James #Session 2.3: So you want to employ a teacher librarian…think smart!

#Session 2.3，是James持續要關注的teacher librarian 議題：

”So you want to employ a teacher librarian…think smart!”

十年變化有多大?環境變動很快，十年前的學習教室長什麼樣？是否十年後又個樣?
迅速變化的世界，人民必須學習新事物。

人類智識的養成期是在學校成形，學校勢必為一個學習場所的可能性，學生必須學習具備的心態。以及如何創造任何學校的文化，學習是作為最新時髦取決於教師團隊的能力將自己重塑。
校長的態度也是影響學習的關鍵因素。


[key point]


To the extent that a principal is able to define staffing needs and hire staff s/he would be looking to employ staff who could provide evidence that they were already committed to:
· life-long learning
· the belief that learning is the central activity of both individual students and teachers and the school as a whole
· collaborative practice as the major plank in a school's culture
· continuous improvement as a benchmark of lifelong learning
· leadership as a force (rather than a position) that is distributed and shared

只要一個主要是能確定人員需求和僱用工作人員他/她將尋求僱用工作人員能夠提供證據表明，他們已經承諾：
1. 終身學習
2. 個別學生和教師及整個學校，相信學習都是最重要的活動
3. 在學校的文化協作實踐作為主要plank
4. 不斷改善作為終身學習基準
5. 作為一個領導力（而不是位置）這是分發和共享


Learning to learn identifies the teacher librarian as a key agent for change. This may seem like strange thinking but is in fact enlightened. As schools are re-engineered to become flexible places where the focus is on students learning how to learn interdependently, and on teachers as guides on the side rather than sages on the stage, the role of information leaders becomes critical.
學會學習確定了教師圖書館員作為一個變革的關鍵因素。這聽起來很奇怪思惟，但事實上是明智的。作為學校的重新設計，成為靈活的地方，重點是對學生學習如何學習相互依存，並作為指導教師的一方，而不是聖人的的階段，但是信息的作用領導人就變得更為重要。


文中舉予２個案例比較差異，案例１教師的絕對權威孤立角色進行著教學任務，案例２教師則進行團隊協作方式教學。

[Scenario 1] When the role of the teacher was to impart a body of ‘knowledge’ from a textbook to a student brain (word for word) what was needed was the textbook, the teacher, a teaching space, and rules of discipline.
[案例1 ]當教師角色是傳遞知識的本體，從教科書到學生的大腦（逐字逐句）所需要的是教科書，老師，教學空間，和規則紀律。

[Scenario 2] When the role of the teacher is to create an environment in which students think about their learning, learn at their own pace and in their own way, with an emphasis on exploring point of view and seeking evidence rather than on merely accepting opinion, what is needed is time for planning and collaboration among teachers and for physical and intellectual access to a wide range of appropriate information resources.
[案例2 ] 當教師角色是創造一種環境，使學生認為自己學習，了解自己的進度和自己的方式，強調觀點的探討和尋求證據，而不是僅僅接受認為，現在需要的是時間的規劃和教師之間的協作和體力和智力獲得了廣泛的適當信息資源。


Scenario 1 paints a picture of a group of individual teachers doing their own thing pretty much in isolation from each other. This is the ‘Teacher as King’ world. Teachers have their own thing to do and don’t need to know what other colleagues are doing. Scenario 2 paints a picture of a team of teachers, where whole school policy and planning become critical to success.
案例1描述的一組個別教師做自己的事非常孤立於對方。這是”教師是國王”的世界。教師有自己的事情，不需要知道其他同事正在做的事情。案例2描述一個小組的教師，在整個學校的政策和規劃成為成功的關鍵。

Scenario 1 schools really don’t need information services and certainly don’t need a teacher librarian. In scenario 2 schools the provision of quality information services and the collegial role of the teacher librarian are critical underpinnings of student learning.
案例1學校真的沒有需要的信息服務和肯定不需要老師館員。在2所學校的情況提供高質量的信息服務和集體作用的教師館員是至關重要的基礎，學生的學習水平。

其他學校案例

http://www.lrs.org/html/about/school_studies.html
www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html
HKU http://www.cite.hku.hk/