Book contents
- Frontmatter
- Contents
- Foreword
- Key recommendations
- Introduction
- Notes
- Abbreviations
- 1 The school librarian and learning: CILIP's vision
- 2 Staffing and management
- 3 Policies and planning
- 4 The library environment
- 5 Management of learning resources
- 6 Information literacy
- 7 Developing students as readers
- 8 Marketing, promotion and advocacy
- 9 Evaluation
- 10 Partnerships
- References
- Appendices
- Index
- Frontmatter
- Contents
- Foreword
- Key recommendations
- Introduction
- Notes
- Abbreviations
- 1 The school librarian and learning: CILIP's vision
- 2 Staffing and management
- 3 Policies and planning
- 4 The library environment
- 5 Management of learning resources
- 6 Information literacy
- 7 Developing students as readers
- 8 Marketing, promotion and advocacy
- 9 Evaluation
- 10 Partnerships
- References
- Appendices
- Index
Summary
CILIP recommends that the librarian works with key internal and external partners to improve the quality of the school library. This means that:
• the librarian accesses a range of external providers when necessary to supplement the school library provision and advises users accordingly
• the librarian uses all available sources of professional support to maintain current awareness and gain advice and training
• the librarian builds relationships with librarians and other professions to exchange ideas and collaborate on developments
• the librarian builds relationships with the local and wider community for the benefit of students
• the school provides the means and support for the librarian to sustain these contacts.
Introduction
As schools are increasingly seen within the context of the wider education community, the need for the school librarian to be at the hub of a network of learning partnerships is more important than ever before. The school librarian will develop and manage a range of partners. These will be determined by the school's aims, as reflected in the library improvement plan, and can offer significant benefits to each partner, including:
• achievement of plans, objectives and targets
• mutual support
• sharing of resources and activities leading to value for money
• joint planning and shared activities leading to good use of time
• learning from others and sharing experiences, saving valuable time
• sponsorship
• raised profile of the library and the school.
Internal partnerships
Internal partnerships may be developed with:
• senior leaders
• pastoral leaders
• curriculum leaders
• organizers of school clubs and societies
• enrichment and Gifted and Talented coordinators
• learning support staff
• careers advisers
• transition coordinators
• literacy and numeracy coordinators
• English as an additional language coordinator
• the safeguarding team
• student councils.
External partnerships
External partnerships may be developed with:
• school library services
• public libraries
• the wider school community
• parents
• feeder schools
• further and higher learning institutions
• other local authority services (youth services, social care services)
• the book trade
• national organizations
• international organizations.
- Type
- Chapter
- Information
- CILIP Guidelines for Secondary School Libraries , pp. 93 - 106Publisher: FacetPrint publication year: 2014
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