#blog task 1

Walt Disney Pictures Big Hero 6 was what had inspired me to study animation at SAE. This movie's design and how fluid the animation scenes are in each frame are many of the examples of why Big Hero 6 was an inspiration.

The story world in this movie and how unique but original the scenery was set in, was what really caught my eye. The originality that was behind the making of the hybrid city 'San Fransokyo' where majority of the movie is focused in, piqued my curiosity and fascinated me with trying to archive simular results in my studies.

I found that this contributed to the reasons why this movie sets apart the rest of the other movies that are made by Walt Disney Pictures. However throughout the movie I found that I was motivated, inspired and ambitious to make something of a similar nature at an industry standard here at SAE.

The characters that are shown throughout the film were what really set a clear goal for me and my interest in pursuing character animation or rigging. The film represented and showcased both technology, software and the techniques used as well as what could be accomplished in animation today.

The role of Teacher Librarians (TL) in the school context is to “support and implement the vision of their school communities through advocating an effective library and information services and programs that contribute to the development of lifelong learners” (Australian School Library Association, 2009, p.1). For a TL to be successful in their role, support from stakeholders is essential, especially from the Principal, as this enables successful collaboration between TL’s/media specialists and classroom teachers (Morris, 2007).

The principal’s support of TL’s/media specialist is fundamental for the collaboration between staff. The ultimate goal for principals and staff is student achievement. Research has suggested that "student achievement improves when collaboration occurs between the TL/media specialist and classroom teachers" (Hartzell, 2002a, p.3). Thus, the principal is needed to support and facilitate the collaboration between the staff. Through building good communication (oral and written) and a positive working environment, a feeling of mutual trust and respect can be established and developed (Hartzell, 2002a). Principals illustrate their support for TL’s through a range of strategies. For example; professional development activities aimed at collaboration, providing print and online resources for research, support staff for TL/Media specialist, a budget for the latest technologies, and placing a focus on integrating information literacy skills and course content (Morris, 2007).

Without the support of the principal, TL/media specialist can often be under appreciated and considered to provide minimal contribution to the success of the school. The TL/media specialist role is perceived with a stereotypical view of bossy people who check books in and out (Morris, 2007). This stereotypical thought process usually develops from a lack of understanding of the role.

The TL's can garner the principal’s support in practice through a variety of ways. In order to earn the principals support, first they must understand the role of a TL and their significance in the ongoing development of students. Hartzell (2002b) believe most principals have a limited understanding of the role of a TL, the school library programs, and the improvements they contribute to the quality of the school. Thus, it is essential for the principal to recognize the role of a TL and appreciate the significant impact they can have on the success of their school (Oberg, 2006). Moreover, TL's should embed and promote the schools goals into the library programs, effectively demonstrating the library as a vital component for the school (Oberg, 2006). Through providing useful resources, collaborating with classroom teachers, contributing to school building initiatives, innovating new ideas and goals, with current technology and research developments, a TL is a critical element of student learning (Harvey, 2009). Thus, by implementing these strategies, the TL will be able to establish a strong relationship with stakeholders and verify their necessity for the schools development. Furthermore, good communication with the principal and the ability to generate ideas and an understanding of resource and inquiry based learning, will enable the principal and TL to focus on improving opportunities for student learning (Oberg, 2006).

In conclusion, the support of the principal is essential for the TL as it promotes collaboration between TL's and classroom teachers. It allows for the library to become a central source of information and contributing factor of the schools development.

532 words.

References:

Australian School Library Association. (2009). Statement on teacher librarian qualifications. Retrieved from http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx

Hartzell, G. (2002a). [Address]. Speech presented at the Washington White House Conference    on School Libraries. [Transcript]. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf

Hartzell, G. (2002b). The principal's perceptions of school libraries and teacher-librarians. School Libraries Worldwide, 8(1), 92-92.

Harvey, C.A. (2009). What should an administrator expect a school library media specialist to be? Library Media Connection, October 2009 issue.

Morris, B.j. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24.