Group items tagged

The aim of A Manual for Developing Policies and Procedures in Australian School Library Resource Centres sets out how to develop the policies and document the procedures that are essential for exemplary management practices. The implementation of these policies and procedures will ensure that there is equitable access to resources for all users.

Armidale Catholic Education Office documentation on school libraries. It include a policy statement and Information Literacy Skills Scope and Sequence

Covers mission, policy, resources, staffing, programs, promotion

IASL policy statement on school libraries. Includes statements on: functions, materials, facilities, personnel, lifelong education, skills, literacy development, government and public support.

Purpose of this policy is to emphasise the importance of qualifications for a teacher librarian and to ensure the high standard of personnel engaged in information provision and foster their professional interests and aspirations.

The library and information sector has a distinctive area of knowledge and skills which is required for effective professional practice. Library and information specialists need to acquire the relevant disciplinary expertise, demonstrate employment-related skills and be prepared for a challenging and dynamic future in many diverse environments.

As learning environments change, school libraries must evolve from providing information to students to preparing students as engaged critical thinkers, evaluators, ethical users and entrepreneurial creators of information and knowledge.

"Digital native' is a term increasingly used in public discourse to describe the generations of young people who grow up surrounded by digital technologies. The term suggests that young people intuitively know how to use technology and hence have no need for digital education or training. This paper outlines the issues connected with this assumption and provides evidence to demonstrate that it is a dangerous fallacy. Young people do not inherently possess the skills for safe and effective use of technologies, and skills acquired informally are likely to be incomplete. The failure to provide youth with a complete set of skills in a formal manner leads to a new digital divide between digital lifestyle skills and digital workplace skills. The lack of proficiency in the tools needed for today's workforce contributes to an increasingly lost generation, who are unable to realise their full potential as learners, employees, entrepreneurs or citizens using digital technologies."

IFLA/UNESCO School Library Manifesto: The School Library in Teaching and Learning for All