ALIA/ASLA joint statement on library and information services in schools

Purpose

To advocate for library and information resources, programs and services in schools.

ALIA objects addressed

To promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy.

To promote and improve the services provided by all kinds of library and information agencies.

ASLA objectives addressed

Promote an understanding of the aims, needs and educational significance of school library resource services and teacher librarianship.

Maintain the awareness of Government bodies of the needs and educational significance of school library resource services and advise them on all matters concerning school library resource services and teacher librarianship.

Promote research in the field of school library resource services and teacher librarianship nationwide.

Develop, write and publish materials which will promote the development of school library resource services and teacher librarianship.

Principle

School library and information programs and services are integral to the mission, objectives, and teaching and learning goals of the school.

Statement

As an integral partner in the school’s teaching and learning team, the teacher librarian has a role in the planning, implementation and evaluation of education policies, curricula, learning outcomes and programs, with particular reference to the development of learners’ research and information literacies.

As a member of the school’s management team, the teacher librarian has a role in ensuring the school community’s access to an organised collection of teaching and learning resources and services. Such access to local, regional, national and international resources and services is designed to meet the educational, recreational and cultural needs of that community.

Professional staff dually qualified in teacher education and librarianship, having the opportunity to undertake continuing professional learning, are responsible for both shaping and reflecting the school’s objectives with respect to library and information programs and services.

Paraprofessional staff, using their specialised technical training, manage the processes and operate the required library systems and methodologies to ensure full and complete access to educational resources. Staff without such recognised qualifications provide the clerical support needed to maintain the efficient functioning of library and information programs and services.

The development of learners’ research and information literacies in schools should be developed by teacher librarians within the context of ASLA and ALIA endorsed statements.

Related documents

Australian Library and Information Association and Australian School Library Association 2004, Standards of professional excellence for teacher librarians, http://www.asla.org.au/policy/standards.htm

Australian Library and Information Association and Australian School Library Association 2009, Policy on teacher librarians in Australia, http://www.asla.org.au/policy/tlaust.htm

Australian Library and Information Association and Australian School Library Association 2009, Policy on teacher librarian qualifications, http://www.asla.org.au/policy/tlq.htm

Australian School Library Association and Australian Library and Information Association 2001, Learning for the future: developing information services in schools, 2nd ed., Curriculum Corporation, Carlton South.

Revision proposed January 2009 by the ALIA-ASLA Policy Advisory Group.