Accessibility : <http://cmslive.curriculum.edu.au/leader/default.asp?id=9258>
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"The school library and its staff are significant school assets, and need to be considered as an educational investment rather than a cost.
Evidence that quality school library programs positively affect student achievement has been available, but not necessarily well-known, in educational administration circles for many years. There is, for example, strong research evidence (Curry Lance 2000) that student achievement increases in accordance with the level of teacher librarian staffing and the size of the collection and the library budget. Achievement also rises as teacher librarians spend more time planning cooperatively with teachers, identifying materials for teachers, teaching information literacy skills to students, providing in-service training to teachers, and managing an ‘information portal’. These predictors of achievement cannot be explained away by demographic or socioeconomic factors."
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Dublin Core Analysis
DC Title : Teacher librarians, an under utilised asset in schools
DC Creator : SPENCE, Sue
DC Subject : school principals, school libraries, problem based learning, e-learning, information services, information literacy, information and communication technology
DC Description : "The school library and its staff are significant school assets, and need to be considered as an educational investment rather than a cost. Many teacher librarians provide professional development activities in their schools and beyond. Their combination of expertise in literacy and information skills and knowledge of resources and pedagogy can offer invaluable support to hard-pressed teachers and principals. However, schools across Australia are inadequately staffed in terms of professionally qualified teacher librarians."(author's abstract)
DC Publisher : Valley View Secondary School
DC Date : 2007-04-20
DC Type : Text
DC Format : html
DC Identifier : http://cmslive.curriculum.edu.au/leader/default.asp?id=9258
DC Language : 'en'
DC Coverage : world
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