Creating and Maintaining a Positive Image | Monitoring the Image

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Creating and Maintaining a Positive Image

If the resource centre is to play a key role in the school, it is essential that it be perceived positively by the school community. A positive image will be developed if the resource centre is operated efficiently, if the professional staff are involved in curriculum issues and the affairs of the wider school community and do everything possible to create a welcoming atmosphere. The teacher-librarian’s role is crucial in all aspects of positive image building.

Efficient operation of the resource centre
Clear, documented guidelines for the daily operation of the resource centre will underpin efficient services. A procedures manual describing all aspects of the daily operation of the center should be freely available. Specific parts of the procedures manual can be presented in a variety of ways, e.g. concise, informative brochures and leaflets, posters, video and slide clips and computer screen savers.

Although efficiency is a primary goal, users also expect the resource centre personnel to play a dynamic role in curriculum issues.

Curriculum involvement
Resource-based and inquiry-centred learning offers opportunities to play a dynamic role in the learning process. In situations where the teacher-librarian cooperates with class teachers in planning, teaching and evaluating resource-based units of work, the resource centre becomes central to the implementation of the curriculum. This involvement covers a wide range of activities, eg.

• Participating on school committees.
• Meeting regularly with administration and presenting regular brief sessions at staff meetings.
• Working with teachers in the resource centre and classrooms to provide opportunities for teachers to identify and plan for future needs.
• Involving subject masters, year level coordinators and teachers in school cooperative network meetings and professional association meetings devoted to specific issues.
• Appearing on assembly and at class meetings.
• Making regular contact with specialist staff.
• Finding time to talk individually with staff members, exchanging ideas and offering assistance and guidance when appropriate, especially with new staff and first year teachers.
• Talking with students about their interests, and in the case of new students, making sure that they are informed about resource centre services as soon as possible.

Involvement in issues affecting the wider school community
In some of the activities generated by an effective resource centre the teacher-librarian plays a less central role than those listed above, concentrating instead on initiating interest and encouraging the participation of others. Such activities can include:

• involving students in book clubs and discussion groups;
• facilitating the establishment of other interest groups and clubs;
• coordinating visits by writers, poets and film makers;
• increasing visibility in the community (and hence interaction) by using the local paper and other media to publicise school initiatives;
• communicating regularly with staff, students and parents on items of interest;
• visiting staff rooms on a regular basis to promote events or simply socialize;
• providing opportunities for students, staff and the wider community to be actively involved in the operation of the resource centre.

Welcoming environment
There are two factors involved in the creation of a welcoming environment – the people and the building.

Human element
The teacher-librarian needs to establish and maintain harmonious relations among the resource center staff and between the resource center staff and its users. To achieve this, effective skills in human relationships are vital including:

• well developed listening skills;
• ability to employ a range of appropriate techniques in response to specific situations;
• the capacity to anticipate needs;
• displaying a positive attitude to the use of resources and consideration for the needs of teachers and students.

It is important that resources are available to the school community before and after school and during lunch breaks. Where there is no teacher-librarian, the school community needs to address ways in which to overcome the problem of there being no adult to supervise the use of the resource centre outside school hours.

Physical environment
Location is an important element in the effectiveness of a service organization. When the resource centre is not centrally located, the busy and high traffic areas of the school should carry constant, highly visible reminders of the presence of the resource centre and its activities.

Both the external and internal environment needs to be considered. Externally, make certain the welcome signals are out by ensuring that:

• clear directional signs are kept in good condition;
• hours of operation are clearly displayed;
• surrounds are attractively landscaped or well-maintained plants are used;
• adequate storage is provided for student’ possessions.

Internally, make certain a stimulating, comfortable environment is evident by ensuring that:

• the area is well lit and well ventilated;
• the layout is the result of careful consideration;
• information brochures and floor plans are readily available;
• everything is clearly labeled;
• curtains, carpet and furniture are in good condition and colour coordinated;
• areas for reading are welcoming and comfortable;
• desirable behaviour is indicated by positively worded signs;
• attractive notice boards and banners advertise special programs, new resources and special activities;
• the circulation desk is functional as well as attractive and interesting;
• student work is prominently displayed and student participation in mounting the display is obvious;
• displays are of current interest either in curriculum or general interest terms.

It is worthwhile to state that display is considered a crucial aspect of developing a desirable atmosphere since the intention is to create interest and thus enhance the resource centre’s role as a stimulus to the learning experience of the school community.

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