‘AITSL Standards Forum’ Day 3 – Standard 2.2

Welcome to Day 3 of the online forum. Today we are asking participants to focus on AITSL Standard 2.2

AITSL Standard 2.2

Image: AITSL Standards

Using the above information and the AITSL Standards: teacher librarian practice document (available from the ALIA Schools website or Google Drive), please reflect on how the teacher librarian can meet that part of the Standard.

The next step is to comment or provide feedback. We are keen to learn how teacher librarians gather their evidence and how the Standards are used at your school.

To post a comment, scroll down to the bottom of the page and type your response into the box underneath ‘Leave a Reply’, then click the ‘Post Comment’ button that will appear after you start typing in the box. Sometimes comments will not automatically appear as a moderator needs to approve the first comment for each new respondent. Our moderator will check in throughout the day to approve comments.

We look forward to your active participation as we gain a nationwide perspective on how the Standards are being used in our schools.


7 thoughts on “‘AITSL Standards Forum’ Day 3 – Standard 2.2

  1. In their practice, teacher librarians can meet this standard by providing a sequential overview of literacy and information literacy skill development, drawing upon student interests as well as school curriculum and initiatives to select content for their program and ensuring that core concepts are included in their planning with teachers.

  2. Writing a sequential program is easy. As many of our programs are not formally assessed it is more difficult to gather the evidence. This is where the observational or encountered evidence tracking becomes critical. It is harder to monitor and gather this evidence but essential for us to see whether our written programs have traction in terms of learning outcomes.

  3. Our big challenge in integrating the skills of information literacy and creative and critical thinking is in melding the ‘content’ of IL with classroom curriculum content. However the benefits to the students are huge as the skills are directly relevant to the task they are doing. This involves deep knowledge of the ACARA Critical and Creative Capabilities as well as the relevant subject content. The sequential elements are already there, We have to be aware of the curriculum being taught to ensure the blending of the skills is explicit.

    • Noeleen I agree with your comment. We have to be sure that the skills we want to impart to our students are done in context, otherwise they don’t see the importance of the skills and soon forget them. Also I think that by collaborating with teachers to have the skills assessed as part of the assignments shows the value of the skills to the students.

      • Jill, I agree with your comments. I have taught IL skills to students when they have had to do a research task as part of their classroom inquiry topic. The IL skills have been assessed as part of the assignments and this has allowed the students to summon the motivation to acquire and implement the IL skills (and hence achieve a good level of success with their assignments). A separate survey has also been administered to the students at the completion of their research assignments. This survey has specifically tested students on their knowledge of the IL skills taught during the unit of work. This has been a valuable source of evidence of the IL skills the students have learned over the assignment period.

    • Noeleen, I also agree with you – its the blending of the skills within the context, and ensuring that all students gain those skills. I try to do so through common subjects within a year group, and try and ensure the skills are presented in a sequential manner.

  4. I agree with everyone’s comments above but as TLs we need to be realistic in how much time we have and that sometimes our sequential programs will take more than one lesson and even one term.

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