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he study found that flexible access to computers, printers, Internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006).  In 2010, one principal stated, “When I enter my own school library I see a social network – students and teachers doing all manner of things – everything from reading, promoting, quiet games, social skilling, researching, working on the computers, group planning, the list becomes quite endless. I see a thriving centre of learning – and something that is integral to the way the whole school functions” (Hay & Todd 2010b, p. 5).

The school library becomes the hub for networking, information access, digital literacy instruction, learning and knowledge creation – a shared space for all students and the school community. The advantage of a ‘commons’ approach is it provides an opportunity to re-engineer the school library into a place/space that brings together the library, information technology and a qualified team of information, technology and learning staff whose combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum.

A facility which features fluid library design that allows for the customisation and personalisation of learning.

A blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces.

A centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences.

A facility which seeks a balance between print and digital collections and which does not privilege one format over another.

Teacher librarians know which apps are free and trustworthy and can then recommend these to staff and students. The same collection development skills used to evaluate “traditional” resources to determine which are current, relevant, authentic and authoritative, are also applied to online databases and web sites.

Digital media literacy can be defined as the ability to locate, access, organise, understand, evaluate, analyse and create content using digital media (Wikipedia; Australian Communications & Media Authority). Even though this level of literacy involves knowing how to use technology it is “less about tools and more about thinking” (Johnston, et al 2011, p 5.)

The general capabilities in the Australian national curriculum, especially “critical and creative thinking”, provide a vehicle for teacher librarians to be active in the delivery of digital media literacy skills through inquiry based programs.  For example, research pathfinders encourage active engagement in the interactive information seeking process. Pathfinders provide a starting point for the generation of questions, discussions and identification of suitable and relevant resources.  Collaborative knowledge building environments such as wikis can facilitate the inquiry based activities that allow students to engage in collaboration, construction, knowledge sharing and creation. The school library is an ideal environment to engage in conversations about digital citizenship, the impact of a student’s digital footprint, ethical use of information and social responsibility in an always-connected world.

The vision is to go beyond school libraries being perceived as repositories of information artefacts to being flexible, dynamic learning environments; “centres of inquiry, discovery, creativity, critical engagement and innovative pedagogy” (Hay & Todd 2010b, p. 40). To make this vision a reality is a challenge for school leadership so that the best learning environment, resources and learning is available for all Australian students.

how to grow powerful teams that can transform schools.

Strong teams within a school are essential to retaining and sustaining teachers.

schools with low staff turnover

teachers report feeling connected to colleagues and supported

eeling that they belong to a team and fulfilling a mission together.

If a team is effective, then people learn from each other.

hey inspire and challenge each other.

"We come together as a team to support each other, learn from each other, and identify ways we can better meet the needs of our sixth grade students." Call it a purpose or a mission -- doesn't really matter.

another meeting." The purpose is relevant, meaningful,

constructive dialogue and dissent,

when there's the inevitable conflict, it's managed. People know each other. W

listen to

each other.

a good team has a facilitator, leader, or shared leaders. There's someone -- or a rotation of people -- who steer the ship.

common project

All projects, though, must be aligned with each member's personal agenda and school's agenda.

Finally, consistent communication is the glue that holds everything together. You can have the greatest of intentions, but if you do not communicate consistently,