Choose one of the AITSL standards and look at the ASLA Evidence Guide For Teacher Librarians in the Proficient Career Stage. Consider the evidence that ASLA provides for the achievement of that standard and how you can show that you are meeting this standard. 

Since I’m generally a methodical person, I’m going to make like Julie Andrews and start at the very beginning since it’s a very good place to start.

Standard 1: Know Students and How They Learn

1.1 Physical, social, and intellectual development and characteristics of students: proficient teachers use teaching strategies based o knowledge of students’ physical, social, and intellectual development and characteristics to improve student learning.

This standard really is the foundation for everything we do as teachers, and it is no different in our role as teacher librarians. In fact, TLs are possibly better placed than many classroom teachers to know the vast majority of students in our schools since we are a “constant in the learning environment over time.” (Bush and Jones as cited in Lamb, 2011, p.33). I think that the physical space of a library can provide excellent evidence that we are meeting this standard. Each area of the library links to Thornburg’s (2013) reimagining of traditional learning spaces as campfire, cave, and watering hole. Annotated pictures of these spaces would be useful forms of evidence.

The physical arrangement of our lower library space was dictated to the previous TL by higher powers in order to create an adaptable, open-plan learning environment which can function as a ‘campfire’ or a Makerspace. Flexible seating can be arranged in a multitude of ways to facilitate a variety of learning styles and teaching methods. Before the lockdown and online learning began I was in the process of putting together suggested seating charts so that staff could easily get students to rearrange these desks as required. These charts would be an easily submitted form of evidence.

So many students use our school library as a ‘safe space’ away from the bulk of the chaos in the playground. Many of these students are neurodivergent and so I’ve created a “quiet space” on our mezzanine level near the quieter non-fiction section where students can study or relax in peace and quiet with minimal disruptions. This roughly correlates to Thornburg’s concept of the ‘cave’ learning space and has been so popular that I am looking at options to expand (though not sure how given the limitations of space!). This also correlates to the Upper Library which is currently used as a Senior Study area.

Our manga section is currently the most popular, and so I have moved furniture to make a flexible seating area near these shelves that can function as a ‘watering hole’ space where students can chat in their breaks or move away from the bulk of the group during class time. I have adjusted the seating near our fiction section on the opposite site of the lower library to mimic this ‘watering hole’ and provide further opportunities for students to learn through social interactions.

To facilitate our students’ needs for printing services (one of our most popular services), I have established a dedicated printing zone with stand up desks for students to work on laptops while they wait in line for the printer. This is close to the circulation desk to ensure that troubleshooting can be accessed easily and quickly (this is a frequent need for our student population), and multiple copies of printed How To guides are displayed to assist student independence in this process. These guides could easily be submitted as evidence for accreditation if needed.

If I was submitting this as evidence for my accreditation, I could also provide evidence of my attempts to create a “virtual” library space using websites and social media. Recently, McCrindle Research (2019) identified that our incoming students – Generation Alpha – are going to be more visual, student-centred learners than the previous Generation Z and rely more on virtual learning spaces. Research from Australia and the UK also suggests that they are increasingly engaged with social media platforms as a way of getting their entertainment and information (Common Sense Media, 2019; Notley et al., 2020; Australian eSafety Commissioner, 2021). My ongoing efforts in these online spaces is currently focused on starting conversations about all sorts of different reading habits, with the hope that this will allow our students to recognise the validity in their own reading behaviours and thus begin to identify as readers.