The maintenance of a strategic plan is critical to ensure all members of the team are part of the overarching goals for the development of the library. Below are the key points that drive the process in the Scotch library, along with the concept of what is addressed by each objective. The current plan runs from 2015 to 2017 and is supported by the operational plan.
A library that supports each member of our community.
Linked to the Scotch Strategic plan, we promote
By leveraging digital technology, the library acts to create a new generation of original Scotch resources that contribute to all teaching and learning programmes.
Cultivate a culture of reading for pleasure, regardless of format, in the Scotch College community.
Actively resource the specific needs of the International Baccalaureate programme and the Australia Curriculum.
Expand and strengthen the reach of Scotch College Library in local, national and international communities by advocating a culture of collaboration, innovation and effective relationship building.
Provide opportunities for Professional Development relating to library services, both internally and externally.
The scalability of traditional print resources for use by multiple students is limited. As such the objective is to provide digital resources to our community that are accessible by all, anywhere, anytime.
Where a resource has longevity beyond two years of use the library will engage in the recreation of that resource to bring this into being as a Scotch College original production. These resources are to be directly related to the curriculum areas where core content remains relatively constant.
1. Evaluation of Resources – New Externally Purchased (text and non-fiction resources)
1.1. All resources, where possible, will be purchased in digital form.
1.1.1. Resources purchased in digital form are to be available to more than one user at a time.
1.1.2. Digital form resources are primarily to be web-based and are device agnostic.
1.1.3. Documents and resources in other formats are to be searchable and accessible through the library management software.
1.1.4. The purchase of resource must include rich media.
1.2. Where appropriate, print resources are to be replaced with or duplicated by digital versions.
2. Creation of Resources – Internal
2.1. Where a resource has been identified as a core curriculum concept, the library will actively create an original Scotch version of this resource.
2.1.1. The creation of these resources should be produced using contemporary rich media
3. Resource use and pedagogical integration
3.1. Where new resources are produced or purchased in digital formats, a corresponding relationship is established to train the teacher in their use with students.
3.1.1. Relationship established with the ILT Coaches for the implementation and training with these digital resources
4. Leveraging student original content
4.1. Where a product is created by a student and represents high quality work that can be used in future instruction, the library will approach that student for collation of the resource for use in future years
4.1.1. Permission for these resources is to be sought and acknowledged.
The importance of cultivating reading for pleasure is key to establishing life long readers within Scotch boys. Through the development of innovative reading programmes, the library aims to develop reading pathways that ensure our boys can fully engage in the immersive world of fiction stories along with the option to learn in addition to their required subject areas.
Key to this object is engaging students with various formats including print, eBook and audiobooks. By offering a range of formats, delivery and online library services, we enable the library to effectively remain open 24/7.
Complementing the culture of reading is the importance of establishing an avenue for self-expression through writing. By encouraging and nurturing creative writing for pleasure, boys form critical connections to creativity though personal works for external audiences.
Finally, the importance of our parents within the community to encourage reading in the home is a key objective, with modeling reading for pleasure and how to read with children being critical to success. It is critical to note also that this object is not linked to any curriculum or content area but is purely about entertainment and pleasure for the boy.
1. Diversity of Collection
1.1. Reverse mapping of current collection that aims at identifying areas of strength and weakness in the collection
1.2. Actively question and seek new information from the community, by various means, that informs resource provision
2. Personalization of reading through multi-format selection and customization of reading choices
2.1. Establishment of a personalized selection progress for reading, developed to ensure that recommendations encourage reading around interest areas
2.2. Creation of reading personalities to encourage both fiction and non-fiction reading programmes that can engage the boys in a persona
2.3. Engage parents and the community in programmes to support the need to read at home
3. Immersive reading and writing experiences
3.1. Engage authors in topic areas that are outside of the curriculum teaching programmes in interest areas to encourage reading
3.2. Engage authors in topic area that are outside of the curriculum teaching programmes in interest areas for creative writing
As an International Baccalaureate world school, the library has a directed responsibility to ensure that all curriculum areas are adequately resourced. This extends to the role of the librarian with collaboration on the development and implementation of the curriculum guides being a vital role. Regardless of the various programmes, the library continues to be part of the overall curriculum creation process in support of the teacher and the student.
Complementing the philosophy of the IB is the continued support of the Australian Curriculum. The library will specifically target the general capabilities but also ensure that resourcing the curriculum is direct and explicit.
1. Actively engage, support and resource Approaches to Learning, Global Context and General Capabilities when working with staff and students.
1.1. All library staff have an excellent understanding of the five skill Categories and ensure vertical and horizontal integration.
1.1.1. Communication, Social (Collaboration), Self Management (Organization, Affective, Reflection), Research (Information literacy, Media Literacy), Thinking (Critical thinking, Creative thinking, Transfer).
1.2. Actively seek and create resources that take into consideration the world around our students and the role they play within it, focusing specifically on the global contexts.
1.2.1. Identities and relationships, Orientation in space and time, Personal and cultural expression, Scientific and technical innovation, Globalization and sustainability, Fairness and development.
1.3.Ensure that the general capabilities are identified and explicitly addressed across the units.
1.3.1. Literacy, Numeracy, ICT Capability, Critical and creative thinking, Personal and social capabilities, Ethical understanding, Intercultural understanding.
2. Library staff work directly with departments in the formation of units of curriculum.
2.1. Library staff actively engage with curriculum managers on a regular and ongoing basis
2.1.1. Teacher librarians meet to develop unit guides that include mapping of core IB and Australian Curriculum frameworks.
2.1.2. Staff actively highlight and are aware of the various curriculum programmes throughout the departments and can locate and present information to students and staff one on one.
2.1.3. Ensure that the creation/selection of resources reflect the variety of learning styles of our students with various language proficiencies.
With the nature of the interconnectedness of information the Scotch Library actively seeks to participate in the global environment in order to strengthen the academic curriculum we can offer our students and staff.
1. Actively participate in local initiatives and library groups
1.1. All library staff activity participate in local library initiatives that are of academic benefit to our students.
1.1.1. Participation in listserv groups
1.1.2. All staff to present annually at a local activity and or group event on a topic related to the event
1.2. Staff actively establish local personal learning networks within the local regions across all sectors.
1.2.1. Actively seek connections with independent school libraries to form collaborative connections with staff in similar roles
1.2.2. Spend one day a term at another college forming partnership and looking at other library processes/efficiencies
2. Actively participate in international communities focused on libraries and innovative programmes
2.1. Staff subscribe to international discussion groups that focus on the future of libraries and how they operate in a digital native environment
2.1.1. Utilization of discussion groups on services such as LinkedIn etc.
2.1.2. Subscribe to webinars focused on curriculum development and library systems
3. Actively provide the wider international community with access to original Scotch library resources
3.1. Seek to share knowledge of the programmes run at Scotch in order to get feedback from other international organizations about our activities and where we can work with others.
3.1.1. Scotch Library to be established as a brand internationally known as a place where innovative practices and resources can be found
While the library actively engages with the community one to one in support of curriculum, the need to provide professional development to our teaching community is paramount. Through the establishment of a centre of professional support and development, the library is engaged in a model of continued development of teaching pedagogy and practical skills.
In an ongoing framework, the library seeks to provide targeted professional development throughout the course of the year based on the overall school strategic plan. In addition library staff will be encouraged and provided opportunities to gain expertise in specific areas in order to share this information throughout the school community.
1. Provide professional development to the Scotch community
1.1. Library staff offer and promote professional development to the community
1.1.1. Practical-based activities based on new resources to small groups
1.1.2. Highlighting changes in curriculum
1.1.3. External professional development attended and then presented back to the community
2. Present topics regularly to library staff at established meeting
2.1. Library staff highlight a specific issue to be addressed during each meeting, focusing on a topic that expected to affect the library in the future.
2.2. Knowledge gained in external professional development presented back to library staff
3. Work specifically with the Residence and ancillary staff to assist in the area of resource usage
3.1. Establish regular contact with teaching assistants to provide professional development on
resources the boys can use in their studies
3.2. Work with department ancillary staff to enable them to provide support to teachers and students
4. Regularly attend professional development locally and nationally
4.1. Attend regular library events as part of own professional development
4.2. Establish professional learning networks and participate in self directed professional development
4.3. Nominate to attend a national conference biannually