Blogs (O’Connell, 2006, p. 48):

·        Usually single author

·        Sequential entries in reverse order

·        Personal.  Reflect the thinking of the blogger, whether professional or personal

·        External links

·        RSS feeds (Really Simple Syndication)

·        Easy and quick way to post on the internet


Blogs can be used in education (edublogs, 2013):

·        Reflection on the learning process

·        Publishing work

·        Collaborating on a unit of work together

·        Share materials, news, downloads, links and more

·        Facilitate online discussions and collaboration

·        Create a class publication that students can easily edit and publish to

·        Use as a newsletter for the class and for parents

·        Class can share work and thoughts

·        Share lesson plans

·        Learn to integrate videos, podcasts and other media

·        Respond, receive and give feedback or gather information

·        Create a website

·        Communicate with students, parents and colleagues (Hauser, 2007, p. 8)

·        TLs can set up their own blog to announce new products, books added to the collection or other news.

·        Administrative tool (O’Connell, 2006, p. 47)

·        Research source (O’Connell, 2006, p. 47)

Also, what might be the problems a teacher librarian would face in maintaining a school library blog? We’ll discuss this on the forum.

·        Regulating comments from challenging students

·        Keeping on top of replying to comments – a continuous job until the research project is completed

·        Time in maintaining, promoting and consistently using a blog.  Of course, a blog might only be useful for the life of a particular unit of work


Hauser (2007, p. 8) recommends WordPress, Blogmeister or edublogs.



Edublogs. (2013). Ten ways to use your edublog.  In Edublogs.  Retrieve September 21, 2013 from

Hauser, J. (2007). Media specialists can learn web 2.0 tools to make schools more cool. Computers in Libraries, 27(2), 6-8. Retrieved from Charles Sturt University Library.

O’Connell, J. (2006). Engaging the Google generation through Web 2.0: part 1, Scan, 25(3), 46-50. Retrieved from Charles Sturt University Library.



One of the key developments in ICT in schools in recent years has been the emergence of Web 2.0 and its associated tools/utilities. The emphasis of Web 2.0 in school based education is on sharing ideas and information, and on the creation of websites, not only by experts or institutions, but by teacher librarians, teachers and students. Participation, interaction and engagement are key elements of Web 2.0.

Web 2.0 provides teacher librarians and other educators with a range of tools which can be used to:

·        improve information literacy outcomes;

·        provide students with access to mediated resources;

·        allow students to participate creatively on the web; and

·        encourage collaboration between teacher librarians, students and teachers.

Go to Discovery Education, Web 2.0 tools Website

Web 2.0 allows you to:

Presentation tools:

·        Share presentations anytime, anywhere and with anyone.

·        Simple and accessible.

·        Slideshare,

·        Prezi presentations

·        Picsviewr turns flickr photos into slideshow presentations

·        Instead of PowerPoint


Video Tools:



· use animation

·  slideshows with music

Mobile Tools:

· create survey experiences from your mobile device

· share files and collaborate in real time by web, email, phone, mobile and more.

· free voicemail, conference calling, podcasting and more

· voice to text

Community Tools

· social platform for students and teachers

·        Googledocs real time online collaboration

· create your own wiki          

· Collaborative learning for schools

· create your own social network

·        Classroom 2.0 – online community for teachers

·        Yugma – desktop sharing and collaboration.  Host webinars, audio and video conferencing

·        Smartboard revolution – whiteboard file sharing (have another look at this as website was under maintenance

·        Creative – share and remix media legally

Related Links

· – creative word cloud generator

·        Glogster – poster yourself with multimedia.  Uses pictures, symbols, sound, video

·        Voicethread – share images, docs and video.  Voice and video

·        Smilebox – online scrapbooking, invitations, collages, cards and slideshows

·        Makebeliefscomix – make you own comics  This is awesome!!!

·        Class Blogmeister – blogging for classrooms

·        Dabbleboard – online whiteboards and organisers Defunct I think

·        Wiziq – share slides, whiteboards and more more for online teaching


What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?

·        Working collaboratively with others

·        Creating publications that can be accessed and viewed asynchronously

·        Education authorities blocking social networking sites (Hauser, 2007, p. 48)

·        Offer internet safety training in schools, eg, i-SAFE and WebWiseKids (Hauser, 2007, p. 48)

·        Teach pros and cons of web content while demonstrating web 2.0 tools

·        Consider copyright when adding content to the web.  Give attributions and links to other websites (Hauser, 2007, p. 48)

·        If using music or graphics, go to Creative Commons or (Hauser, 2007, p. 48)

·        Web 2.0 tools are user or learner-centric tools, which support constructivist approaches to teaching and learning (Bates, McClure & Spinks as cited in O’Connell, 2012, p. 5)

·        TLs must understand, teach and make use of personal learning environments

·        TLs and schools must bring services and programming to every student and teacher throughout the school, wherever learning takes place in new spaces and places, to prepare our students for the digital world of work (O’Connell, 2008, p. 52)

·        TLs need to develop the library catalogue and define the required metadata so that the automated capabilities of these systems allow students to find and access information easily (O’Connell, 2008, p. 54).  Eg, incorporating ‘federated searching’ in the library catalogue, which is the ability to simultaneously search multiple data sources (O’Connell, 2008, p. 55). 

·        Students will need to be taught how to use web 2.0 to devise a search strategy.  Students need to be familiarised with the differences between natural language, visual, clustering or metadata search engines in order to appreciate ‘Search 2.0’ versus traditional search (Ezzy as cited in O’Connell, 2008, p. 56).  Explain about the tools available for searching the deep end of the web for information that can only be found by very specific and direct queries (Turner; Trinity College, as cited in O’Connell, 2008, p. 56). 

·        Provide students with training in how to use tagging and RSS feeds for information gathering and sharing (O’Connell, 2008, p. 59)


What are the opportunities here for teacher librarians?

There are different mechanisms and web 2.0 tools through which students can organise and present their learning and information.  It provides many different options and a variety of formats for the TL to implement in order to keep students engaged with their work as well as learning new skills. 

It provides student with opportunities for participation, interaction and a wider audience for their completed work.  Responding to the work of others, evaluating and reflecting are all important skills which can be developed through the use of web 2.0 tools.

The links to web 2.0 tools provided by Discover Communications (2013) provides web 2.0 tools that can be used in primary and high school contexts, which as a primary school TL is great!  I especially loved makebeliefscomix.

Engaging in the use of web 2.0 tools and publication on the web reinforces the fact that anyone can create anything and put it on the web, so evaluation of information is important.

TLs can create their own topic search tool or book review finder for students to use.  They can develop curation tools and other tools, connect them to the school library website for student and teacher use.  TLs can create social networking spaces as virtual learning and collaboration spaces.  TLs can use RSS feeds and tagging to deliver professional learning programs, news and information.  They also need to develop online tutorials, videos, audio podcasts, slideshows and more as part of a skill-development toolkit for students to access (O’Connell, 2008, pp. 58-60).

Teacher librarians can also (Hauser, 2007, p. 7):

·        Teach information literacy and media literacy through Web 2.0 tools

·        Learn about web 2.0 tools in order to keep up-to-date with students who already use them.

·        Collaborate with colleagues

·        Implement student projects

·        Share information with students, staff and parents

·        Web 2.0 tools support innovation (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop communication and collaboration (O’Connell, 2012, p. 6)

·        Web 2.0 tools support research and information fluency (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop critical thinking, problem solving and decision making (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop digital citizenship (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop technology operations and concepts (O’Connell, 2012, p. 6)


TLs can also use the social web for their own development.  They can understand and make use of (O’Connell, 2012, p. 6):

·        Personal learning environments – rely on people we connect with through social networks

·        Personal learning networks – knowing where/who to go to for professional content

·        Personal web management tools – for tracking and powering our professional organisation/library

·        Cloud computing – access between sources and devices

·        Mixed reality environments – adopting e-devices

·        Content curation – utilising web services to filter and disseminate resources, news and knowledge prompts

TLs can become models and leaders in lifelong learning by being proactive within the school community and participating in professional dialogue regarding web 2.0 tools and their use in (O’Connell, 2012, pp. 6-7):

·        Curriculum and innovation – PBL, GI, Virtual and gaming environments

·        Digital divide and credible online information

·        Digital citizenship

·        Global sharing of leading practice and resources to support the 21st century learner, ie, web 2.0 tools

·        Community development – professional conversations, student development, staff development, contributing to and supporting school visions and missions

Can teacher librarians afford to ignore Web 2.0 tools?

I don’t think TLs can afford to ignore web 2.0 tools because the technology used and the collaborative skills required are those that students will be expected to use in the workforce.  So in preparing our students for lifelong learning we must be equipping them with the skills to function in the 21st century – using digital technology and working collaboratively.

Web 2.0 tools are user or learner-centric tools, which support constructivist approaches to teaching and learning.  TLs cannot ignore them because they support the current pedagogy in teaching and learning today (Bates, McClure & Spinks as cited in O’Connell, 2012, p. 5)

TLs cannot afford to ignore Web 2.0 tools because they also support the three areas of influence as outlined by Stanley (as cited in O’Connell, 2012, p. 5):

1.    Information fluency – collaborating in virtual environments and delivering material resources online.

2.    Digital citizenship – understanding responsible and ethical use of information, and maintaining safe online practices

3.    Digital storytelling – creating, collaborating and sharing in a range of mediums

Web 2.0 tools play an important role in supporting the development of transliteracy (Ipri, as cited in O’Connell, 2012, p. 5) and meta-literacy (Mackey & Jacobson, as cited in O’Connell, 2012, p. 5).  Web 2.0 tools support the development of transliteracy which is a term used to explain “being literate in the 21st century, where the relationship between people, technology and the social meaning of literacy is recognised in past, present and future modalities” (Ipri, as cited in O’Connell, 2012, p. 5).  Meta-literacy refers to information literacy which acknowledges that information takes many forms online and is produced and communicated through multiple modalities.  Meta-literacy brings together “multiple literacy types and places a particular emphasis on producing and sharing information in participatory digital environments” (Mackey & Jacobson, as cited in O’Connell, 2012, p. 5).  So web 2.0 tools are necessary for the TL in the teaching of transliteracy and meta-literacy, and therefore cannot be ignored.

TLs must be leaders in future learning, 21st century learning and as such must embrace and teach the use of web 2.0 tools.  Web 2.0 tools are interesting and can be used to engage students in reading, writing, exploring, explaining, thinking and deducting in our multi-modal, multi-literate 21st century environments (O’Connell, 2012, p. 7).


Discovery Communications. (2013). Web 2.0 tools.  In Discovery education.  Retrieved on September 20, 2013 from

Hauser, J. (2007). Media specialists can learn web 2.0 tools to make schools more cool. Computers in Libraries, 27(2), 6-8. Retrieved from Charles Sturt University Library.

O’Connell, J. (2008). School library 2.0: new skills, new knowledge, new futures. In P. Godwin & J. Parker (Eds.), Information literacy meets Library 2.0 (pp. 51-62). Retrieved from Charles Sturt University.

 O’Connell, J. (2012). Learning without frontiers: School libraries and metaliteracy in action. Access, 26(1), 4-7. Retrieved from Charles Sturt University Library.\



In this subject you have been reading and exploring key aspects of leadership strategy:

·        Leadership both from an organisational perspective and curriculum / teaching and learning.

·        Innovation and change

·        Communication

·        Planning

In the forum discuss how you can approach developing your leadership role in your school using Simon Sinek’s “why” and your purpose in education. What is it that makes me (as a TL) unique in the school, what can I do?

Once again the importance of a moral purpose or belief underpinning and guiding the actions of an organisation, school or library is emphasised. 

If you focus your actions on your belief, your purpose, your vision, you will inspire others to join in and contribute to that vision.  People will buy into that vision (Sinek, 2008).  Therefore, having a clear educational vision of the role (or the purpose) of the library guiding all your actions, is important in attracting people in supporting and building that vision.  It will inspire others to join and buy into your vision.

The vision must be an educational one which is tied to the strategic outcomes of your school and your education system (Combes, 2009). As TL the vision needs to be about developing information literate students who are able to build knowledge through active learning in a digital and print landscape (O’Connell, 2012, p. 224).

Communicate your vision through conversations, professional dialogue, staff meetings, collaborative planning, demonstrations/modelling, and by being proactive in the school community.  If it is a good vision with a moral purpose, members of the school community will buy into that vision and contribute to it, support it and be inspired to achieve it (O’Connell, 2012, p. 224; Belisle, 2005; Sinek, 2008).  Modelling the behaviour, the strategies, and the enthusiasm required to achieve the vision (the How and the What) is also required to achieve it (O’Connell, 2012, p. 224; Belisle, 2005, p. 78; Sinek, 2008). 

As a classroom teacher I have always programed, for example in English, by selecting the targets/focuses for a unit of work and driving all learning experiences in reading, writing, talking and listening towards the achievement of those targets.  Effective communication, teaching concepts in context and across contexts, explicit and high expectations were all applied to drive the achievement of the targets/outcomes.  As TL I will apply the same technique to the library vision, driving all communication and all actions towards the achievement of the vision.  Zmuda and Harada (2008, p. 1) also advocate the need to “practice a mission-focused mindset that empowers school leadership teams to drive school improvement.”

As TL I can use Simon Sinek’s WHY and my purpose in education to:

·        Inspire colleagues through modelling the desired behaviour, professionalism, and teaching strategies: those that promote high standards and achievement of the vision (Avolio, Walumba & Weber, 2009, p. 423; Dinham, 2005, cited in Dinham, 2007, p. 268).   (Authentic leadership)

·        Model and communicate results from evidence based practice at staff meetings or during collaborative planning sessions.  I can lead a drive in improvement through the use of a cycle of inquiry based on evaluating student work, teaching practices, and the use of innovative ideas.  Modelling and instructing others in this practice will lead to improvement in teaching and student learning outcomes (the vision) (ALIA & ASLA, 2004; Lamb & Johnson, 2004-2010; Knapp, Copland & Swinnerton, 2007, pp. 85, 99).  (Instructional leadership)  Zmuda and Harada (2008, p. 3) stress the importance of combining these actions in a collaborative setting with a mission-centred belief.  They also advocate focusing on a handful of improvements, which is what I will do as TL.

·        Provide professional development opportunities for colleagues, in addition to leading through collaborative efforts (Pashiardis & Savvides, 2011, p. 424; Møller et al., as cited in Pashiardis & Savvides, 2011, p. 414).  (Instructional leadership)

·        Equip staff with the strategies and skills to improve practice through cycles of inquiry, so staff can then lead others in the same process.  I can provide leadership opportunities for colleagues by allowing them to share/present strategies and results, and work with others, while continuing to improve student learning outcomes (Van Horn 2006; Vernon-Dotson, Rodrigues, & Belcastro, as cited in Vernon-Dotson, 2012, p. 39). (Distributed leadership) 

·        Develop a strategic plan to achieve the WHY, the vision, and implement it, communicating progress along the way (Wong, 2012)

·        Involve the school community in developing the strategic plan so they have ownership of the vision and by the conclusion of the process, everyone will have a shared purpose and a clear understanding of why the library is providing the services it provides (Nelson, 2008, p. 4).

·        Work collaboratively with staff to counteract isolationism.  I would work strategically with staff, including those in specialist roles,  as a co-operative unit, sharing talents and resources in order to achieve the belief/vision/goals (Zmuda & Harada, 2008, p. 4).

·        Communicate – clearly communicate the vision and strategies to achieve it; taking time to listen and explain; encouraging others; consistent advertising of progress and achievements;

·        Support colleagues through: collaborative work; providing resources, knowledge and ideas; time to discuss, plan, assess, evaluate; professional learning;  

·        Develop trust through reliability, support, encouragement, commitment, being organised, modelling best practice;

·        Build relationships with colleagues through working together, openness, sharing, communicating, supporting;

·        Set high standards – Set and maintain high standards inspires others to do the same;

These actions work with modelling behaviour, being an active learner, evidence based practice, innovative ideas, being organised, showing commitment, inspiring others, openness and collaboration to build the vision of the school library, which is to support the teaching and achievement of student learning outcomes and the vision.


Australian Library and Information Association & Australian School Library Association.  (2004).  Standards of professional excellence for teacher librarians.  Retrieved from   

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current theories, research, and future directions. Retrieved July 23, 2013, from   

Belisle, C. (2005). The teacher as leader: Transformational leadership and the professional teacher or teacher-librarian. School libraries in Canada (17108535), 24(3), 73-79.

Combes, B. (2009). Challenges for teacher librarianship in the 21st century: Part 3 – Status and role.  In SCIS Connections.  Retrieved on September 16, 2013 from

Dinham, S. (2007). How schools get moving and keep improving: leadership for teacher learning, student success and school renewal. Australian Journal Of Education (ACER Press), 51(3), 263-275.

Lamb, A & Johnson, L.  (2004-2010). Library media program: Evidence based decisionmaking.  In The school library media specialist.  Retrieved from

Knapp, M. S., Copland, M. A., & Swinnerton, J. A. (2007). Understanding the promise and dynamics of data-informed leadership. InYearbook of the national society for the study of education, 106(1), 74-104. Retrieved July 27, 2013, from Charles Sturt University Library.

Nelson, S. (2008). Part one: The planning process. Strategic Planning for Results (pp. 3-139). Retrieved from Charles Sturt University Library.

 O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). Retrieved from Charles Sturt University Library.

 Pashiardis, P., & Savvides, V. (2011). The interplay between instructional and entrepreneurial leadership styles in Cyprus rural primary schools. Leadership & policy in schools, 10(4), 412-427. doi:10.1080/15700763.2011.610557

Sinek, S. (2008). How great leaders inspire action (Sinek, 2009).  In TED Ideas worth spreading.  Retrieved on September 16, 2013, from

Vernon-Dotson, L. J., & Floyd, L. O. (2012). Building leadership capacity via school partnerships and teacher teams. Clearing house, 85(1), 38-49. doi:10.1080/00098655.2011.607477

Wong, T. (2012). Strategic long-range planning. Library media connection, 31(2), 22-24. Retrieved from Charles Sturt University Library.


Examine the strategic plan of a P&C of a school. Identify the following elements:

Data used

Data was gathered from 2010 school review, annual parent surveys, the school’s technology audit, and from Education Queensland (EQ) regarding the ICT and digital focus and implementation of the Australian Curriculum (AC).

Analysis of data

ICTs were identified by the entire school community as an area requiring improvement.  This was supported by data from the technology audit.  The focus of the AC on digital technology and literacy also supports the need for funding ICTs in the school, as is the realisation from the P & C that EQ is not going to fully fund the ICT requirements of the school.

Vision and / or Mission statements developed or used for the plan

No vision statement is included, but objectives/functions are listed which serve as the mission statement for the P & C, but are not developed specifically for this strategic plan.

Goals and objectives identified

The objectives of the P&C Association are to promote the interests of, and facilitate the development and further improvement of the school by – promoting parent participation; encouraging close co-operation between parents, students and staff; and promoting positive community support (Mackay West State School P & C Association [MWSSPCA], 2011, p. 1). 

In pursuit of these objectives, the functions of the P&C are to (MWSSPCA, 2011, p. 1):

·        foster community interest in educational matters

·        try to bring about closer co-operation between the parents, community, staff and students

·        give advice and recommendations to the Principal about

·        issues relating to persons who receive educational instruction at the school, and

·        the general operation and management of the school

·        give, or assist in the giving of, financial or other resources or services for the benefit of persons who receive educational instruction at the school, and

·        perform any other functions, not inconsistent with the Act, as the Minister may decide.

Goals relating specifically to the strategic plan are:

While the P&C will retain the flexibility to respond to a range of issues across the school, the top priority for 2012-2014 will be addressing the ICT concerns at the school. The P&C will also dedicate a nominated amount of funding equally to academic, sporting and cultural initiatives across the school each year (MWSSPCA, 2011, p. 2).


Values are: The P&C values being able to work (MWSSPCA, 2011, p. 2):

·        proactively by identifying issues or concerns and working cooperatively to address these

·        reactively by responding to issues or concerns as they arise

·        cooperatively through strong relationships with Admin, staff, students and the wider community, and

·        independently in decision-making whereby the P&C favours being able to stipulate where its funds are used, rather than handing over lump sums of money for the school to use at its discretion.

Strategies to meet the goals identified

Strategies identified to meet the goals start with a spending plan for funds raised over 3 years.  Then they have listed three important actions (MWSSPCA, 2011, p. 3):

1. Inclusion in the school’s ICT Committee

The P&C would like to be represented on the school’s ICT Committee. The P&C sees the efficient working of this committee as pivotal in assessing and addressing the school’s ICT needs and developing an ICT Action Plan. Importantly, the P&C would stress the need for this committee to have provision for anonymous input.

2. Advertising academic, sporting and cultural funds to the school community

Awareness needs to be raised about the funding available to academic, sporting and cultural initiatives within the school. This funding should be advertised to teachers, staff and the wider school community before the end of 2011. Applications can be lodged using the Request for Discretionary Funding Form available on the P&C web page at

3. Seeking ICT-related funding opportunities

The P&C grants officers are encouraged to seek ICT-related funding opportunities, particularly relating to ICT infrastructure, and to report any opportunities to the P&C.

Timeframe for the plan and when each strategy should be completed

There are no separate timeframes, just three years for the entire plan.  It is a simple, yet specific plan.

Stakeholders and responsibilities identified

Stakeholders are identified, and the Strategic Sub-Committee developed just for this plan will be responsible.

Monitoring ongoing process of plan and evaluation of achievement at the end of the planning period.

The Strategic Sub-Committee should meet annually to evaluate and review this strategic plan. Before the first evaluation/review, the committee is responsible for developing an appropriate process of evaluation/review.  The next review is due in October 2012 (MWSSPCA, 2011, p. 3).

Consider the strengths and weaknesses of the plan.

I think it is a strong plan because it is simple.  However, the P & C have not yet determined, along with the school HOW the funds are to be spent.  It states that they will “assist in assessing and addressing the school’s ICT needs and developing an action plan” (MWSSPCA, 2011, p. 3).  The assumption is that they will direct spending according to the plan.

However, it is a positive plan that sets about to work with the school to deliver resources that are vital to 21st century learning.


Mackay West State School P & C Association [MWSSPCA].  (2011).  Strategic plan.  Retrieved on September 9, 2013 from–ow&bvm=bv.51773540,d.aGc


Locate your school goals and measure their effectiveness by applying the SMART criteria to each goal.

The targets from our school plan are:

1.    To improve student performance in Literacy and Numeracy by 3% in the top NAPLAN bands with a focus on higher order thinking.

2.    To improve and focus assessment practices in Literacy and Numeracy so that they better inform teaching to a diverse range of students

3.    Implement Aboriginal Policy and improve student performance in Literacy and Numeracy


The goals on the whole are simple and clear.


Targets 1 and 3 are measurable.  However, a ‘focus’ on higher order thinking isn’t measurable.  This should be part of the HOW to achieve it.  Perhaps they’re trying to include too much in one target.  Target 2 is difficult to measure unless NAPLAN data is used to assess this too.  Target 3 doesn’t state the amount of improvement required in Literacy and Numeracy by Aboriginal students. It should be more specific to make results more measurable.


The measurable parts of these goals are achievable, but a lot of planning and work is required in order to achieve them.


The goals are reasonable as they’re tied to mandatory DEC and Australian Curriculum outcomes and current pedagogy.


I think it will be difficult to achieve these in the 12 month timeframe given.

Does the goal measure up?

Goals should be written with more specificity which will lead to ease of comprehension and measurement. The word ‘focused’ should not be used.  Perhaps a separate target for the development of higher order thinking should be included.


Locate your school’s vision and mission statements as well as your library’s statements if you have them.

The school executive and I were unable to locate our school’s vision and mission statements as “All that went out 15 years ago.”  So I found some examples from other schools after internet search.

Vision Statement Wirreanda High School (2013): Our shared vision is of a school that enables each student to achieve their potential within a learning environment that is safe, positive, respectful, inclusive, and welcoming.

Mission:  Our school is committed to encouraging the best in its students, staff, and community. We aim to nurture a passion for knowledge, sport, creativity, and vocational skills.

We do this by:

·        Creating a respectful working environment for students and staff

·        Providing a personalised and student-centred approach to learning

·        Building a ‘Culture of Achievement’

·        Focusing on continuous improvement and shared accountabilities

·        Promoting equity and social justice

·        Maintaining attractive and welcoming grounds and facilities

·        Developing partnerships with our community—local, national, and global

·        Recognising and celebrating diversity

·        Encouraging school and community health and well-being.


Eldorado Library Media Centre Mission (n.d).

The mission of the Eldorado Library Media program is to ensure that students, staff and community have access to and possess the knowledge and skills to effectively use information in both print and digital formats.  In doing so, the library media program supports and fosters life-long learning.         

This mission directs the school library media specialists to:      

•Provide a program that is fully integrated into the school’s curriculum and is central to the learning process.     

•Provide access to a variety of information representing a wide range of subjects and difficulty levels.        

•Provide learning experiences that encourage users to become discriminating consumers, skilled creators of information, and lifelong learners.         

•Provide leadership, instruction, and consulting assistance in the design of learning strategies and the use of information and the use of information technology.    

•Promote the enjoyment of reading, listening, and viewing for users.   

•Participate in partnerships, including networks that provide access to information outside the school.       

•Promote literacy that enables students and teachers to live, work, and communicate in a democratic information society.

•Promote innovative media services through professional growth and continuous learning.

Can you tell the difference between them?

Willeanda’s vision statement is clear.  I think it should reach for the stars more, be bolder.  The mission statement states how it is going to be achieved, but it wouldn’t pass the t-shirt test (Olsen, 2008).  It does however, state part of the school’s core purpose.  The elaborated points support how the mission is going to be achieved.

Eldorado’s library mission statement is clear.  It states the library’s core purpose and how it is going to be achieved through its supporting points.  The vision statement, from what I could see is incorporated at the end of the paragraph: “The library media program supports and fosters lifelong learning.”

Is there a clear delineation?

The delineation is clear, as the vision statement, although not hugely inspiring, is forward looking, whilst the mission statements are dealing with how to achieve it.



Eldorado Library Media Centre.  (n. d.).  Library.  Retrieved on September 9, 2013, from

Olsen, E. (2008). Strategic planning management.  In YouTube.  Retrieved on September 4, 2013, from  

Wirreanda High School. (2013). Wirreanda high school.    Retrieved on September 9, 2013, from


SlideShare from halfpintofwisdom


S – Social

·        Different leaisure activity choices, less recreational reading

·        Library as social space.  What does this mean?

T – Technological

·        High speed broadband

·        Ebooks and ereaders

·        Ubiquitous use of technology in wider school

E – Environmental

·        Green issues – how do libraries lead the way?

·        Changing climate, scarce resources, buy local

E – Economic

·        Cost cutting, operational budgets

·        Move towards user pays or community run libraries

P – Political

·        Change in management, change in government, new BOT

·        Internal politics within school community


Apply this environmental scan to your situation and discuss your results.

·        S – Provide quiet leisure and social activities during lunchtimes

·        T – Provide access to ebooks, websites and other useful eresources through establishment of a school library Weebly which can be accessed on and off site through multiple devices

·        T – Implement web evaluation tools

·        E – Continue to purchase print items locally and frugally to fully utilise budget

·        P – Maintain good communication with Principal, executive, staff and the wider school community about library plans, services and achievements.  This is important in ensuring good relationships are maintained.


Halfpintofwisdom. (2011). Strategic planning for school libraries.  In Slidshare. Retrieved on September 4, 2013 from