Australian Qualitative Data Analysis Report


A. Principal Responses to Instrument 3




(1 2 1) /Australia/AusPrc/AuPrQ1

*** Definition:

X of AusPrc and Q1



+++ Retrieval for this document: 36 units out of 448, = 8.0%

++ Text units 3-3:

<01>Quality resources Easy access Whole school ownership 3

++ Text units 25-25:

<01>1) Skill of the teacher librarian in promoting information literacy

2) Skill of the teacher librarian in promoting information technology 3)

Arrangements for Administrative staff support 4) the central placement of

the library resource centre 25

++ Text units 37-37:

<01>Very welcoming staff 37

++ Text units 48-48:

<01>The teacher librarian's willingness to make it a welcoming place 48

++ Text units 60-60:

<01>Accessibility to resources; Cooperative planning with TLs and class

teachers on units of study; Excellent IT resources available 60

++ Text units 67-67:

<01>- centre for communication (email) '98 planned and research(Internet)

planned for '98- centre for building love of language and

literature-centre for collaborative learning 67

++ Text units 72-72:

<01>The Librarians!! 72

++ Text units 83-83:

<01>ResourcingComputerised operation 83

++ Text units 95-95:

<01>Accessibility to resources 95

++ Text units 107-107:

<01>Excellent facility, significant financial and staffing support from a

number of areas, excellent support and leadership by the head librarian. 107

++ Text units 119-119:

<01>RelevantAvailableWelcomeingUp to dateViable 119

++ Text units 131-131:

<01>The teacher/librarian herselfThe book collectionThe up to date

computer network 131

++ Text units 143-143:

<01>Is generally the centre of information leteracy in the school, with

network ..?.. from the library - excellent, well qualified and highly

motivated staff. 143

++ Text units 155-155:

<01>Relatively easy access for specific class learning/teaching

strategiesStrong resource acquisition policy 155

++ Text units 167-167:

<01>A learning environment that is exciting, stimulating and uses a

variety of media and technologyA powerful support for class teachers in

providing relevant and motivating resources to assist the delivery of

educational programsAn introduction to information technology 167

++ Text units 179-179:

<01>Focal point in the schoolBreadth and depth of resourcesA quiet place

in a busy school 179

++ Text units 190-190:

<01>The capacity to be the centre of the school - not only in terms of

learning in the traditional way but in electronic media and

telecommunications. It should always be the 'hub' of the school

dominating in focussing skillsevelopment and resourcing. It should model

the future and the essential pathways to learning in the 21st century. 190

++ Text units 214-214:

<01>Appointment of a new teacher librarian in 1998Acceptance of

information skills delivery needed to change and currently undergoing

change to reflect the school development plan (IT Plan) 214

++ Text units 226-226:

<01>Quality of service to students, teachers and parentsWarm, friendly

atmosphereQuality of instruction and skill developmentRange of resources 226

++ Text units 238-238:

<01>Full time qualified teacher librarian backed by a full timelibrary

technicianWell resourced with materialsStudents, teachers, parents feel

comfortable and welcome in the LRC 238

++ Text units 250-250:

<01>Cooperative PlanningResourcesFlexibility 250

++ Text units 261-261:

<01>excellent collectionteacher librarian's expertise 261

++ Text units 273-273:

<01>To ensure that all students learn how to access and use information

using a range of instruments.The centre also ensures that a very valuable

resource is well cared for, kept up to date and is readily accessible by

the school community. 273

++ Text units 285-285:

<01>1. the quality and qualifications of the staff2. the level and

condition of resources3. the avoidance of resource duplication4. use of

multi media5. knowledge of available resources by staff6. the fact the

school management of information is replicated in the community7. the

leadership in information literacy provided by the staff 285

++ Text units 296-296:

<01>Resource centre/central location of resources 296

++ Text units 308-308:

<01>The hub of the schoolA community resourceA centre of information 308

++ Text units 320-320:

<01>AccessibilityInternet connectionFlexible teacher/librarian 320

++ Text units 331-331:

<01>Its support for the school's education programThe potential to meet

individual needs 331

++ Text units 343-343:

<01>It teaches children how to access information and how to learnIt

enhances development of teachersIt can be the heart/hub of the school 343

++ Text units 366-366:

<01>The teacher librarian - flexible, knowledgeable and prepared to take

risks 366

++ Text units 378-378:

<01>The professionalism, competence and flexibility of the TLThe computer

programmes incorporated into units of workThe wide and varied resources

of all kinds - constantly updatedPosition in centre of school 378

++ Text units 390-390:

<01>Provide the focus for integrated learning 390

++ Text units 402-402:

<01>Central focus for whole schoolRange of information

availableFlexibility of use by different groups and individuals within

the schoolCentral to all curriculum programsWhole school perspective that

Teacher-librarian can bring 402

++ Text units 414-414:

<01>The collectionThe creative talent of the LibrarianAvailability of

parent helpersLocation of the Library 414

++ Text units 426-426:

<01>Cooperation with staff and studentsNumber of classes using

libraryAtmosphere in library 426

++ Text units 438-438:

<01>It is inviting - accessible before school as lunchtimeA genuine

attempt is made to replenish and upgrade resources 438


+++ Total number of text units retrieved = 36

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 8.0%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.92%.





(1 2 2) /Australia/AusPrc/AuPrQ2

*** Definition:

X of AusPrc and Q2



+++ Retrieval for this document: 37 units out of 448, = 8.3%

++ Text units 4-4:

<02>Funding shortage Appropriate leadership qualities of librarian 4

++ Text units 15-15:

<02>Trying to provide educational leadership in both IT and traditional

literature 15

++ Text units 26-26:

<02>1) Insufficient space 2) Insufficent money 3) Noise levels at times

from nearby classes 4) Poor location /needs integration 26

++ Text units 38-38:

<02>Limited budgets 38

++ Text units 49-49:

<02>Not enough time allocation 49

++ Text units 61-61:

<02>Successful integration of Internet information into normal provision

of information available to students for research projects/ assignments

etc. 61

++ Text units 68-68:

<02>Funding in small rural school 68

++ Text units 73-73:

<02>Keeping abreast of the latest IT and providing same for school 73

++ Text units 84-84:

<02>Maintaining computer equipment 84

++ Text units 96-96:

<02>FundingAvailability of the staffWillingness of library staff to be

available 96

++ Text units 108-108:

<02>Providing studetns with access to the internet and information

technologyProviding a seamless service to students and the public with

cooperation with public librarians. 108

++ Text units 120-120:

<02>Funding 120

++ Text units 132-132:

<02>The move away from booksThe possibility of teacher/librarians

becoming redundant 132

++ Text units 144-144:

<02>Keeping abreast of technologyManaging the schools network - assisting

staff with organisation and use of appropriate electronic sources of

informationBalancing(?) allocated funds across traditional and new

resources 144

++ Text units 156-156:

<02>Adapting to changing demands of technologyActively encouraging

students to use library resources 156

++ Text units 168-168:

<02>Lack of resourcesLack of professional development opportunities for

teacher librariansLack of support staff in schools to ensure optimum usage 168

++ Text units 180-180:

<02>Funding to achieve the goals especially in a new school. 180

++ Text units 191-191:

<02>Having a 'personality' in the way t/l that can accommodate so many

elements, relate powerfully to all, emphasise the role of the library and

keep up to date with modern trends.Another challenge is to resource the

TL with added assist-ance so that 'burn out' is not an issue. 191

++ Text units 215-215:

<02>Fostering the library resource centre as an inclusive information

service relying on a multi media delivery and not just print text from

shelvesAccessing appropriate fundingFinding time to support

teacher/student/parent needs 215

++ Text units 227-227:

<02>Keeping pace with technological developmentsProvide adequate

financial resourcingMaximising information literacy development time 227

++ Text units 239-239:

<02>The growing importance of information technologyThe balance of IT

materials and traditional library materialsAs the school enrolments

decrease the ability to supply the appropriate access and expertise for

students 239

++ Text units 251-251:

<02>To bring all staff on board to work on cooperative planning of

programs. 251

++ Text units 262-262:

<02>meeting multiple demandsmanaging large collectionmanaging with

insufficient physical space 262

++ Text units 274-274:

<02>In the ACT points for a teacher/librarian are generated by

enrolments. If you have a school with declining enrolments then it is

almost impossible to have a full time resource manager.From my point of

view this is the biggest challenge for the future 274

++ Text units 286-286:

<02>1. lack of adequate resourcing - both human and physical2. inability

to provide resources that many students have access to in their own

homes3. lack of sufficient internet lines 286

++ Text units 297-297:

<02>Staffing formulaTime out of library/unsupervised libraryBudget

constraintsSpace is inadequate 297

++ Text units 309-309:

<02>Financial support to ensure current information etc is

availableAdequate staffing - support 309

++ Text units 321-321:

<02>Keeping up to date relevant resourcesKeeping up to date with new

technologies - information viaCD Rom etcSkilling students to be able to

analyse information critically 321

++ Text units 332-332:

<02>Keeping up with technology - particularly ITMeeting a wide range of

needsHaving sufficient funds to acquire resources 332

++ Text units 344-344:

<02>In some schools the physical location makes ease of access

difficultAlso the part-time nature of some teacher librarians makes the

library being seen as a vital organ of the school 344

++ Text units 367-367:

<02>Info technologyManagement and knowledge of info sourcesAbility to

teach info literacy to staff and students 367

++ Text units 379-379:

<02>Declining enrolments mean that TL position is not full-time and will

decrease furtherLack of APS support because of inflexibility of staffing

formulae 379

++ Text units 391-391:

<02>Need to have permanent, highly trained, experienced librarianUp to

date technology and resourcesWork in partnership with teachers 391

++ Text units 403-403:

<02>Adequate resourcing, both human and financialAbility to keep abreast

of change, especially in ITManagement of time for Teacher-librarian 403

++ Text units 415-415:

<02>Librarians energy/enthusiasm level being maintainedCost of IT

maintenance 415

++ Text units 427-427:

<02>Give over old techniques - not just adding on 427

++ Text units 439-439:

<02>Adequate funding. Striking a balance between providing IT updates -

books etcDeclining enrolments - thus inadequate staffing numbers(?) to

staff the library full time 439


+++ Total number of text units retrieved = 37

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 8.3%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.95%.





(1 2 3) /Australia/AusPrc/AuPrQ3

*** Definition:

X of AusPrc and Q3



+++ Retrieval for this document: 36 units out of 448, = 8.0%

++ Text units 6-6:

<03>PlanningFocus on community ethos Enthusiasm Relevant teaching

content/skills 6

++ Text units 17-17:

<03>Openess to teachers Friendliness to students Cooperation with parents 17

++ Text units 27-27:

<03>1) Promotes research skills and information technology 2) teams with

teachers for either of the above 4) Identifies suitable resources for the

library 5) Manages the computer laboratory 27

++ Text units 40-40:

<03>Direct assistance to students 40

++ Text units 51-51:

<03>PlanningBuying appropriate resources Keeping up to date professionally 51

++ Text units 63-63:

<03>Acquiring information resources timetable for topics being studied by

children Teaching information literacy skills to children 63

++ Text units 75-75:

<03>Keeping staff informed of latest resources Encouraging staff to work

cooperating with TL 75

++ Text units 86-86:

<03>Co-operative planning Maintaining orderly 86

++ Text units 98-98:

<03>Dissemination of informationKeeping facilities available 98

++ Text units 109-109:

<03>Assistance with finding materials to support student stuyProviding

skill development sessions for students and staff in how to more

effectively use the library to gather info. 109

++ Text units 121-121:

<03>Relationships with staff/students 121

++ Text units 133-133:

<03>Her manner with the kidsHer relationship with staffThe friendliness

of the libraryThe stimulation the library offers 133

++ Text units 145-145:

<03>Library orientation programLeadership(?) and support to teachers and

students in use of resources, including use of the computer as a

toolAssisting with selection of materials 145

++ Text units 157-157:

<03>Seeking out colleagues' views of what is needed to enhance library's

role in active learning 157

++ Text units 169-169:

<03>Assisting teachers to provide great classroom programsLocating

learning resources that are relevant to teacher needs and students

learning requirementsAchieving high levels of usage by students, staff

and parents 169

++ Text units 181-181:

<03>Cooperative teacher/planningProviding a wide range of resources

targeted to the needs of our integrated curriculum 181

++ Text units 192-192:

<03>Collaboration with other staffRelationships with others and

management approachPlanning to ensure skills are developed in relevance

toclassroom programs.Convey to the staff the need for sequential

development? skills through the grades.Develop credebility as a teacher. 192

++ Text units 216-216:

<03>Respond to school and class resource needsSupport technological

changeActively and energetically manage the resource centre as well as

link with teachers programKnowledge of resource acquisition 216

++ Text units 228-228:

<03>Being a 'resource person' for our communityCaring, friendly,

supportive and welcomingEfficient help in identifying appropriate

resourcesShares her extensive knowledge/experience in

InformationTechnology ..... and the list goes on ..... 228

++ Text units 240-240:

<03>Demonstrated expertiseGood people skills 240

++ Text units 252-252:

<03>Work WITH class teachers on programs 252

++ Text units 264-264:

<03>purchasing of suitable items for collectioncollaborative planning

with teacherssupport for priority areas in curriculum development &

improvement of pedagogysupport for teaching information literacypromoting

students' interest & enthusiasm re literature, research etcfacilitating

home & school cooperation re literacy 264

++ Text units 276-276:

<03>o teaching Information Literacy;o inservicing staff re Information

Literacy;o being responsible for the collection, both forms of print;

ando encouraging students to make full use of the facility. 276

++ Text units 288-288:

<03>1. inservices all staff in information literacy2. contributes to

planning of integrated units of work being developed by sub-schools as

part of each planning team3. maintains all resources4. stays abreast of

technology5. maintains high and current level of knowledge of all types

of resources6. has contacts in other places including retail so that

resources are easily located 288

++ Text units 298-298:

<03>Cooperative planningExpertise in providing advice/resources for units

of workBeing on hand for student assignments 298

++ Text units 310-310:

<03>Cooperative planning with class teachersKnowledge base in terms of IT 310

++ Text units 322-322:

<03>Info literacy/research skillsEnthusing students to use library

resourcesBasic skills in using a libraryRenewing resources 322

++ Text units 333-333:

<03>Student ManagementPlanning of Layout of Library Resource

CentreCooperative planning with classroom teachers 333

++ Text units 345-345:

<03>Provide resources for class work/themesMake up for teacher shortfalls

especially in use of ITEnthuse teachers and children 345

++ Text units 368-368:

<03>Strong teaching practicesAbility to work with teachers to integrate

the library into the classroom 368

++ Text units 380-380:



++ Text units 392-392:

<03>Work and plan cooperatively with parents, staff and studentsDevelop

the library as a stimulating motivating centre of learningPurchase

appropriate resourcesBe a leader in IT and info literacy 392

++ Text units 405-405:

<03>Advice to teachers re resources and info literacy

strategiescollaborative team participationadvice re specialist areas of

library and inf management 405

++ Text units 416-416:

<03>Provision/assistance in locating teaching resourcesRole model for

specific programs - eg Info Literacy Skill Development 416

++ Text units 428-428:

<03>Willing to cooperate and support teachers in planning of units as

well as during the unit 428

++ Text units 440-440:

<03>PreparationUnderstanding of children's development, interests and

needsAcquiring of up to date relevant resources 440


+++ Total number of text units retrieved = 36

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 8.0%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.92%.





(1 2 4) /Australia/AusPrc/AuPrQ4

*** Definition:

X of AusPrc and Q4



+++ Retrieval for this document: 37 units out of 448, = 8.3%

++ Text units 5-5:

<04>Lack of specialist learning assistancel ack of admin control 5

++ Text units 16-16:

<04>Students would possibly lose their "library habits" especially during

free time 16

++ Text units 28-28:

<04>1) Minimal reading. No team teaching 2) Minimal research 3) No home

lending 4) No before school and lunch time club activities 28

++ Text units 39-39:

<04>Reseach by students 39

++ Text units 50-50:

<04>Lack of resources 50

++ Text units 62-62:

<04>Pupil access to library resources would diminish greatly IT resources

would be restricted 62

++ Text units 69-69:

<04>working with classroom teachers 69

++ Text units 74-74:

<04>No access to resources for students No pathway for staff to seek

advice As for 74

++ Text units 85-85:

<04>More pressure on teachers to plan and prepare lessons Less effective

use of the library 85

++ Text units 97-97:

<04>Resources would not be availableStudents private study would be

hampered 97

++ Text units 110-110:

<04>Access to AV and written materials would cause significantdisruption

to classes. 110

++ Text units 122-122:

<04>It would never be closed - we rely on the resources too much. 122

++ Text units 134-134:

<04>The continuity of library skills instruction may be affectedThe kids

may forget to change library books and switch off reading 134

++ Text units 146-146:

<04>Two TLs therefore not a likely problemNo assistance(?) to

staff/sutdents in use or selection of materialsProblems in internal and

CD rom use 146

++ Text units 158-158:

<04>Lack of resource for assessment requirementsRestriction of range of

teaching/learning strategies 158

++ Text units 170-170:

<04>Teacher access to resources would be inhibitedStudents would lose

opportunities to borrow materials to support their class projects 170

++ Text units 182-182:

<04>Educational opportunities would be diminished - lesschallenging and

exciting. 182

++ Text units 193-193:

<04>Reduced access to resources both technical and ?A loss of a centre

for both the students and staff to enjoyso many different facets of

learning. 193

++ Text units 217-217:

<04>School unable to access resources adequately - no one else available

to manage the computerised libraryTeachers unable to be supported with

resources for integrated curriculum unitsRelease time provision a problem 217

++ Text units 229-229:

<04>The principal's life would be in danger from the community!We could

not function under these circumstances. 229

++ Text units 241-241:

<04>Less access to qualify materials assistance ie student learning,

research abilities would suffer. 241

++ Text units 253-253:

<04>No affect, as most staff are information literate trained andwould

carry on - except that access to resources would hinder progress. 253

++ Text units 263-263:

<04>diminished quality of teaching becauseof lack of access to resource

centre information(see answer to 5 below)employment of relief teacher 263

++ Text units 275-275:

<04>In our case this is not an issue as the centre would always be open. 275

++ Text units 287-287:

<04>1. very few texts/books available to children2. teaching resources

halted3. no internet access for communication and information 287

++ Text units 299-299:

<04>Why would the resource centre ever be closed 299

++ Text units 311-311:

<04>Access to informationTeam planning 311

++ Text units 323-323:

<04>Reduction in access to quality resourcesreduction in individual help

for studentsreduction in support offered to class teachers. 323

++ Text units 334-334:

<04>Very badly by lack of:access to resourcesinput from

teacher/librarianlack of support for classroom programslack of support

for individual learners 334

++ Text units 346-346:

<04>Answer covers 5 and 4.Teachers would cease to rely on the library to

support programsNB At my school we have a .5TL before my time the library

was locked when TL not in the school. Against opposition from the

Janitor/Bursar I opened it up to facilitate access for teachers with

their classes. This has been difficult to get people to realise that they

can take their class in. The library is isolated from classrooms. 346

++ Text units 369-369:

<04>Literacy - use of library to encourage readersInfo literacy - use of

library plus TL's expertise 369

++ Text units 381-381:

<04>Lack of professional access by teachersLack of formal/informal

sessionsLack of access to research materialsLack of access to

computerised programmesLack of access to enjoyment of materials by

children 381

++ Text units 393-393:

<04>All of the above would not happen <03>Work and plan cooperatively

with parents, staff and studentsDevelop the library as a stimulating

motivating centre of learningPurchase appropriate resourcesBe a leader in

IT and info literacy 393

++ Text units 404-404:

<04>students would not have easy access to informationteachers would feel

undersupportedunder current resourcing it would mean we could not cover

teacher release time- realistic but not desirable 404

++ Text units 417-417:

<04>Less instruction and more browsing by studentsGreater difficulty -

for staff in locating resources - for students and staff borrowing 417

++ Text units 429-429:

<04>Cannot occur - unless a disaster 429

++ Text units 441-441:

<04>Lack of access to borrowing of resources affecting learning

programsLack of teaching in Info Literacy 441


+++ Total number of text units retrieved = 37

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 8.3%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.95%.





(1 2 5) /Australia/AusPrc/AuPrQ5

*** Definition:

X of AusPrc and Q5



+++ Retrieval for this document: 34 units out of 448, = 7.6%

++ Text units 7-7:

<05>Continuity of learning 7

++ Text units 18-18:

<05>We would replace her for even one day 18

++ Text units 29-29:

<05>I always expect that a trained teacher librarian will continue the

same programs, approach and support to staff. 29

++ Text units 41-41:

<05>Reseach by students 41

++ Text units 52-52:

<05>Knowledge of the??? staff 52

++ Text units 64-64:

<05>Borrowing/returns system in chaos High stress for teachers due to

lack of library resources 64

++ Text units 76-76:

<05>As for 4 if no TL placement was used.<04>No access to resources for

students No pathway for staff to seek advice As for 76

++ Text units 87-87:

<05>A replacement would have to be informed as one would forany teacher 87

++ Text units 99-99:

<05>Reducation in access to information for staff 99

++ Text units 111-111:

<05>Staff would have to do more searching out of information. 111

++ Text units 123-123:

<05>It would not - the programs and policies would continue. 123

++ Text units 135-135:

<05>As aboveThe use of CD roms for learning could not be offered <04>The

continuity of library skills instruction may be affectedThe kids may

forget to change library books and switch off reading 135

++ Text units 147-147:

<05>Two TLs not a likely problem 147

++ Text units 159-159:

<05>Lack of expert < alternative opinion on resource accession 159

++ Text units 171-171:

<05>The relief teacher employed would not have the detailed knowledge and

understanding to assist students and staff 171

++ Text units 183-183:

<05>We would replace her for a long term absence. 183

++ Text units 194-194:

<05>If the TL was an effective operator the absense could besignficant.

If not, some ? a breath of fresh air is welcome.T 194

++ Text units 218-218:

<05>The administrative component would most likely be effected ie

processing new materials (these might be cued for program enhancement) 218

++ Text units 230-230:

<05>I would have to make an alternative arrangement ie a reliefTL,

because so many of our programs depend on this role 230

++ Text units 242-242:

<05>Less access to qualify materials assistance ie student learning,

research abilities would suffer. 242

++ Text units 254-254:

<05>Staff work collaboratively - so things would give! 254

++ Text units 265-265:

<05>diminished quality of teaching in library program. Lesser support

for students information literacy skill development Management problems

re library facilities & the collection 265

++ Text units 277-277:

<05>Nearly all staff are trained in IL. All can access the Resource

Centre. 277

++ Text units 289-289:

<05>1. resource centre would gradually rind to a halt2. teachers would

have to plan on their own and seek teir own resources3. children would

not have open access to the collections4. parents would not have open

access to the collections 289

++ Text units 300-300:

<05>Unable to comment 300

++ Text units 312-312:

<05>Access to information Team planning 312

++ Text units 335-335:

<05>Lack of continuityLack of contact with classes and teachersData-base

would not be up-dated 335

++ Text units 370-370:

<05>Library managementUse of info sourcesIntegration of info literacy 370

++ Text units 382-382:

<05>Lessons would be of the most basic kind, conducted either by class

teachers unable to spend the time preparing for them, or by relief

teachers not always familiar with programmesComputerised programmes and

teacher inservicing would suffer considerably 382

++ Text units 394-394:

<05>One less resource personNo access to resourcesChildren would feel

upset - not having a haven to go to 394

++ Text units 406-406:

<05>library would be a messlibrarian support for school lackinglack of

guided access to information a big problem 406

++ Text units 418-418:

<05>Less instruction and more browsing by studentsGreater difficulty -

for staff in locating resources - for students and staff borrowing 418

++ Text units 430-430:

<05>Would be replaced 430

++ Text units 442-442:

<05>As above except if other teachers or a relief teacher/librarian

operates the resource centre 442


+++ Total number of text units retrieved = 34

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 7.6%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.87%.





(1 2 6) /Australia/AusPrc/AuPrQ6

*** Definition:

X of AusPrc and Q6



+++ Retrieval for this document: 35 units out of 448, = 7.8%

++ Text units 8-8:

<06>Teachers accompany class/classes Lessons continue by relief staff 8

++ Text units 19-19:

<06>Relief supplied immediately 19

++ Text units 30-30:

<06>I always expect that a trained teacher librarian will continue the

same programs, approach and support to staff. 30

++ Text units 42-42:

<06>Has not happened 42

++ Text units 53-53:

<06>Employment of relief person Library is accessible on the days she

does not work. 53

++ Text units 77-77:

<06>Teacher librarian comes in to replace her. 77

++ Text units 88-88:

<06>Teachers have access anyhow. The borrowing of books is halted until

TL returns 88

++ Text units 100-100:

<06>Assistant assumes responsiblity 100

++ Text units 112-112:

<06>We have another TL available and we are joint library ie it is both a

college and public library. Public librarians are available to help our

students. 112

++ Text units 124-124:

<06>A relief person is employed and the centre continues to operate. 124

++ Text units 136-136:

<06>The library remains openWe recruit someone we know will m aintain the

status quo 136

++ Text units 148-148:

<06>Provide qualified relief TL 148

++ Text units 160-160:

<06>Provision of relief librarian (a huge challenge to find appropriate

relief)Continued, limited access by class groups 160

++ Text units 172-172:

<06>Relief teacher librarian is employed when available 172

++ Text units 184-184:

<06>Classes continue to visit as we have an assistant in theLRC 184

++ Text units 195-195:

<06>Trained teacher assistant supportCommitted teaching staff to utilise

library resource and facilityOn going support of monitors. 195

++ Text units 219-219:

<06>Provision of relief teacher to follow teacher librarian's timetable.

Some program modification might be necessary, depending on status of the

relief teacher. 219

++ Text units 231-231:

<06>Relief T/L is employed 231

++ Text units 243-243:

<06>Teachers are encouraged to still use the LRC with their classes.The

library technician is still there and able to assist. 243

++ Text units 255-255:

<06>Library assistant carries on! 255

++ Text units 266-266:

<06>employment of relief teacher 266

++ Text units 278-278:

<06>As our teacher librarian is part time other staff are timetabled and

trained to cover her absence. We also train students to assist. 278

++ Text units 290-290:

<06>1. a qualified relief librarian is employed 290

++ Text units 301-301:

<06>Business as usual plus additional teacher-aide support for the library 301

++ Text units 313-313:

<06>Student monitors facilitate borrowing and that the library is open

and operating as per usualStaff must accompany their students to library

to ensure supervision 313

++ Text units 324-324:

<06>Library is open for class teachers to bring classes 324

++ Text units 336-336:

<06>Suitably skilled 'relief' teacher is engagedDeputy Principal

familiarises relief staff with conduct/procedures in the library RC 336

++ Text units 347-347:

<06>Library is openPrincipal takes scheduled TL work with classes 347

++ Text units 371-371:

<06>Teacher accessRelief staff employed 371

++ Text units 383-383:

<06>Teachers take their own research lessonsLibrary monitors take over

borrowing proceduresFace to face release associated with library lessons

is taken by relief teachers 383

++ Text units 395-395:

<06>We would call a qualified teacher librarian to fill the position 395

++ Text units 407-407:

<06>we get in a relief teacher, hopefully a teacher-librarian but not

always possiblelibrary remains open with teacher and librarian monitor

support 407

++ Text units 419-419:

<06>Availability of computer passwordA number of other staff have been

inserviced to assist replacementWe attempt to engage someone who has

worked in the library previously 419

++ Text units 431-431:

<06>Replacement 431

++ Text units 443-443:

<06>A relief to librarian is booked 443


+++ Total number of text units retrieved = 35

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 7.8%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.90%.





(1 2 7) /Australia/AusPrc/AuPrQ7

*** Definition:

X of AusPrc and Q7



+++ Retrieval for this document: 34 units out of 448, = 7.6%

++ Text units 9-9:

<07>Teaching people to be LEARNERS which enables individuals to be

selective in learning critically 9

++ Text units 20-20:

<07>Ability to cope with all sorts of literacy - print, sound, digital,

visual 20

++ Text units 31-31:

<07>The ability of students to find, access, interpret, classify,

interpret and represent information in a useful format. 31

++ Text units 43-43:

<07>computer literacy and confidence 43

++ Text units 54-54:

<07>A vital and integral part of each child's education 54

++ Text units 78-78:

<07>Ability to locate, through a variety of means, information on any

topics. 78

++ Text units 89-89:

<07>The ability to locate relevant data and be able to extract

information and'or make inferences using the date. The 'data' may be

numerical, text or graphical. 89

++ Text units 101-101:

<07>involving these staff

qualities:AccessAwarenessInterestConfidenceCompetence 101

++ Text units 113-113:

<07>Knowledge of how computers can be used to find, access information

and process it. 113

++ Text units 125-125:

<07>Providing staff and students with the means to succeed and work in

the changing technological environment. 125

++ Text units 137-137:

<07>Probably the most important skill of the future, if not right now 137

++ Text units 149-149:

<07>Competence in using for learning the full range of resources,

electronic and non-electronic, available for learning. 149

++ Text units 161-161:

<07>Knowledge and use of skills necessary to access appropriate resources

to match learning/teaching processes 161

++ Text units 173-173:

<07>Essential for students and staff 173

++ Text units 185-185:

<07>The capacity to know how to find information relating to your current

needs. 185

++ Text units 196-196:

<07>The centre of learning in the primary school with

signficantmeaningful? into every clasroom where TL and teacher i s

working together to achieve common goals. 196

++ Text units 220-220:

<07>Essential skill requirement to enhance participation in all academic

work 220

++ Text units 232-232:

<07>A fundamental skill which must be taught and understood by teachers,

parents and students. The primary school years are the time to develop

these skills 232

++ Text units 244-244:

<07>The ability locate, evaluate and efffectively use information 244

++ Text units 256-256:

<07>Crucial and integral to all programs. 256

++ Text units 267-267:

<07>Defining, locating, selecting,organising, presenting and assessing

information. Includes use of digital and print sources. 267

++ Text units 279-279:

<07>The ability to locate, use, organise, present and evaluate

information effectively and efficiently for a given purpose or need. 279

++ Text units 291-291:

<07>The skills of accessing relevent information to help find and

generate solutions to problems,of being able to understand information

located, of being able to tease out relevant information and use it in a

variety of ways to present solutions to problems,of being able to judge

the quality and reliability of information located. 291

++ Text units 314-314:

<07>A process for planning and teaching - the six steps can apply to so

many different aspects. Defining, locating, selecting, organising,

presenting, assessing 314

++ Text units 325-325:

<07>The application of skills to access, use and evaluate information

sources to suit a variety of purposes and contexts. 325

++ Text units 337-337:

<07>An essential part of the school's education program 337

++ Text units 348-348:

<07>Having skills to get info through a variety of sources 348

++ Text units 372-372:

<07>Critical for education of all studentsA process required for lifelong

learning 372

++ Text units 384-384:

<07>The basis of all research lessons in schools. A means of accessing

information quickly, easily and in an organised wayI do not see it as a

replacement for reading as such, especially reading for pleasure 384

++ Text units 396-396:

<07>Providing having advice and access to information in easy accessible

most appropriate ways 396

++ Text units 408-408:

<07>critical and efficient management of information to meet specific

individual needs in real contexts 408

++ Text units 420-420:

<07>Teaching students the skills necessary to extract relevant

information from a variety of sources 420

++ Text units 432-432:

<07>Ability to use new forms of computerised resources, to access written

materials, computerised forms eg internet, CD roms etc 432

++ Text units 444-444:

<07>The literacy demands in all media for gaining and giving information 444


+++ Total number of text units retrieved = 34

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 7.6%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.87%.





(1 2 8) /Australia/AusPrc/AuPrQ8

*** Definition:

X of AusPrc and Q8



+++ Retrieval for this document: 34 units out of 448, = 7.6%

++ Text units 10-10:

<08>lack of equipment lack of teaching skills, jaded teachers 10

++ Text units 21-21:

<08>Attitude by older teachers that this represents some new additive to

crowded curriculum 21

++ Text units 32-32:

<08>1) sufficient resources 2) Staff training to emphasize and develop

the above 3) Time for staff planning and pre examination of materials 32

++ Text units 44-44:

<08>Money 44

++ Text units 55-55:

<08>Money and resources 55

++ Text units 79-79:

<08>Teachers willingness to accept TL as partner in the process. This is

particularly relevant of secondary teachers. 79

++ Text units 90-90:

<08>Teacher expertiseCommunication skills of TLTime 90

++ Text units 102-102:

<08>Time and interest on the part of staffFunding 102

++ Text units 114-114:

<08>FinancesReluctance of staff be involvedIgnorance of staffFear of

change 114

++ Text units 126-126:

<08>FundingTeacher expenditure 126

++ Text units 138-138:

<08>Lack of professional skills, equipment, commitment, professional

development 138

++ Text units 150-150:

<08>Need for extensive professional development for teachersCurriculum

fragmentation and specialisation makes integration slower, but

specialisation also important. 150

++ Text units 162-162:

<08>Provision and maintenance of relevent resourcesThe continuing crisis

of professional debate between acquisition of print and electronic

resources. 162

++ Text units 174-174:

<08>Lack of resourcesLack of professional develoment and training

opportunities for teachers 174

++ Text units 186-186:

<08>Time and money 186

++ Text units 197-197:

<08>TL blockage and inflexibility. I've tried that before and it doesn't

work. 197

++ Text units 221-221:

<08>Funding to provide the best and most up to date resources 221

++ Text units 233-233:

<08>Restrictions of staffing points based on school enrolments means that

smaller schools have reduced ability to support the teacher/librarian. 233

++ Text units 245-245:

<08>The need for more staff PD in this area when there are so many new

demands being placed on classroom teachers (iesocial problems = "lets

give it to the teachers to fix it") 245

++ Text units 257-257:

<08>Teacher ignorance of the processLack of adequate resourcesLack of

willingness by some TL to embrace the full informationliteracy process 257

++ Text units 268-268:

<08>limited access to sourcesboth digital & printlimited teacher

expertise with digitalsources 268

++ Text units 280-280:

<08>The ongoing professional development of teachers and the provision

and maintenance of IT. 280

++ Text units 292-292:

<08>1. lack of computer access with internet connection needed by all

students from year 5 onwards 292

++ Text units 315-315:

<08>Teachers need to develop their questions and questioning skills in

order for students and studies to be meaningful 315

++ Text units 326-326:

<08>In adequate professional development and time to plan in teams ie

inadequate staffing 326

++ Text units 338-338:

<08>The crowded primary school curriculumDemands on teachersThe need for

some Teacher Librarians to provide release from face-to-face teaching for

other staff 338

++ Text units 349-349:

<08>Rigid timetablingRepetitive clerical work that TL's undertake because

of lack of support 349

++ Text units 373-373:

<08>Teaching of content rather than processLack of understanding by some

staff 373

++ Text units 385-385:

<08>Teacher knowledge, background and experience - classroom teachersLack

of funding from Govt sources to ensure adequate and appropriate

materials, experiences and training for all staff 385

++ Text units 397-397:

<08>Untrained librarians 397

++ Text units 409-409:

<08>crowded curriculumlimited professional development resources

availablelimited hardware /software 409

++ Text units 421-421:

<08>Crowded curriculumClassroom teachers seeking to hang on to control of

the teaching agendaLack of TL time to negotiate with class teachers 421

++ Text units 433-433:

<08>Older staff who are unbending in attitudes 433

++ Text units 445-445:

<08>Skills - understanding of teachers of the literacy demands of

different curriculum 445


+++ Total number of text units retrieved = 34

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 7.6%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.87%.





(1 2 9) /Australia/AusPrc/AuPrQ9

*** Definition:

X of AusPrc and Q9



+++ Retrieval for this document: 29 units out of 448, = 6.5%

++ Text units 11-11:

<09>Resource centre is integral to all learning' Open door' - teachers

all have keys Intro new resource materials to all staff 11

++ Text units 22-22:

<09>Newsletter reports Arguing case for funding Making library a focal

point for school tours for new enrolments 22

++ Text units 33-33:

<09>1) Newsletter - allocation of budget to benefit the library resouce

centre 2) At staff meetings 3) Through staff info literacy training

programs 4) By presentation opportunity for students 33

++ Text units 45-45:

<09>Inviting library staff contribution 45

++ Text units 56-56:

<09>Notes in school newsletter 56

++ Text units 80-80:

<09>- make all committees aware of the library resource centre- make P &

F aware of and willing to contribute to infolitercy need of the school 80

++ Text units 91-91:

<09>Written and verbal reports to P & F/School BoardsNewlettersLocal

Newspaper 91

++ Text units 103-103:

<09>Technology committeeKey learning area coordinators

committeeCurriculum task forceCollege executive 103

++ Text units 115-115:

<09>Encourage TL's to be involved on relevant committees and askTLs to

attend Faculty meetins to "show and tell" 115

++ Text units 127-127:

<09>The library is promoted as the focus in the school. Whenever possible

I push the needs of the library. 127

++ Text units 139-139:

<09>Involving the teacher librarian in all ..?.. curriculum planning 139

++ Text units 151-151:

<09>TL(Senior) chairs IT Steering Committee - regularly reports to the

School BoardTL participates in School Administration MeetingsAttendance

at faculty meeting 151

++ Text units 163-163:

<09>Publication of a 'Library 2000' futures discussion paper in

1997Encouraging library as a force for emerging technologies (through

funding) 163

++ Text units 175-175:

<09>I support the teacher librarian in her role to maximise use of the

library and the teacher/librarianI encourage teachers to work

cooperatively in teams, planning education programs in conjunction with

the teacher librarian 175

++ Text units 198-198:

<09>Involvement of interested staff from across the grades in a Resource

Centre Committee which has as one of its members the TL - the planning

and problem solving in this way has some positive momentum. The PD of

staff in Information Literacy Skills The promotion of established skills

to develop at each grade level. The budget support on in excess of

$10,000 pa. The support of updating ITs relevant programs (?)The

commitment of teacher assessment support. 198

++ Text units 222-222:

<09>Not necessary to promote in our school as the library resource centre

has been and continues to play an important role in teaching and learning 222

++ Text units 234-234:

<09>Parent evenings eg information literacyPresenting information at

school board and P meetingsPublicity through school newsletter 234

++ Text units 246-246:

<09>Stressing the central importance of the LRC.Encouraging the teacher

librarian to become involved in a variety of school activities.

(including membershipof school-wide committees) 246

++ Text units 269-269:

<09>IT committeeProfessional Development ctteeGeneral collaborative

planning by staff 269

++ Text units 281-281:

<09>The teacher/librarian is an integral part of curriculum and policy

development. 281

++ Text units 316-316:

<09>Identifying resources available at meetings of staff and studentsBy

providing access to the library to community groups eg LandcareAll

resources must go through the library systemEnsuring its fixtures

facilities the whole environment is the best it can be 316

++ Text units 327-327:

<09>Work within teams, PD, budgeting support 327

++ Text units 339-339:

<09>With all staffSchool planningAppropriate funding allocationsInclusion

in School Prof. Dev. program 339

++ Text units 374-374:

<09>Information literacy as the cornerstone of the process of learning

after literacy and numeracy 374

++ Text units 386-386:

<09>Membership of language, arts and IT committeesStrong involvement in

staff meetings - chair rotates through all staff members as does minute

taker - and a permanent spot on the agenda 386

++ Text units 398-398:

<09>Emphasise that the library resource centre is a vital, pivotting link

in the learning process in any KLA 398

++ Text units 410-410:

<09>major role on IT committeemaximum use of teacher-librarian across

schoolLRC as integral part of curriculum programsstaff training days/time

in library 410

++ Text units 422-422:

<09>Encouraging TL initiativesSupporting special purchases to support

learning programsProviding positive feedback and encouragement to the TL 422

++ Text units 446-446:

<09>Getting teachers to discuss with the librarian their planning for

teaching - the resources they needTeachers contributing to the ordering

of materialsInvolving all teachers and teacher/librarians in joint PD

including PD in curriculum areas including selection of resources,

selection of teaching strategiesIdentification of outcomes 446


+++ Total number of text units retrieved = 29

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 6.5%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.74%.





(1 2 12) /Australia/AusPrc/AuPrQ12

*** Definition:

X of AusPrc and Q12



+++ Retrieval for this document: 28 units out of 448, = 6.3%

++ Text units 12-12:

<12>Must be ongoing and principal must have a personal commitment to

understanding its importance. 12

++ Text units 34-34:

<12>In our Development Plan 1998 is the year in which we are

developing-a) a strategic plan b) an early intervention parent/staff team

c) reviewing the English Language Curriculum d) reviewing all programs

which contribute to literacy development 34

++ Text units 57-57:

<12>I agree that we should have a flexible timetable and cooperative

teaching and planning but unfortunately as each school now needs to

provide release time for teachers (1 hr per week) it is the library that

suffers. 57

++ Text units 92-92:

<12>Empowering others to use the technologyContinue to promote the need

for such at staff meetings etcProvide professional development support 92

++ Text units 104-104:

<12>Principals can only achieve as much as is possible giventhe response

from the staff.Collaborative processes imply staff willingness and

competence to achieve outcomes. 104

++ Text units 116-116:

<12>I provide a vision for a college where IT is an integral part of the

curriculum (a lab has been purchased to teach business studies like

courses exclusively) and an integral part of how teachers operate on a

daily basis. I also ensure significant financial support is directed

towards IT. 116

++ Text units 128-128:

<12>I need to model, demonstrate and promote the concept. This has to be

done in collaboration with my staff. 128

++ Text units 140-140:

<12>This is a whole school responsibility, one that should not be borne

only by the teacher librarian. 140

++ Text units 164-164:

<12>I am not sure that the Librarian understands and shares my vision for

a multi-resourced library - process issues remain a priority.Antipathy of

admin support staff seems directed to blocking change. 164

++ Text units 176-176:

<12>I believe the Principal engenders a climate for innovation and change

that allows the teacher librarian and staff to work together to achieve

an information literate school communityThe Principal is crucial in

ensuring the parent organisations allocate adequate funding to ensure the

library operates effectively. 176

++ Text units 187-187:

<12>Provision of a full time assistantOpen every lunch timeAdequate

budgetDemonstrating enthusiasm for the development and use of theLRC. 187

++ Text units 199-199:

<12>I am deeply committedto it! The quality of the TL is all important in

the pocess of bringing the teaching/ learning objective out of the 60's

and into the year 2000. 199

++ Text units 223-223:

<12>Information Literacy is and will remain on the School Development

PlanThis survey tends to treat information literacy as apart from the

integrated nature of educational delivery within and across our school

communityOn going budget needs have to be met and this is reviewed

annuallyIntroducing relevant technology requires Executive support

constantly? 223

++ Text units 235-235:

<12>I am privileged to have an outstanding teacher-librarian who has been

a key factor in generating enthusiasm throughout our school community for

information literacy. 235

++ Text units 247-247:

<12>Since my first appointment as principal in the ACT in 1976 I have

supported LRCs and teacher librarians by:1 Not using the tl for relief

but expecting the teacher to be present2 Providing as much funding as

possible3 Encouraging professional development NB my first TL is nowa

principal in the ACT system and two of them became system consultants. 247

++ Text units 258-258:

<12>Philosophical belief that the information resources centre is the bub

of the school. 258

++ Text units 270-270:

<12>It is important for the Principal to be seen to be aware of and

supportive of efforts to enhance information literacy in the school and

community. The principal should model information literacy in his/her

workOptimal resources should be allocated to all aspects of information

literacy including professional development of staff, provision of

software and hardware 270

++ Text units 282-282:

<12>o to ensure adequate funding;o keep lobbying the Dept. for more

support to small schools;o make the school Board aware of the importance

of the role of the Resource Centre in teaching and learning; ando act as

a role model to students. 282

++ Text units 293-293:

<12>1. My support and initiative are absolutely critical. 293

++ Text units 317-317:

<12>On going access to the latest information and technology is

vitalStaff PD is crucialAdequate financial support to maintain and

provide 'equitable' access to all staff, students and families in the

community 317

++ Text units 328-328:

<12>I am a strong supporter of an information literate school community

as I recognise the importance of skills to access and analyse information

critically and creatively foryoung people entering the workforce in the

next millenium. 328

++ Text units 340-340:

<12>It's essential that we promote the role of the T/L and Information

Literacy in order to optimise the learning of students and the

professional performance of teachers.Every PS needs a non-teaching T/L!!!@ 340

++ Text units 351-351:

<12>Value your TLGo slowly and chip away - lead by exampleGet into the

library yourself eg lunch duty, before schoolPromote it with parents, pre

school etc. 351

++ Text units 375-375:

<12>As an ex TL this happens to be a very strong focus. I have inserviced

the staff, ensured info literacy is written intol each curriculum,

inserviced parents and supported the TL in her position. 375

++ Text units 387-387:

<12>I feel it is most important that this develops and increases, but

feel very hamstrung by lack of adequate resourcing (time, personnel,

material, funding) to do justice to its importance. I attempt to ensure

that the library/resource centre is maintained and developed within the

existing constraints. 387

++ Text units 411-411:

<12>I have an active role that is severely limited by Dept control of

staffing. This gives me little flexibility andI I have no choice but to

use Teacher-librarian for teacher release.School IT plan operational and

library is integral part of that plan. 411

++ Text units 423-423:

<12>While I would like to have a Teacher Librarian who was not

responsible for providing teacher release our staffing formula does not

permit this.Like all staff TL have 'agendas' that sometimes conflict with

those of the whole school community.Therefore my role is made more

difficult than it could/should be. 423

++ Text units 447-447:

<12>I believe that parents need to be involved in information evenings

about programs run in the school so that they can better support their

children The value of teachersI also train parents to support teachers -

offer programs to support parents become computer(?) literate 447


+++ Total number of text units retrieved = 28

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 448 text units,

so text units retrieved in these documents = 6.3%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.72%.







B. Teacher Librarian Responses to Instrument 3




(1 1 1) /Australia/AusTL/AuTLQ1

*** Definition:

X of AusTL and Q1



+++ Retrieval for this document: 32 units out of 465, = 6.9%

++ Text units 3-3:

<01>In being able to provide access across the whole school to all

appropriate library resources. 3

++ Text units 17-17:

<01>1 Staff - both teaching and support 2 Executive support 3

Historical strengths - academic focus of school - well set up & managed

in past - good care collection 4 IT support from Executive and IT dept. 17

++ Text units 31-31:

<01>The ease of availability of resources which complement the curriculum 31

++ Text units 36-36:

<01>Availability of resources Suitable opening times Flexible use of

resource centre Range of resources 36

++ Text units 50-50:

<01>Access to books, reference texts, CD ROM's for both students and

teachers. The library is always being used. Three classes can operate in

the library at the same time: borrowing; information skills

lessons/activities; computer lab. 50

++ Text units 62-62:

<01>Support to all teaching staff Development of research skills

Development of resources 62

++ Text units 76-76:

<01>- collection size, variety and currency- highly skilled, experienced

teacher librarians 76

++ Text units 90-90:

<01>Organisational climate of library. Positive attitudes of staff and

students evolving from tradition 90

++ Text units 118-118:

<01>- A comprehensive and well-balanced collection- Research skills

programs- Welcoming environment 118

++ Text units 132-132:

<01>That there is open access to a range of resources which are held in

the school and externally. That students and staff are encouraged to

learn the process of seeking information - Information Literacy in

conjunction with appropriate IT skills - Information access. 132

++ Text units 146-146:

<01>Have a whole school picture of the curriculum. Have access to all

facilities. 146

++ Text units 160-160:

<01>Efficient service to staff and students by teacher librarians Good

resources supporting curricula Computerised library system, networked

around the school Operational information literacy program 160

++ Text units 174-174:

<01>- being the hub of the school in providing resources- a place of

coordination for many things that go on in the school 174

++ Text units 188-188:

<01>Whole day availability of staff/resources for children who are

learning 188

++ Text units 192-192:

<01>- central service unit of the school- support for all teaching and

learning programs- only area of the school to have total big picture view 192

++ Text units 206-206:

<01>Personal service Involvement with whole school community Well stocked

resource centre Acceptance by staff Info sessions for parents on

Information Literacy 206

++ Text units 220-220:

<01>The staff - people with specialized knowledge in the retrieval of

information in a variety of forms e.g. hard copy, Internet, cdroms etc.

Flexibility - of the timetable, space and use Friendliness - children see

the library as a "fun" place rather than somewhere to do "real" "boring"

work Number of resources - a good budget and an informed staff has

provided this library with a comprehensive collection 220

++ Text units 234-234:

<01>- Whole school perspective- a constant in the K-6 Info skills

continuum- resource based learning- stimulation and interest 234

++ Text units 248-248:

<01>- Flexible timetable- Supportive principal- Staff that has a 'handle'

on Information Literacy (about 80% have done 5 inservices on topic)-

Working, relevant collection 248

++ Text units 262-262:

<01>Hours of access to students Large picture book collections Welcoming

teacher librarian 262

++ Text units 276-276:

<01>Provide information literacy skills, technology skills, love of

literature and literacy. 276

++ Text units 290-290:

<01>Flexible timetabling Great working team Collaborative teaching

practices CPPT Good budget Computers X 15 290

++ Text units 304-304:

<01>Mine has no strengths at the moment-have replaced an untrained

teacher as T/L who has left a shock/horror situation. Will take me a very

long time to reorganize resources and make changes to system 304

++ Text units 318-318:

<01> Collection which supports the school's curriculum programs

Effective management of resources - automated system Program the

teachers to integrate information literacy process across the curriculum

Programs to encourage reading and the enjoyment of literature Pleasant

place to 'hang out', flexible timetable 318

++ Text units 355-355:

<01>Flexibility of access Qualified TL with interest in and IT skills

Future oriented and proactive approach to information provision and IT

Welcoming, non-threatening environment, multi purpose use Well organized,

routines in place A reasonable budget 355

++ Text units 369-369:

<01>Access to many and varied sources of information Specialist help (in

the TL) in finding suitable information and literature Excellent

literature resources including multiple copies of selected texts 369

++ Text units 383-383:

<01>A generous and open provision of resources, access to external

resources, assistance for clients, enthusiasm of library staff,

flexibility in service provision and a focus on the future - not just in

information access but also in the cultural and creative future. 383

++ Text units 397-397:

<01>An opportunity for real learning to take place- process based ,

satisfying, meaningful, relevant, An opportunity for small group or lower

pupil teacher ratio to occur An opportunity to develop cooperative

planning teaching and learning structures where teachers can model those

behaviors to students 397

++ Text units 411-411:

<01>- its staff and their dedication to the students- its place as the

information centre of the school- the quality of its print collection -

access to electronic resources and Info through 20+ terminals all

connected to the Internet- the employment of an IT specialist 411

++ Text units 425-425:

<01>The personality of the teacher-librarian The diversity and quality of

resources Receptiveness to user's needs 425

++ Text units 439-439:

<01>I am not sure if you mean my RC or RCs generally. Provide organized

and relevant resources for learning and enjoyment. Provide a specialized

service to staff and students about resources, literacy, information

skills. 439

++ Text units 453-453:

<01>Access to the collection Access to CD's & limited access to Internet

but they have access in their classroom otherwise I would push for more

access in the library An up to day Collection A teacher librarian 453


+++ Total number of text units retrieved = 32

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.9%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.82%.





(1 1 2) /Australia/AusTL/AuTLQ2

*** Definition:

X of AuTL and Q2



+++ Retrieval for this document: 34 units out of 465, = 7.3%

++ Text units 4-4:

<02>Due completely to 1) inadequate time & 2) staff support. Without

decent admin. time and in a PT position I have no opportunity to provide

decent services, and proper control and development of the collection. I

have no clerical support except for volunteers, who while good and

reasonably reliable are still voluntary. 4

++ Text units 18-18:

<02>1 Move to a new library - purpose built fitting from old school hall 18

++ Text units 32-32:

<02>IT for all staff 32

++ Text units 37-37:

<02>Bringing updated technology to the centre for use by all For me, (as

librarian), to be more information literate Get a decent building to

house all resources 37

++ Text units 51-51:

<02>1) Upgrading non fiction books and teacher resources 2) weeding out

old material 3) making other teachers aware of the diverse role of the TL 51

++ Text units 63-63:

<02>Increasing technology and the ability to access it. Keeping up with

the changes. 63

++ Text units 77-77:

<02>- maintaining an educational perspective in a joint use library-

protecting the learning environment for our students- ensuring our time

allocation and focus remain on the teaching and learning processes in the

library.- ongoing work to maintain a high profile - maintain excellent

teacher student relations 77

++ Text units 91-91:

<02>Size of library - small for 920 students More space needed despite 2

extensions of building, especially for small group and withdrawal rooms

Maintenance of computer networks, day-to-day upkeep of system 91

++ Text units 105-105:

<02> Poor financial commitment Lack of resources to support curriculum

Currency/relevancy/most government school libraries barely able to

provide adequate resources Challenge of IT - too much credence given to

electronic sources of information. Too much emphasis on IT over and

above other information sources - lack of balanced view Inadequate

staffing 105

++ Text units 119-119:

<02>- Adequate funding to support IT Needs- Sufficient time to work with

teachers in setting up research skills programs. 119

++ Text units 133-133:

<02>To serve the information needs of our clients - students; staff;

school administration; wider community if support is available. To

provide appropriate services which will facilitate client access. To

provide and maintain technologies which facilitate information access. 133

++ Text units 147-147:

<02>To show relevance to all class room teachers. To be recognized as

TEACHERS and maintain/retain classroom subject skills as teachers as well

as maintaining library skills. 147

++ Text units 161-161:

<02>Keeping resources up to date and enough of them to service classes at

assignment time Conducting information literacy, with an understanding of

IT as a continuum across the school Setting up an intranet to accommodate

selected Internet information To maintain an adequate collection of hand

copy resources while budgeting for IT 161

++ Text units 175-175:

<02>- numbers of students affecting the staffing points for librarians-

attitudes of staff in many schools (but not this one) to librarians

as having an "easy" job- balancing IT with literature 175

++ Text units 189-189:

<02>How far to go with computer based information 189

++ Text units 193-193:

<02>- staffing of qualified TLs- funding- use of TL to 'shore up'

teaching points 193

++ Text units 207-207:

<02>More IT resources - funding More support for admin. tasks - personnel

More training in IT - funding 207

++ Text units 221-221:

<02>Space - growing collection, shrinking space Weeding - especially hard

with a large, rarely weeded collection and a staff who are hoarders and

unwilling to get rid of something that "may be useful one day

"Information Technology - keeping pace with an ever-changing world on a

tight budget. Also getting teachers to see IT as a shared responsibility,

not just the responsibility of the library Image - we are still trying to

get rid of the image of a musty dark place where no one is allowed to

talk and the librarians are old and grumpy!!! 221

++ Text units 235-235:

<02>- diminishing funding- 'points' system and school based ? can mean

TL's increasingly used to provide release to classroom teachers

inflexible timetable- No time allocated for planning with teachers 235

++ Text units 249-249:

<02>- upgrading to Alice at the right time- increasing use by staff of

Internet- increase need to inservice staff on use of computer technology

and software - this is becoming more and more important 249

++ Text units 263-263:

<02>Lack of funding - being able to maintain a reasonable book collection

along with IT Maintaining a high standard library in only the three days

per week of T/L employment 263

++ Text units 277-277:

<02>FundingAdequate staffing by qualified teacher/librarians Keeping

abreast of information technology developments 277

++ Text units 291-291:

<02>Encouraging teachers new to this school Me - I'm new to this role and

position Overcoming technical difficulties Keeping up with admin. tasks -

flexible timetabling is very demanding 291

++ Text units 305-305:

<02>Not enough time to plan with teachers. Am providing a lot of release

so CPT is difficult I wish there were some definite guidelines for

Principals to follow when organizing release and TLs duties. 305

++ Text units 319-319:

<02> Providing efficient hardware to access electronic media Shrinking

population/budget constraints Equitable access, particularly to

electronic media Personal PD and then inservicing staff on educational

use of equipment e.g. digital camera, scanner, intranet, managing

projects/email of the Internet, Web pages etc. time to fit in all of the

above 319

++ Text units 346-346:

<02>Creatively seeking funding to keep abreast of information technology

developments. Addressing the needs of children and the school community. 346

++ Text units 356-356:

<02>Outdated IT hardware for OASIS management and student access to

Internet, CD-ROM's. Teachers rarely ? - timetable release It is a .5

position, this should be increased Old book stock, needs weeding and

stocktaking Written policies and procedures do not exist Relocation of

teacher resources from a different building 356

++ Text units 370-370:

<02>Keeping up with technology and new information sources Processing

materials to make them accessible to the school community Informing the

school community of what is available so that the excellent resources are

well used. 370

++ Text units 384-384:

<02>Keeping up with current needs in accessing information, imagination

and communication (sometimes all 3 at once) - this involves time, money

and constantly evolving expertise. 384

++ Text units 398-398:

<02>Time allocation Continuing to change administrators attitudes to

allow t/Ls to work with other teachers in a meaningful way, rather than

an infinite source of time release To ensure that while we are IT

literate we don't end up with two jobs IT and T/L though obviously the

two are linked 398

++ Text units 412-412:

<02>- providing a flexible timetable for CPT when the crowded

curriculum means we have to have a weekly structure- keeping up with the

demand for my time and services- providing a quality program for 11

classes based on 45 minutes face to face per week- providing PD for

teachers so they integrate information literacy into their programs 412

++ Text units 426-426:

<02>Lack of time to pursue all avenues of access to resources e.g.

Internet 426

++ Text units 440-440:

<02>Financial definitely - even the most supportive principal will cut

Library Programs rather than face-to-face classroom teaching. I'd do the

same. That has happened here - providing release to teachers to keep

library open 5 days. 440

++ Text units 454-454:

<02>Keeping up with the pace of information Getting time to master the

technology so students can use it more efficiently and effectively 454


+++ Total number of text units retrieved = 34

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 7.3%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.87%.





(1 1 3) /Australia/AusTL/AuTLQ3

*** Definition:

X of AuTL and Q3



+++ Retrieval for this document: 30 units out of 465, = 6.5%

++ Text units 6-6:

<03>1 Co-operative planning and teaching 2 Provision of good quality

services 3 Proactive services to staff and students 6

++ Text units 19-19:

<03>There is much resource based learning across almost all faculties

(except Math) Some teacher use the library for a breather from regular

classroom "teacher as leader" technique 19

++ Text units 39-39:

<03>Assist staff in collecting resources Bring relevant resources to the

notice of students Provide a pleasant atmosphere in the resource centre 39

++ Text units 52-52:

<03>Cooperatively plan with class teachers State outcomes in programs 52

++ Text units 65-65:

<03>Planning and developing units of work with class teachers is critical

- And evaluation. Communication with teaching staff on new resources. 65

++ Text units 78-78:

<03>- prepares WITH classroom teachers- works with teachers and students

in the library without distractions and diversions- ensures the

collection supports the curriculum, is accurate, up-to-date and

well-mannered 78

++ Text units 92-92:

<03>Availability of enough staff for student support in new IT

hardware/software 92

++ Text units 120-120:

<03>- Conducting PD sessions for teachers on cooperative planning and

teaching of information skills - Working with teachers implementing

information skills programs 120

++ Text units 134-134:

<03>Implement Info Lit process Encourage the use of various technologies

to enhance access Ensure a current, appropriate collusion to support the

education at program of the school. Support staff development by

providing access to resources for their personal use or for their use in

the learning process they offer their students. 134

++ Text units 148-148:

<03>one to one research assistance one on one Info skills development

whole class Info skills development Assignment planning and cooperative

teaching skills tracking 148

++ Text units 162-162:

<03>Work with staff on information literacy program Ensure the management

of the library is efficient in its operations for users and resources

Ensure it presents well and is user friendly Good library orientation

program for year 7 students 162

++ Text units 176-176:

<03>- book/resource selection- planning cooperatively- informing other

teaching staff 176

++ Text units 194-194:

<03>- information literacy view- appropriate researching of units of

study- IT 194

++ Text units 208-208:

<03>Planning with teachers to provide related resource based learning

activities even though I have to provide release time for teachers -

small school - we have no alternative. 208

++ Text units 223-223:

<03>Provide resources - helping teachers locate those resources and

pointing out new materials that may be of use Provide support - to the

classroom teacher in terms of teaching Info lit skills Encouragement - to

use resources that may not normally be thought of such as the Internet.

Many teachers will use this only if someone holds their hand the first

few times. 223

++ Text units 236-236:

<03>- Implement resource based learning/Info literacy- CPT with as many

teachers as possible- Inservicing/lobbying opportunities with staff-

Adequate resourcing- Adequate assistance i.e. trained library assistant 236

++ Text units 250-250:

<03>- Planning, teaching, and evaluating units of work with teacher-

helping staff with computer skills- knowledge of library collection and

curriculum of school 250

++ Text units 264-264:

<03>Make the library accessible to all Encouraging quality borrowing

Knowledge of collection 264

++ Text units 278-278:

<03>Informing staff of current 'best practice' resources Teaching

information literature skills in context Inservicing staff on same

Keeping abreast of information technology as a tool for information

retrieval and inservicing staff on same Flexible timetabling 'Open door'

policy 278

++ Text units 292-292:

<03>Resource selection CPPT Keeping the staff informed of resources

expectations of practice need for CPPT inclusion of Info Lit skills

development monitoring resources and their selection including staff

in resource selection being available 292

++ Text units 306-306:

<03>Planning with teachers Informing staff and exec of new happenings

Inservice staff in new technology Be visible 306

++ Text units 320-320:

<03> flexibility - preparedness to accommodate changes Organization of

resources, events, people Awareness of what's new by attending network

meetings uncooperative learning, Internet, professional associations etc.

to implement change willingness to have a go 320

++ Text units 357-357:

<03>Teaching and integration of information literacy into programs

Establish excellent professional relationships with all staff, especially

the Principal Inform/workshop parents in the information process. 357

++ Text units 371-371:

<03>Cooperative teacher across the school Liaising with teachers to make

them aware of available resources Teaching children ( and teachers)

information literacy and library skills Promoting a love a literature

throughout the school 371

++ Text units 385-385:

<03>Close involvement in learning and teaching, both in the library and

in support of the classroom. Timely and enthusiastic provision of

resources. Willingness to go beyond the library collection in providing

resources or information. Close involvement and commitment to the needs

of students and staff, not just for resources but also the human needs.

Willingness to evolve personally and professionally and to develop the

library resource centre for the future. 385

++ Text units 400-400:

<03>Everything should be critical - if it isn't then we shouldn't be

doing it 400

++ Text units 413-413:

<03>- ability to deal with staff, students, parents and community

members at any time- time management skills- up to date knowledge of

current practices- knowledge about IT and how to access it- smiling all

day long 413

++ Text units 427-427:

<03>Has an awareness of needs throughout school Promotion of Information

Literacy, use of Information Liaison with all staff members regardless of

personalities 427

++ Text units 441-441:

<03>Their job - organize, provide resources. Attractive, user-friendly

environment Keep in touch with staff at all levels - open communication

Be positive about TL role and RC role 441

++ Text units 455-455:

<03>Push the use of information literacy skills to students and teachers

Keep the collection current by purchasing relevant, appropriate levels,

materials and discarding out of date Info. Knowing what's available and

where and how to access it Staying abreast of current educational

practices Keeping teachers aware of what's in the library and who it can

help them. 455


+++ Total number of text units retrieved = 30

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.5%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.77%.





(1 1 4) /Australia/AusTL/AuTLQ4

*** Definition:

X of AuTL and Q4



+++ Retrieval for this document: 32 units out of 465, = 6.9%

++ Text units 5-5:

<04>Lack of resources to staff and students 5

++ Text units 20-20:

<04>Info Access program for Yr. 7's Individual units with wide range of

staff TL teaches a regular class (e.g. Tutor group or class) 20

++ Text units 38-38:

<04>Staff would feel unsupported Resources would dry up Students would

have nowhere to go at lunchtime 38

++ Text units 53-53:

<04>- Borrowing/returning of literature by students and teachers-

Students would not be able to work on research work- No access to

Internet, CD ROM's, computer- Access to borrowing audio/visual material

would cease 53

++ Text units 64-64:

<04>Limit the access to information and other resources. Library Admin.

would be adversely affected. 64

++ Text units 79-79:

<04>- educational component would disappear if the public library alone

continued to function- the student would not be helped to become an

independent library user 79

++ Text units 93-93:

<04>No student access to Internet, email, CD ROM, Mini network, hotmail

etc. No student access to centralized resource materials (there are no

departmental libraries in faculties) 93

++ Text units 121-121:

<04>- Lack of access to the library's resources would focus teaching

styles more onto teacher-directed, single text centered activities. 121

++ Text units 135-135:

<04>1) Access to information sources would be restricted 2) Access to her

resources would be restricted: fiction; game; video and kit resources;

computing facilities; Internet resources; CD-ROM's etc. 3) Access to

reference librarian type would be restricted 135

++ Text units 149-149:

<04>Limited development of students research skills No support for the

curriculum Lunch-time research, homework, safe-haven, chess club wouldn't

be offered 149

++ Text units 163-163:

<04>Information Literacy and IT for students as joint teaching between

T/L's and teachers would be difficult but could operate via the school

network Lack of access to hard copy resources would limit student

research Staff and students would not have access to new resources 163

++ Text units 177-177:

<04>Can't comment 177

++ Text units 195-195:

<04>- lack of adequate and relevant resource access- lack of IT focus-

school would loose support network- student access denied/loss of

credibility 195

++ Text units 209-209:

<04>No urgency from teachers to liaise about their programs and ways that

the library could use the IL process to involve children in their

research work. 209

++ Text units 222-222:

<04>Avaliability of resources would be limited to what was available

outside the LRC Children would be unable to do extra research during

class time or lunch time Lack of access by teachers and children would

affect areas such as silent reading, IT, SOSE New resources would not be

available at a time they were most needed. 222

++ Text units 237-237:

<04>- Lack of opportunity for Resource Based Learning- Withdrawal of a

place of choice where students like to be , where they are stimulated and

challenged- Major source of Info cut off 237

++ Text units 251-251:

<04>Ours is a Resource based learning school and the library is used for

small group work, individual work and class groups. This would all cease.

At end of year, during stock take - although whole class group work

ceases (where I am involved in teaching) - the library remains open for

small group and individual research. 251

++ Text units 265-265:

<04>Access to resources for teaching 265

++ Text units 279-279:

<04>Lack of resources for teaching staff No access to quality literature

for the students Lack of information technology resources for teaching

staff and students 279

++ Text units 293-293:

<04>Limited access too resources Limited access to computers ceasing of a

huge turn over of borrowing practice no before school, lunchtime and

after school access to 100 of students for recreation and learning

resources this resource centre is a real extension of the classroom 293

++ Text units 307-307:

<04>Would not make much difference here as a relief person would come and

'baby-sit' so teachers can have RFF. My priority at the moment is

reorganizing the chaos, so that teaching and learning can take place soon! 307

++ Text units 321-321:

<04> Integrated programs would be unsupported in both teaching and

resources Special programs using Internet could not be managed Children

would miss out on fun activities at lunchtimes Small group work

unavailable 321

++ Text units 335-335:

<04>Loss of continuity of teaching 335

++ Text units 347-347:

<04>Selection of resources. Energy and enthusiasm bought to the resource

centre. Quality of co-operative planning and teaching. Adaptation to

change. 347

++ Text units 358-358:

<04>Grumpy teachers because of lack of release time! Delay in research

for student assignments 358

++ Text units 372-372:

<04>No access to extra resources for research, reading. No access to

computer lab for word processing, information retrieval A drop in

interest in reading - no new resources available 372

++ Text units 386-386:

<04>Learning becomes less resource-based. Learning becomes less flexible

and responsive to learner needs. Learning becomes narrower, lacking

enrichment. 386

++ Text units 399-399:

<04>Inability to access resources and teaching expertise 399

++ Text units 414-414:

<04>- accessibility by students and staff affected because RC is centre

of our school - if its happening, it's happening in the resource centre

from 8.30 - 4.00 daily- where would our lost souls and weeping waifs go

for a cuddle with P B Bear? 414

++ Text units 428-428:

<04>Coordination of resources distribution difficult Teacher's access to

resources might be limited by their search skills No release time for

teachers to plan 428

++ Text units 442-442:

<04>Appropriate resources not available Systematic development of Info

skills interrupted. Children like it - so they would miss it. 442

++ Text units 456-456:

<04>No access to wide range of information Loss of teacher librarians

knowledge of resources in the school Loss of teacher librarians input to

teacher's programs 456


+++ Total number of text units retrieved = 32

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.9%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.82%.





(1 1 5) /Australia/AusTL/AuTLQ5

*** Definition:

X of AuTL and Q5



+++ Retrieval for this document: 30 units out of 465, = 6.5%

++ Text units 7-7:

<05>Lack of release time from face-to-face - they would replace me with a

teacher (probably not a TL) 7

++ Text units 21-21:

<05>Stock control - books on "not for loan" etc. Crowd control at lunch -

no recreational or refuge use 21

++ Text units 40-40:

<05>I presume you mean absent without relief: new resources would be

processed limited time would mean teachers would do without resources

that I would usually gather for them Children would have limited success

in locating what they want 40

++ Text units 54-54:

<05>- Smooth running of the library- Information literacy program

disrupted 54

++ Text units 66-66:

<05> Limit the access to information and other resources. Library Admin.

would be adversely affected. 66

++ Text units 80-80:

<05> educational component would disappear if the public library alone

continued to function- the student would not be helped to become an

independent library user 80

++ Text units 94-94:

<05>There are 4 fully qualified teacher librarians and 2 library

assistants (see Q4) 94

++ Text units 122-122:

<05>There would be less emphasis on teaching information skills and more

reliance on simple accessing of information. 122

++ Text units 136-136:

<05>1) Access to information sources would be restricted 2) Access to her

resources would be restricted: fiction; game; video and kit resources;

computing facilities; Internet resources; CD-ROM's etc. 3) Access to

reference librarian type would be restricted 136

++ Text units 150-150:

<05>Teacher who currently use one or other of the teacher librarians as

team teacher during research would not have this resource. 150

++ Text units 164-164:

<05>Reference assistance to individual students would be limited

Information Literacy would operate well in some classes, others would

have limited assistance with retrieval and processing of information 164

++ Text units 178-178:

<05>Can't comment 178

++ Text units 196-196:

<05>- lack of stock control- information literacy would decline- staff

would miss PD 196

++ Text units 210-210:

<05>no continuity of programs - less communication with teachers. 210

++ Text units 224-224:

<05>Lack of expertise in the area of Information Literacy Loss of support

for teachers and children in the areas of resource location, II and

information literacy. Possible loss of momentum in these areas if a

project was already underway Back up of new resources - delays in them

being available and a drain on the TL's time when they returned to work 224

++ Text units 238-238:

<05>Should be little effect, if possible, TL is employed and if programs

are continued as planned with participating teachers. 238

++ Text units 252-252:

<05>There would be a replacement and hopefully the planned units would

continue. 252

++ Text units 280-280:

<05>No cooperative planning and teaching of units of work with other

teaching staff No one to collect/recommend teaching resources No one to

guide students in their literature choices No one to coordinate

information literacy program No one to teach units of work requiring use

of library resource centre 280

++ Text units 294-294:

<05>1 team member for half the staff literature focus would suffer

computer maintenance would suffer development of IT skills "

"appropriate access to resources would be limited 294

++ Text units 308-308:

<05> Would not make much difference here as a relief person would come

and 'baby-sit' so teachers can have RFF. My priority at the moment is

reorganizing the chaos, so that teaching and learning can take place soon! 308

++ Text units 322-322:

<05> Integrated programs - planning and teaching overload for teachers

Special programs - dropped, lack of email management and supervision on

the Internet Organization of various activities, clubs on hold

Supervision of small group learning unavailable Flowers in the staff room 322

++ Text units 336-336:

<05>Our relief teachers are usually teacher librarians and keep

programmes and the library working well 336

++ Text units 359-359:

<05>My current position is 2.5 days/week. I feel this time allocation

already marginalizes the library and TL's role in the school. Teachers

may bring classes to the library when I am not there, but OASIS is not

running, hence research is difficult. 359

++ Text units 373-373:

<05>Library management would cease Many classes would stay away -

teachers preferring to work in classrooms if TL not available. Some

teachers would stop borrowing - no help 373

++ Text units 387-387:

<05>As above but to a lesser extent. If staff and students can access the

collection and are confident and competent to do so, much can still

continue. Particular expertise and enthusiasm to go beyond the obvious

would suffer. There would be a gradual decline in resources,

accessibility etc. absence was further extended, there would also be a

decline in expectation with resultant loss in the quality of teaching and

learning. 387

++ Text units 401-401:

<05>CAn't predict 401

++ Text units 415-415:

<05>I imagine that the principal would do all in his power to find a

suitable replacement - if not a TL then certainly a teacher. I do have a

full time assistant well able to cope with the admin. side of things! And

I'm NOT indispensable. 415

++ Text units 429-429:

<05>As above Subtle activities school-wide would suffer 429

++ Text units 443-443:

<05>Interruption to long-range plan for organization of library provision

of services. Less meaningful learning. 443

++ Text units 457-457:

<05> No access to wide range of information Loss of teacher librarians

knowledge of resources in the school Loss of teacher librarians input to

teacher's programs 457


+++ Total number of text units retrieved = 30

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.5%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.77%.





(1 1 6) /Australia/AusTL/AuTLQ6

*** Definition:

X of AuTL and Q6



+++ Retrieval for this document: 33 units out of 465, = 7.1%

++ Text units 8-8:

<06>A teacher is provided to provide the release time required by

teachers. The library is open at lunchtime for access. 8

++ Text units 22-22:

<06>Relief TL hired when both absent. If one absent - other TL works 8.30

- 5.00 p.m. without leaving the library 22

++ Text units 41-41:

<06> A relief teacher is bought in Other staff members are familiar with

the running of the resource centre 41

++ Text units 55-55:

<06>- Relief teacher familiar with the library is called in 55

++ Text units 67-67:

<06>Employ casual teacher 67

++ Text units 81-81:

<06>Replacement with a fully qualified teacher librarian. 81

++ Text units 95-95:

<06>Relief staff is recruited - a qualified T/L from relief list -

usually staff we know and who have worked with us before (there are still

x3 T/L from permanent staff) 95

++ Text units 109-109:

<06>A qualified relief TL may be employed 109

++ Text units 123-123:

<06>This school has two teacher librarians which means that rarely is

there no TL present. If necessary, a relief TL is employed. 123

++ Text units 137-137:

<06>the Library/Resource Centre is supposed to be closed unless a

qualified TL can be found to replace the absent Teacher Librarian.

Unfortunately a shortage of qualified TL's often means that a class room

teacher supervised in the library or they are not replaced at all. 137

++ Text units 151-151:

<06>Relief is organized from amongst qualified staff. 151

++ Text units 165-165:

<06>In our case there are two T/L's so the problem is minimal The library

assistant operates the loans Bookings for Info Lit may be able to be

changed if necessary Most staff can operate all library functions 165

++ Text units 179-179:

<06>- relief teacher-librarian employed to cover teaching 179

++ Text units 197-197:

<06>- library assistant is used- teachers manage their own class-

sometimes the LRC is closed 197

++ Text units 211-211:

<06>Relief TL computers are on - however it usually takes time after

absence to get things back to the way you left them. 211

++ Text units 225-225:

<06>Library is open and teachers may bring their classes in and supervise

them. Can get help from library assistant if she is here. No relief

arrangements made unless TL absent for an extended period of time (Over

two weeks) 225

++ Text units 239-239:

<06>Employment of relief TL Part time library assistant may sometimes

assist when available. She has other duties in the school. 239

++ Text units 253-253:

<06>The LRC is centrally located, but because it is also beside a public

walkway, cannot be left unlocked/unattended. If TL is away in another

part of the school or not replaced, teachers make arrangements - if they

want to bring class up - to have access to key etc. - children cannot be

left unsupervised by law. 253

++ Text units 267-267:

<06>A good teacher librarian who can manage the library resource centre,

including the library computer system. 267

++ Text units 281-281:

<06>The aid of a full time library aide who can ensure the smooth running

of the library circulation and inquiry computers Staff who are able to

successfully use the library resources independently and confidently in

the absence of the teacher librarian 281

++ Text units 295-295:

<06>employment of a suitable person programming and timetabling as usual

teachers assume more responsibility 295

++ Text units 309-309:

<06>Children would come to the library and take resources-as they did for

the last 2 years. If they used the system, they appeared not to

understand it - many resources have gone tatas. None of the teachers know

how to use it either 309

++ Text units 323-323:

<06> Storeroom unlocked - equipment accessible Computers - inquiry

terminals turned on Circulation - pad for borrowing, notation of

bar-codes Teaching staff rostered for library duty at lunchtimes

Flexible timetable - classes to manage circulation of resources 323

++ Text units 337-337:

<06> Our relief teachers are usually teacher librarians and keep

programmes and the library working well 337

++ Text units 348-348:

<06>A well detailed library handbook for relief staff. Staff well

inserviced on library use. Supportive executive staff. 348

++ Text units 360-360:

<06>Teachers on duty at lunch time. Book to record manually, borrowing. 360

++ Text units 374-374:

<06>Ancillary staff can operate computer system A relief teacher is

employed some of time - if there is one available A relief teacher

familiar with our school is sometimes employed 374

++ Text units 388-388:

<06>Library remains open. Students and staff must be well trained and

experienced in self-help. There must be commitment to follow up access.

Teacher librarians invariable return from absence to a large backlog of

routine cleanup, follow-up and problem solving. 388

++ Text units 402-402:

<06>Should be unlocked and the System turned on . The T/L is not he only

one competent to use the space thought there should be Lib assistant back

up 402

++ Text units 416-416:

<06>Relief staff employed to cover teaching loads. 416

++ Text units 430-430:

<06>Teacher's assistant can operate OASIS 430

++ Text units 444-444:

<06>Relief teacher or if possible teacher/librarian. Procedure manual to

enable any 'idiot' to operate system 444

++ Text units 458-458:

<06>Most senior students can operate the computers so as long as someone

can bring up the library system the place can run itself for a short

period providing there are no unexpected happenings. I have a couple of

'Mums" who can run the system and do backup.I have one teacher who can

bring up the system and the Internet is dependent on me. 458


+++ Total number of text units retrieved = 33

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 7.1%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.85%.





(1 1 7) /Australia/AusTL/AuTLQ7

*** Definition:

X of AuTL and Q7



+++ Retrieval for this document: 32 units out of 465, = 6.9%

++ Text units 9-9:

<07>Teaching students how to handle and manage information through

defining etc. information. They need to understand the concept of dealing

with information, not having to assimilate it all. 9

++ Text units 23-23:

<07>Defining & locating & selecting etc. Frameworks and pathways to

solutions TL & teacher - hand in hand IT as a tool, not an answer

Thinking and sightseeing continuing to learn from birth to death 23

++ Text units 42-42:

<07>Knowing what you want to find out, where to find it, how to access it

and how to utilize it. 42

++ Text units 56-56:

<07>A life long skill that must begin to be taught in the primary school. 56

++ Text units 68-68:

<07>A key factor in communication and the development of students 68

++ Text units 82-82:

<07>Critical in the information age and central to educating the whole

person for life 82

++ Text units 96-96:

<07>Awareness of the diversity of sources and the variety of authenticity

of the information provided by these sources 96

++ Text units 110-110:

<07>An impossible dream given the realities of inadequate funding,

inadequate staffing, the lack of teacher time, the lack of teacher time,

the lack of executive support, the steamroller impact of IT, the

lamentable state of information technology provision 110

++ Text units 124-124:

<07>Skills relating to accessing and using information (in both print and

electronic form) in an effective way so that the desired outcome is

achieved. 124

++ Text units 138-138:

<07>An essential part of the learning process for all member of the

community. When integrated with the skills associated with effective IT

use, they are very powerful skills and processed which will support the

life long learning required of our current society members. 138

++ Text units 152-152:

<07>Being a framework from which to ? all learning. 152

++ Text units 166-166:

<07>As the teaching of information retrieval skills which include

analysis, synthesis and evaluation of information. These skills should

aim to prepare the learner for independent life long learning and be

adaptable in a changing society. Currently the focus might be on the use

of electronic resources 166

++ Text units 180-180:

<07>as essential set of skills to help students use and make sense of the

incredible amount of information around them. 180

++ Text units 198-198:

<07>- enabling student and teachers to use, locate, interpret, critically

analyze information for a given purpose. 198

++ Text units 212-212:

<07>Extremely important - must be a process that is used right from day

one - must be used in the home as well so that it's more meaningful to

children - have provided Info nights for parents to show them how the

process works. 212

++ Text units 226-226:

<07>The ability to access, understand and present information from a

variety of sources in an effective manner that suits the intended audience 226

++ Text units 240-240:

<07>The ability to locate, organize and use information effectively, and

to assess quality of work done along with our performance. 240

++ Text units 254-254:

<07>- basic to survival in this information age- underpins all learning 254

++ Text units 268-268:

<07>Ability to define, locate, read, select, organize and present

information 268

++ Text units 282-282:

<07>The key to all learning, through the ability to define, locate,

select, organize and present information independently and successfully 282

++ Text units 296-296:

<07>A vital inclusion in any integrated units planned a joint

responsibility of classroom teacher and teacher librarian a developing

integrated program of skills acquisition as the children move through

school 296

++ Text units 310-310:

<07>Crucial to learning outcomes for students When integrated into KLAs

is more effective 310

++ Text units 324-324:

<07>A process, to be taught across the curriculum and used as a lifelong

skill in decision making. 324

++ Text units 338-338:

<07>A secure basis for all learning and research 338

++ Text units 361-361:

<07>The ability to adopt appropriate thinking strategies, be able to

locate, use, present and evaluate information efficiently and effectively. 361

++ Text units 375-375:

<07>A foundation element in education, after literacy and numeracy 375

++ Text units 389-389:

<07>Confidence and competence to access and handle information to meet

the needs of the individual. 389

++ Text units 403-403:

<07>one of the most important things that kids ever learn, the thing that

is central to all learning and I guess survival in our Info society. It

is the key which gives access to the rest of their learning 403

++ Text units 417-417:

<07>I just wrote a whole assignment on this and you want one paragraph?

Who shall I quote? Kuhlthau? Breivik? Kirk, Poston-Anderson and Yerbury?

No - Ross Todd (1995) is easiest and shortest..."IL is the ability to use

information purposefully and effectively". 417

++ Text units 431-431:

<07>The ability of people/students/children to extract and utilize

appropriately information they are confident of finding 431

++ Text units 445-445:

<07>A high level ability that encompasses many subsidiary skills - the

ability to access and use information in all forms -the old saying said

it all "learning to learn". 445

++ Text units 459-459:

<07>Vital to this generations survival and success in their ongoing

education 459


+++ Total number of text units retrieved = 32

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.9%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.82%.





(1 1 8) /Australia/AusTL/AuTLQ8

*** Definition:

X of AuTL and Q8



+++ Retrieval for this document: 32 units out of 465, = 6.9%

++ Text units 10-10:

<08>Lack of time and confidence on teacher's behalf. They see this as the

TLs "job" and do little by way of research. 10

++ Text units 24-24:

<08>Maths teacher :(Fear of loss of control by classroom teachers Size of

school - we are big, diverse 24

++ Text units 43-43:

<08>Lack of resources, time, personnel 43

++ Text units 57-57:

<08>Using teacher librarian as release teacher for face-to-face teaching 57

++ Text units 69-69:

<08>Lack of training and the continuous change in information technology.

More time require to improve this. 69

++ Text units 83-83:

<08>Content focus teacher ignorance as researchers themselves 83

++ Text units 97-97:

<08>Skilled system maintenance Teacher knowledge of new IT, time to learn

Cost of hardware - hire or purchase 97

++ Text units 111-111:

<08>Time Class sizes. Lack of real understanding of the research process

by teachers (too many assumptions made about what students can actually

do when set a library assignment)Lack of resources - human and physical 111

++ Text units 125-125:

<08>In a high school situation major barriers are in changing teachers'

traditional approaches to teaching i.e. persuading them to work in

cooperation with TLs. There does not seem to be a clear understanding of

information skills amongst teachers - more time for PD is needed. 125

++ Text units 139-139:

<08>- Resistance by some classroom teachers (& TLs) to work together- A

perceived emphasize on content our process in the learning process- Info

skills may be seen as "another" aspect to be included in an already

crowded curriculum- Info skills = another passing fad?? specially from

the TL- Info skills is only the TLs responsibility 139

++ Text units 153-153:

<08>Teachers see that TL as muscling in on their? Some teachers are not

confident as class-room teachers and see our suggestions as a criticism.

Some see it as extra work. Not every TL is committed to information

literacy skills development so that standards/expectations very from

school to school. 153

++ Text units 167-167:

<08>Staff with good programs they do not want to change Lack of interest

from some staff Difficult to be effective across all curricula 167

++ Text units 181-181:

<08>- responsibility for release of teachers from face-to-face

teaching.- lack of IT resources (currently being addressed) 181

++ Text units 199-199:

<08>- lack of understanding about the term Info let- some teachers see it

as the "TLs" job only- subject specific barriers 199

++ Text units 213-213:

<08>Lack of planning time - no flexible timetabling - teachers reluctance

to trial new methods. 213

++ Text units 227-227:

<08>resistance to change - "I've done it this way for 20 years, I don't

see why I should change lack of knowledge - on how to effectively

integrate skills division between subject areas - "isn't that the

librarians job, to teacher information skills?" 227

++ Text units 241-241:

<08>Interest and input of participate may be lacking Focus on content as

opposed to context and process Fear of lack of control over what children

'learn' when employed in Res based learning Release provided by TLs as

opposed to CPT Inflexible timetabling 241

++ Text units 255-255:

<08>- inadequate staffing- inadequate PD in this area- unsupportive

principal 255

++ Text units 283-283:

<08>Staff who wish to work in isolation from the teacher/librarian Staff

who do not acknowledge the importance of information skills across the

curriculum Lack of access to either the library resource centre or the

computer lab at the most appropriate learning times 283

++ Text units 297-297:

<08>unaware or poorly informed teachers other teaching priorities time

level 2 support and push in this school 297

++ Text units 311-311:

<08>Having to provide release cuts down on available time for planning

and teaching Apathy of staff-the boss and DP and myself plus 2 out of 8

teachers are keen - the rest couldn't care less. 311

++ Text units 325-325:

<08>Lack of cooperative planning and teaching in a school TL used as

relief - not being available when planning is taking place. 325

++ Text units 339-339:

<08>Teachers who have not updated their ideas and skills 339

++ Text units 349-349:

<08>Classroom teacher professional development. Lack of co-operative

planning and teaching. Lack of resources. Lack of creative thinking on

the part of the TL. 349

++ Text units 362-362:

<08>TL providing teacher release time, little encouragement for teachers

to cooperatively plan/teach with TL. Lack of knowledge of the information

process amongst staff. 362

++ Text units 376-376:

<08>TEachers who are not conversant with information literacy or who

prefer to teach the way they have always taught - a fear to change. 376

++ Text units 390-390:

<08>Seeing it as an "extra" rather than an integral part of learning. 390

++ Text units 404-404:

<08>Time Ignorance of principals ( not mine)Lack of risk taking by some

teachers 404

++ Text units 418-418:

<08>- Crowded curriculum = tight timetables = lack of opportunities for

CPT- Information overload for staff = not good response to PD- Lack of

commitment by principals to acknowledge role of TL 418

++ Text units 432-432:

<08>Some teachers being old-fashioned in their methods of planning and

teaching 432

++ Text units 446-446:

<08>KLA's where context is more important - LOTE. Math. The extra time

involved for class teachers to track information skills. A class having

more than one teacher, including TL. 446

++ Text units 460-460:

<08>Lack of time on everyone's part to take more interest in it. Teachers

think they already do it Lack of understanding just how much the TL could

help. They feel overloaded as it is. 460


+++ Total number of text units retrieved = 32

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.9%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.82%.






(1 1 9) /Australia/AusTL/AuTLQ9

*** Definition:

X of AuTL and Q9



+++ Retrieval for this document: 30 units out of 465, = 6.5%

++ Text units 11-11:

<09>Sitting on committees when possible. I have my own committee to

discuss matters of policy, procedure, selection etc. Representatives from

infants & primary 11

++ Text units 25-25:

<09>Professional development committee (determines all the whole school

PD)Curriculum Committee (all subject coordinators)School Board (Finance

and budget)Works and Maintenance (new library) 25

++ Text units 44-44:

<09>Newsletters, via students, book fairs, school board meetings 44

++ Text units 70-70:

<09>Regular staff meetings; Reports; Newsletters; Informal discussions

with teaching staff. 70

++ Text units 84-84:

<09>Faculty meetings are the only way College exec meetings are closed to

TLs 84

++ Text units 98-98:

<09>Curriculum Committee Morning Tea Meetings Senior Teacher Meetings (I

am a member of this committee)Student Welfare Team (I am a member of this

committee) 98

++ Text units 126-126:

<09>I ensure that I have a place on the following committees: curriculum,

finance, as well as attending executive staff meetings. This is all

encouraged by the principal. 126

++ Text units 140-140:

<09>- Speak about issues concerning the library and how it can serve an

identified need related to the issue raised- Offer to provide a

particular service which will support educational programs e.g. staff

development, current educational issues, provide equipment for meetings,

chess club etc. Generally these are simple tasks but they promote what

the library can provide.- Serve on appropriate committees e.g. School

Board, IT Committee School Executive, Curriculum Committee,

Careers/Vocational Education Panel etc. Attendance shows that you are

interested it also keeps you informed of what is happening, as well as

providing opportunities for input when discussion is being made 140

++ Text units 154-154:

<09>Curriculum Committee School Board Faculty Meetings in my teaching

area 154

++ Text units 168-168:

<09>Sessions of faculty meetings Publishing school information literacy

documents Discussions with staff when booking classes into the library

Ensuring the library is a useful focal location 168

++ Text units 182-182:

<09>- supporting SOSE with information literacy programs - sharing

information about what is available in resources for each curriculum

area 182

++ Text units 200-200:

<09>- newsletter- staff bulletin- staff meetings- PD- subschool meetings-

budget program- advertising sttas e.g. loan histories, attendance at

lunchtime etc. 200

++ Text units 214-214:

<09>SOSE planning for new curriculum IT committee - related planning

Finance committee - financial allocations for library. 214

++ Text units 228-228:

<09>I stick my nose in constantly!!! Involve curriculum committees in the

weeding process as well as the collection development process Make sure I

know and talk to the key members of the committee - including school

board and P. I promote my causes to those who appear sympathetic to the

library and will push the role of the LRC on their committee Really key

committees I try to ensure I am a member or I know someone on the

committee who will champion the LRC for me. 228

++ Text units 242-242:

<09>In servicing staff (as a whole and individually)Input at staff

meetings Display of student work emphasizing process Lobbying principal

and others In committees, making sure Res Centre is represented 242

++ Text units 256-256:

<09>I am on language committee and SOSE committee - also IT committee. I

always attend meetings and keep other committee members aware of current

resources and trends. 256

++ Text units 270-270:

<09>By being pleasant and approachable. The library is very well used By

showing/suggesting/reminding how the library can be/is useful 270

++ Text units 284-284:

<09>PD Committee Finance Committee Dame Mary Gilmore Committee (an annual

writing competition for students)Gifted and Talented Committee 284

++ Text units 298-298:

<09>staffmeeting slot attendance at executive meeting - not regularly

resource selection - staff consultation book displays news letter items

circulars to level 2s and staff CPPT promotions in resources centre

sharing facilities Daily electronic news letter 298

++ Text units 312-312:

<09>At staff and team mtgs. - show new resources Offer to plan units of

work with teachers Involve them in weeding of resources and selection of

new resources 312

++ Text units 326-326:

<09>Work on committees rather than attend meetings 326

++ Text units 350-350:

<09>By developing and building on networks, connections and relationships

with staff, students, school community, and outside organizations to be

informed. By simply being INVOLVED in a diversity of activities. 350

++ Text units 363-363:

<09>Information dissemination Informal discussion Chairperson for

curriculum committee IT contact/school coordinator 363

++ Text units 377-377:

<09>I belong to two curriculum committees and I show any new resources to

the relevant Curriculum committees. I speak at staff meetings, inservice

staff in Info lit process and library use. 377

++ Text units 391-391:

<09>Building in a role in all appropriate areas e.g. curriculum,

information technology, management, student welfare, professional

development, community liaison. 391

++ Text units 405-405:

<09>Discussing the selection of material Talking Arrangement of displays

Offering my involvement in planning and teaching of units and many other

incidental things 405

++ Text units 419-419:

<09>Gifted and talented program IT program Stepping Stones reading

program Reading Tutors program Parent PD sessions 419

++ Text units 433-433:

<09>Inservicing on Information literacy Promotion of relevant resources

Supporting committee's work Providing bibliographies and advice 433

++ Text units 447-447:

<09>Advertising resources/services verbally Providing fast, efficient

service wherever possible Being teacher-friendly, thinking from their

point of view 447

++ Text units 461-461:

<09>Talking about it most opportunities I get Suggesting it as PD topics

- never taken up Showing and verbalizing what is in the library Putting

up/out displays of resources 461


+++ Total number of text units retrieved = 30

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.5%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.77%.





(1 1 10) /Australia/AusTL/AuTLQ10

*** Definition:

X of AuTL and Q10



+++ Retrieval for this document: 33 units out of 465, = 7.1%

++ Text units 12-12:

<10>Though professional development on my behalf (release time is rarely

granted through the system), being professional in my attitudes and

behavior. 12

++ Text units 26-26:

<10>In school :lead PD sessions in school teach mainstream classes and

tutor groups active role in many committees work with individual and

small groups of students In the TL community: member ASLA Council publish

articles in circulation and ACCESS lead PD sessions 26

++ Text units 45-45:

<10> Am currently upgrading my qualifications Be available as possible

to staff Admit it when we can't fill student exceptions 45

++ Text units 58-58:

<10>- gaining qualifications as a teacher librarian- professional

reading- contact with other t/l 58

++ Text units 71-71:

<10>Continuous liaison with students, teachers. Very active role in Book

Week events. In-services for teacher librarians 71

++ Text units 85-85:

<10>I work closely with as many teachers as my time allows and they know

the quality of my work. I worked on the Information Literacy kit,

conducted teacher training courses on it and continue to promote the

process. 85

++ Text units 99-99:

<10>Demonstrating my competence as a regular classroom teacher teaching

an Advanced English (International Baccalaureate) Course Constant liaison

with staff about resources Study guide developed/revised annually with

staff Maintaining my involvement in the mainstream in all ways. 99

++ Text units 113-113:

<10>Systematic dissemination of information High profile - regular

newsletter items to parents Library newsletter (in-house)High profile in

library during teaching sessions A very comprehensive year of program 113

++ Text units 127-127:

<10>- Keeping a high profile as above.- Keeping informed on educational

matters- Providing PD for staff especially in areas they request e.g.

IT.- Providing the best possible service for staff and students. 127

++ Text units 141-141:

<10>- Presenting myself as a professional - dress, manner etc.- By

supporting teachers - providing resources or access to resources which

assist them in their teaching.- By ensuring people are informed about

issues and events which I believe will be of interest to them and to the

school.- By providing the best student focused service that I am able to

give- By maintaining a regular professional development program- By being

an active member of what I believe appropriate professional organizations. 141

++ Text units 155-155:

<10>Keep up with professional developments Maintain active participation

in library and teaching associations Participate in school activities 155

++ Text units 169-169:

<10>Maintaining the library in an efficient operational manner Quick

access and processing of requested resources Moving forward with

computerized resources on the school network Providing information

literature and IT to staff as required 169

++ Text units 183-183:

<10>- supporting professional development as often as possible.-

attending district network meetings- reading professional literature

frequently 183

++ Text units 201-201:

<10>- PD- articulating my role- ensuring equity of access to resources

and the facility- user friendly approach 201

++ Text units 215-215:

<10>PR with staff, reliability ( to get resources out etc.),contact with

parents who also use library, certainly that requests will be followed

up; students feel comfortable about asking assistance. 215

++ Text units 229-229:

<10>Continuing professional involvement in associations Continuing

professional development in areas of teaching and librarianship Making

sure my training as a teacher and as a librarian are known and

acknowledged Explaining the role of the TL and its importance to staff

and parents without providing a lecture 229

++ Text units 243-243:

<10>Ensuring I am seen as a teacher by school community - talking about

my teaching role - up front programming - sharing school wide commitments

with all staff - inservicing/input at staff meetings - personal PD which

I share with others Best possible library service provided given

constraints of time and budget 243

++ Text units 257-257:

<10>Keeping up to date with my own reading and inservicing Maintaining

high profile in school community 257

++ Text units 271-271:

<10>Becoming a knowledge on literature Give each class teacher time

release while I take the class for very useful lessons. Literature/Info

lit Operate and manage computer system (library operation)Use Internet

and CD-ROM Keeping up with Library Housekeeping 271

++ Text units 285-285:

<10>Through my membership of professional organizations, professional

readings, attendance at professional development opportunities Through my

close liaison with other staff (i.e. cooperative planning and teaching of

units of work) 285

++ Text units 299-299:

<10>being available where possible supporting staff collaborative

teaching practice following up on planning and requests being open and

approachable supporting my admin. staff making decisions for the greater

good keeping school community informed 299

++ Text units 313-313:

<10>Put in long, but fruitful hours Stay cheerful Am happy to help locate

and select resources Have made a big difference in 3 weeks and they have

noticed it!! 313

++ Text units 327-327:

<10> Where necessary have policies and manuals Manage time effectively

Use every opportunity to plan meaningful experiences for children by

integrating skills into a crowded curriculum 327

++ Text units 341-341:

<10>I work as hard as any other staff member I am respected by the

students staff and school community I coordinate Book Fairs, Book Clubs,

Book Week I am an equal member of staff 341

++ Text units 351-351:

<10>Maintaining a welcoming, attractive, organized, interesting resource

centre. Involving myself in related organizations outside of the

school.(Attending TL meetings, Children's Book Council. ASLA, serving on

TL Advisory committee, COOL Awards committee, etc.)Being up-to-date with

ideas and happenings. By presenting a meaningful teaching and learning

program. Through SERVING the needs of the school community. 351

++ Text units 364-364:

<10>Membership of professional associations Professional development

courses to ensure up to date knowledge and information service - sharing

of PD experiences. Involvement in school activities at all levels. Parent

contact 364

++ Text units 378-378:

<10>Liaise with all teachers on staff and counselor - cooperatively

teach, consult re buying resources, making new resources known. Take part

in school committees Act in HDA positions. 378

++ Text units 392-392:

<10>Being the best teacher librarian I can and developing the best

library resource centre I can within my current restraints. If you need

to think about maintaining your credibility, you probably don't have any! 392

++ Text units 406-406:

<10>I don't feel the need to other than by doing my job confidently and

competently 406

++ Text units 420-420:

<10>- undertaking my M Ed- representing RC on committees- seeking staff

input on major issues, purchases, etc.- attending TL not networks and

meetings- subscribe to listservs etc.- filling out questionnaires 420

++ Text units 434-434:

<10>As in 9 Supporting teachers in any way possible 434

++ Text units 448-448:

<10>Being a real teacher - duties, swimming carnivals etc. Being

professional - attending meetings, seminars, conferences, reporting back. 448

++ Text units 462-462:

<10>Attending all PD that staff attend Attending Inservicing relevant to

current issues and doing my best to keep up with changes Adocating change

Seeing the "big picture" and the future and saying so at staff meeting. 462


+++ Total number of text units retrieved = 33

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 7.1%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.85%.





(1 1 11) /Australia/AusTL/AuTLQ11

*** Definition:

X of AuTL and Q11



+++ Retrieval for this document: 33 units out of 465, = 7.1%

++ Text units 13-13:

<11>If it were in her power she would have me full time with staff. She

does what she can and we have a good professional relationship. I always

have an excellent budget but little time to spend and process items. 13

++ Text units 27-27:

<11>He's a fantastic boss - leaves us to develop and initiate what we see

as a need and offers support when we prove that there is whole school

merit (e.g. just increased library staff by 0.4 TL's for 1998) and plans

for new library for 1999. 27

++ Text units 46-46:

<11>No complaints here! 46

++ Text units 59-59:

<11>- not rely on me for RFF time 59

++ Text units 72-72:

<11>Provision of more up-to-date computer hardware. And other library

equipment. Promotion of importance of library as an integral part of

school curriculum. 72

++ Text units 86-86:

<11>- Recognize professionalism and expertise- Promote this to staff-

Consult for advice on matter beyond his expertise or experience- Include

TL AT A LEVEL THAT MATTERS in school policy and planning 86

++ Text units 100-100:

<11>More library assistant staff - we need 2 more staff to cope with

adopting the functions of the Book Room (we hire all texts to

students)Enforcing rules with those staff who have enormous number of

books on loan for long periods ('ownership' issue) 100

++ Text units 114-114:

<11>More money for resources More support for an information literacy

program and a greater understanding of the role of the TL More

encouragement to teachers to work cooperatively with TL More general

interest in library matters, not just information technology 114

++ Text units 128-128:

<11>- Give me more time in staff PD sessions to present inservices to

staff on information literacy- Be seen to strongly encourage information

literacy across the curriculum 128

++ Text units 142-142:

<11>- More support by providing additional TL within the staffing

process- More support - time and funds - for professional development

which is available only during school hours especially. The nature of the

environment in a library is constantly changing, and this means that

there are many aspects which the TL must remain up to date with.- Either

training in (or technical support) to install and maintain much of the

technology currently being put into libraries. 142

++ Text units 156-156:

<11>Support PD for whole school - Info Literacy 156

++ Text units 170-170:

<11>The principal has provided continuous support from the time of

automation of the libraries six years ago to the present, where the

libraries are now the centre of the school network which provides school

wide access to the Internet, 28 CD ROM drives and on line services 170

++ Text units 184-184:

<11>- Full relief replacement - sometimes difficult as they don't have

the full picture of what needs to done.- finding a different way to cover

release of teachers to keep my timetable open. 184

++ Text units 202-202:

<11>- career path to promotion positions- being visible in LRC- funding-

acknowledging specialist role 202

++ Text units 216-216:

<11>- more ancillary support- use staffing points differently to allow

more flexibility with my timetabling 216

++ Text units 230-230:

<11>Clear release time. As I work on a flexible timetable, my release

from week to week varies, depending on what time is available. This

obviously can make forward planning difficult at the best of times. 230

++ Text units 244-244:

<11>Place Info Literacy K-6 higher on long list of priorities Implement

flexible timetabling for Resource Centre Provide more assistance 244

++ Text units 258-258:

<11>I would like more clerical support in the library. With only 2 days a

week at a school of 420, I find I am still having to do basic clerical

work to keep up with processing of materials etc. 258

++ Text units 272-272:

<11>Library clerical assistant, assistance Decent budget for books

Professional development-pay for relief Reinstate it as a full time

position 272

++ Text units 286-286:

<11>I am very happy with the support I currently receive from my principal 286

++ Text units 300-300:

<11>more time but she's really busy being more aware of resource centre

practice 300

++ Text units 314-314:

<11>Give me more time to clean the place up Provide more clerical

assistance 314

++ Text units 328-328:

<11>Principal is VERY supportive within all the other demands, sometimes

the reality is compromise. 328

++ Text units 342-342:

<11>I already have all I could wish for in a small friendly school 342

++ Text units 352-352:

<11>Administrative support (currently receive none).Financial support for

professional development (some IT courses are just too expensive to

consider).Not using my time to provide release for classroom teachers, 352

++ Text units 365-365:

<11>Promote/encourage CPT amongst classroom teachers. Value class library

time as an opportunity for cooperative teaching and NOT AS RELEASE TIME. 365

++ Text units 379-379:

<11>I get full support from my principal 379

++ Text units 393-393:

<11>I feel very well supported. 393

++ Text units 407-407:

<11>Cant comment as yet 407

++ Text units 421-421:

<11>He could not do more than he already does. I am truly blessed (and

I've told him so). 421

++ Text units 435-435:

<11>Library assistant time but this is impossible because schools are not

realistically funded for present stresses and demands 435

++ Text units 449-449:

<11>Extra technical support - but it's hard to find the 'points' in a

small school More money - ditto 449

++ Text units 463-463:

<11>Talk to me about the library Ask what help I'd appreciate Be

understanding when I need some special days at end/begin of year to do

awkward tasks Indicate an understanding of the enormity of the job 463


+++ Total number of text units retrieved = 33

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 7.1%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.85%.





(1 1 12) /Australia/AusTL/AuTLQ12

*** Definition:

X of AuTL and Q12



+++ Retrieval for this document: 29 units out of 465, = 6.2%

++ Text units 14-14:

<12>I have run staff and parent inservices on information literacy and

actively incorporate throughout my program. Within my major time

constraints this is about all I can provide.(2 days per week; 8 classes;

2 hrs admin. per week - not a career position - I'm aiming at the public

service) 14

++ Text units 28-28:

<12>It's hard work! It's not "setting the ball rolling" but "more nudging

a cube into action" again with each new dept. head and each new teacher 28

++ Text units 33-33:

<12>Not enough time to fill in the following sections 33

++ Text units 47-47:

<12>I think it is very exciting and full of potential. 47

++ Text units 73-73:

<12>Work on a more integrated role with fellow teachers. Networking with

other professionals in the field. Especially those outside the school

system. 73

++ Text units 87-87:

<12>It is piecemeal and personally, rather than officially driven. 87

++ Text units 101-101:

<12>It is a struggle to 'keep up' with the increasingly literate cohorts

of students arriving from our feeder high schools Being proactive in

educating students about the ways to use the information they collect,

how to discriminate and synthesizes the information i.e. Applied IT 101

++ Text units 129-129:

<12>My role is crucial but to implement it more fully I need the whole

school community to understand what I do and the importance of working

with me in planning and implementing information skills programs. 129

++ Text units 143-143:

<12>It is a full on, full time profession. There are likely to be a

number of barriers to success, but there are generally ways to deal with

these, if you are determined to accomplish the goal. You must also accept

that there are going to be some things which cannot be achieved within a

given context. By maintaining a professional approach, and being

prepared(and willing) to make the most of opportunities when they arise,

my role in developing and supporting an information literate school

community will keep my busy and interested in what I can do and can offer

the school community. 143

++ Text units 157-157:

<12>Unless and until all Student teachers have information literacy and

the role of the TL is included as a major compliment of their studies the

importance of the TL in the learning/teaching process of a school will

largely depend on personalities. 157

++ Text units 171-171:

<12>Developing an Info literate school community has progressed from

traditional IL sessions following the Info lit process to the use of

networked computers with access to the Internet where the same processes

are even more important because of the volume of information available.

Staff training on the use of computers has been a must 171

++ Text units 185-185:

<12>As I have only been in this role for a short time it is difficult to

judge some aspects of the way information literacy works here. Having

been mainstream for one year and in a TL position elsewhere for four

years before that, some of my views have been more influenced by those

positions. I believe it is essential to have teaching staff on side and

seeing value in the resource centre and IL program. 185

++ Text units 203-203:

<12>I play a unique role in the schools I work. I have a 'big picture'

view of what is happening in the school, I continue to lead in all areas

of IT as well as implementing Info Lit. 203

++ Text units 217-217:

<12>Have worked hard with staff PD and community PD on information

literacy however I feel I am restricted in planning learning outcomes

with teachers as I am - not working with them as part of a team (provide

release time for them). 217

++ Text units 231-231:

<12>My role is to be involved in all areas of the school community -

students, staff and parents. Parents often seem to be forgotten - a

shame since they are often very interested in what is being done and how

they can help. 231

++ Text units 259-259:

<12>I believe that my role at the moment is changing in emphasis. I find

I'm in more and more demand for staff inservicing, particularly in the

area of IT. This at the moment is taking place after school, but it needs

to be built into my time during the day. Because most of the staff are

pretty competent with teaching information literacy, this shift shouldn't

prove too much of a problem. 259

++ Text units 273-273:

<12>I house and circulate the resources that enable this to occur I teach

students how to locate, and information literacy skills in general-give

students practice in these 273

++ Text units 287-287:

<12>Currently I have very supportive and well informed colleagues who

recognize the value of information literacy skills for their students and

who are happy and keen to work collaboratively with me as

teacher/librarian so these skills are taught in a meaningful context. 287

++ Text units 301-301:

<12>I've been in this role for a mere 6 weeks and am still learning the

ropes. I collaboratively plan with about 40% of the staff to some degree.

Working with a flexible timetable is absolutely hectic but terrific. I

find it difficult to find adequate time for the admin. side of this role.

There is the need to have a big picture of what you are trying to achieve

to give credence to sound decision making. 301

++ Text units 315-315:

<12>I see my role at the moment as Sadie the Cleaning Lady. This is vital

to get the place running efficiently. I believe long term, I will play a

key role in building on Info. lit. community of staff and kids. I plan to

start with a few willing staff, plan for success and build on that. 315

++ Text units 329-329:

<12> Small steps taken often eventually build up a framework to being

information literate Staff inservice on Info Literacy has lifted

awareness of joint responsibility Supporting new staff members

Programming with teaches is the single most significant and efficient way

to change attitudes and practice. 329

++ Text units 366-366:

<12>My role depends on strong partnerships with the principal, classroom

teachers, students and parents. I need to be an effective advocate of my

role to ensure these partnerships are established and maintained. 366

++ Text units 380-380:

<12>I think TL's have to be proactive in promoting the library and the

role of the TL 380

++ Text units 394-394:

<12>It takes time, time, time as there is always more to do. Currently I

am acquiring computer skills at an exponential rate to support the

library resource centre and the teaching and learning environment in the

school. Extreme apologies for the lateness of this survey. I could tell

you all my excuses but you've probably heard them all before. Hope this

is still useful to you. 394

++ Text units 408-408:

<12>Too late in the evening , I'm too tired to think any more except to

say that with energy, expertise and principal's support it will happen 408

++ Text units 422-422:

<12>I am essential!!! 422

++ Text units 436-436:

<12>I would like to know more myself by having time to observe other

teacher-librarians 436

++ Text units 450-450:

<12>I am positive and have worked hard in a school where team-teaching

was not the norm. Most teacher-librarians I know are incredibly talented

- only a few act in that 'put upon way'. I plan to leave soon before I

get to that stage. 450

++ Text units 464-464:

<12>It isn't that staff won't do it e.g. be inserviced on Info Literacy.

It is that there are so many things to be fitted into PD days that

because they think they know a bit already they choose other options.

It's something I've had to learn to teach in recent years more

effectively and I'm not all that confident in offering to do it myself so

I tend to back off. 464


+++ Total number of text units retrieved = 29

+++ Retrievals in 1 out of 8 documents, = 12%.

+++ The documents with retrievals have a total of 465 text units,

so text units retrieved in these documents = 6.2%.

+++ All documents have a total of 3899 text units,

so text units found in these documents = 0.74%.