Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Contemporary teacher-librarians are curriculum leaders and managers of 'learning hubs' - dynamic information-learning environments promoting multi-modal access to information and enabling the creation of knowledge by learners. This unit underpins the teacher-librarianship study area as it examines the theory and practice of teacher-librarianship, and the roles of teacher-librarians and school libraries as learning hubs within the school community.

Aims

The aim of this unit is to provide you with an introduction to the professional identities, practices and theoretical perspectives relating to teacher-librarian roles in contemporary school libraries/learning hubs.

Objectives

On completion of this unit you should be able to:

1. Apply key concepts related to roles of teacher-librarians in contemporary school libraries; (GC: A, B, C, E)

2. Examine the pedagogical practices of teacher-librarians in contemporary school libraries; (GC: A, B, C, E)

3. Analyse policies and related practices for information organisation and access, resourcing, systems and service aspects in school libraries; (GC: A, B, F)

4. Develop a professional identity through engaging in practice and critical reflection as a teacher-librarian. (GC: A, B, C, D, E, F)

Content

This unit covers the following topics:

• The role of the teacher-librarian and school library
  The role of the teacher-librarian as teacher of multi-literacies, curriculum leader and library manager; introduction to standards of professional practice. The role of the school library in the context of the school community.



• Pedagogy
  Digital pedagogies, inquiry learning ICT influences on library and information environments; ICT and information literacy pedagogy; multi-literacies.



• Partnership and leadership
  Teacher-librarians as educators and information professionals; developing collaborative partnerships; leadership roles for educators and information professionals; adopting equitable, ethical and effective practices, evidence-based practice and advocacy.



• Policy planning and management
  Policies as decision-making frameworks; scope of policies relevant to school libraries; examples for critique: privacy and intellectual property issues, students' engagement in online environments; policy development processes and guidelines, budgeting, strategic planning.

Approaches to Teaching and Learning

Please note that as part of this unit you will need to arrange a 20 hour work placement in a school library. You will need a current authorisation to work with children to undertake this placement.

Learning engagements and materials are via the QUT Blackboard online learning environment, the Course Materials Database (CMD) and online sources. Interactions and learning are mediated by a variety of information and communication technologies (ICTs) such as email, discussion groups and blogs.

Learning processes, resources and assessment activities are designed to develop analytical and critical approaches to the organisational, pedagogical, technological and professional dimensions of the teacher-librarian. Assessment activities will allow you to extend your knowledge and practice and develop critical, creative, ethical and reflective approaches to your professional practice as a teacher-librarian.

This unit is designed around a collaborative learning framewrok. As part of this framework you will be required to undertake a group project and peer review.

Assessment

Formative assessment:
Support is provided via email, discussion forums, online tutorials, seminars, peer feedback, online chat; engagement with professional networks and mentors; via the situated professional practice reflective journal and in individual consultation with course staff.Formative and summative assessment will be provided through a range of strategies including peer and teacher feedback via oral and written comments.

Assessment name: Project (research)
Description: Working in small groups you will each investigate teacher-librarian roles and professional practice at your SPP site. Your report will combine the profiles of your SPP site and present the scholarly analysis of teacher-librarians' professional practices in relation to the literature.
Length: Equivalent to 3000 words
Relates to objectives: 1 - 4.
Weight: 50%
Internal or external: External
Group or individual: Group with Individual Component
Due date: Mid-Sem

Assessment name: Portfolio
Description: You establish professional practice contacts, develop a program of practical activities at library sites and record activities, collect artefacts document your Situated Professional Practice (SPP) placement in a web-based reflective portfolio. Your commentary takes a critically reflective and scholarly approach with reference to current research sources, professional literature and standards of professional practice. Reporting on particular aspects of teacher-librarian professional practice are required, such collection management, multi-literacy pedagogy, library and ICT policy. You will present these aspects in stages throughout the semester for peer review.
Length: Equivalent to 2000 words
Relates to objectives: 1 - 4.
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: End-Sem

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

ASLA (2011) 'Learning in a Changing World' series ACER Press (available at https://shop.acer.edu.au/acer-shop/group/LCW/X) This series is used for the entire MEd(TL) course.

Risk assessment statement

There are no out of the ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 14-Jan-2013