The success of the School Library program depends on the personnel employed there. Since a school library requires expertise in teaching as well as library management, the program is best served by a variety of personnel. Ideally there is a teacher-librarian as well as support staff. An excellent program also requires a supportive principal as well as division-based support.
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Definition of Roles in the School Library:
Resource-Based Learning Policy, 1988
Teacher-librarian: The teacher-librarian should have a valid Saskatchewan teaching license, as well as qualifications in university level courses in school-librarianship.
Note: Limited access to these type of courses means that many teachers are "in the role" without university training. Key to this role is teaching experience and curriculum knowledge, and access to professional development.
Support Staff: It is generally acknowledged that a Library Technician has qualifications from a recognized library technician program (i.e. SIAST). Library assistants and library clerks do not have these credentials. These staff may or may not be members of a union which can affect how other programs are offered in the school.
Division Support: Library coordinators will often have a managerial and curriculum focus while library support staff often deal with the automated OPAC as well as central cataloguing, etc. School divisions with central coordinators will often have professional development within the school division.
The SSLA Document: The 4th R clearly offers a"delineation of the roles, responsibilities, outcomes, and benefits of the various partners." |
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Interdependence |
Tap into Strengths |
Set Goals & Targets |
Communicate Often |
Define Roles |
Take Ownership |
Decision-Making |
Creative Capacity |
Share Work
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