers:
• Program
Development: Test
scores increased in direct
proportion to the ratio of
students to library media
 center staff and library
media center resources.
• Information
Technology: Test scores
increased in schools in
which networked computers
linked library media centers
to classrooms and other
instructional areas. The
percentage of increase was
related to the number of
computers and the extent to
which those computers
provided access to library
resources, informational
databases, and the World
Wide Web.
• Collaboration: Test
score increases were
directly related to the
degree to which library
media specialists and
teachers worked together
and to the amount of time
media specialists spent
training teachers to use
information technology.
• Flexible Scheduling:
Test scores increased when
students had greater
freedom to visit the library
media center on their own
and to use media center
resources at home.
• Leadership: Although no
direct correlation was found
between test scores and the
degree of leadership shown by
the library media specialist,
leadership involvement was
found to result in greater
collaboration between teachers
and media specialists. Greater
collaboration resulted in higher
test scores.
INFORMATION LITERACY
WHAT is it exactly?
A set of abilities requiring
individuals to recognize when
information is needed and have
the ability to locate, evaluate,
and use effectively the needed
information
HOW can a student become
information literate?
According to to the
American Library
Association (ALA) – by:
Information literacy:
- learning to access info
efficiently and effectively
- evaulating info critically,
competently
-using information accurately
and creatively
Independent Learning:
- pursuing information related to
personal interests
- appreciating literature and
other creative expressions of
information,
- striving for excellence in
information seeking and
knowledge generation.
Social Responsibility:
• recognizing the importance of
information to a democratic
society,
• practicing ethical behavior in
regard to information and
information technology,
• participatin effectively in
groups to pursue and generate
information
WHAT WE’RE PROUD OF
The Association for Teacher-
librarianship in Canada listed
the following as professional
competencies for teacher-
librarians:
1.1 places a priority on
staff relationships and
leadership in the
implementation of change.
1.2 provides leadership in
collaborative program planning
and teaching to ensure both
physical and intellectual
access to information and
commitment to voluntary
reading.
1.3 knows curriculum
programs mandated by the
province, district and school.
-supporting the teacher-librarian
and encouraging collaborations
with students and teachers.
- supporting the flexibility of the
teacher-librarian and the LMC.
- Investing interest in the
collections and development of
the library – asking for book,
website, and journal
recommendations.
- collaborating with the teacher-
librarian in developing an LMC
that can achieve the utmost of
student achievement

1.5 has expert knowledge

in evaluating learning
resources in different formats
and media, both on-site and
remote, to support the
instructional program.

1.8 uses appropriate

information technology to
acquire, organize and
disseminate information.

(Association for Teacher-librarianship in

Canada et al., 1998, p. 23-24).

A THANKS TO OUR
PRINCIPAL
Thank you for: