Developing collections to support teaching and learning.

How is the teacher librarian's expertise and role in 'selecting and using resources' is different from that required by all teachers? Not having experience working in a library and after viewing Standard 3, focus area 3.4 of Australian Professional Standards for Teachers, I would greatly appreciate the ideas of others with regard to the differences between teachers and TL’s role in 'selecting and using resources'. How could teacher librarians effectively collaborate with the school community in the selection of resources in a school with which you are familiar? Within the school I’m currently working, TL might effectively collaborate with the school community in matters relating to selection of resources by developing a committee comprising of staff members from each KLA. These members may meet as a group in an allocated time slot and discuss resources they may need, budgets, acquisition, accessioning through the library and how resources may meet outcomes across KLA’s. Consider also how to engage your learners in selection of resources for their school library. I personally believe learners (students) need not be involved in the selection process. If Standard 1 of Australian Professional Standards for Teachers ‘Know their students and how they learn” is effectively meet by teachers then the selection of resources can successfully be done by teachers and TL’s. For the purpose of this forum though I would identify stages where this process would be efficient (stage 6 possibly stage 5) develop a committee where possible resources are brought forward after teachers have made a short list. Students can, under the guidance of teachers, offer their opinions. This shortlist provided to the committee could reflect significant and relevant aspects of the learner’s community and interests. Who should have the final say on what is included in the school library collection? Why? The final say of the selection of resources ultimately should be the Principal as they are the face and leader of the school. However, this process could be put to a panel of teachers and executive staff that are leaders in their fields providing a unbiased system that could reasonably resources the curriculum needs of the teachers and learning needs of the students.