Section 1: About the placement organisation

Wollondilly Library is a small but effective public library in Picton, NSW. It services the widespread Wollondilly LGA, covering approximately 2556 square kilometres and with a population density of 21.83 per square kilometre (ID Community, n.d.). New developments increased the population by 8.6% over five years (NSW Government Office of Local Government, 2023), with two-thirds living in urban settings while one-third rural (Wollondilly Library, n.d.). Wollondilly’s population is predominantly white and Australian-born, with the majority of residents identifying their ancestry as Australian, English, Irish, and Scottish (Australian Bureau of Statistics [ABS], n.d.).

Wollondilly Library’s mission statement reveals its purpose is to provide a range of information and materials to all residents, to encourage curiosity, free inquiry and lifelong learning, and to support the community’s civic, intellectual, and cultural pursuits. The team leader’s perspective is that the library exists to overcome disadvantage.

To encourage ease of browsing in the limited library space, Wollondilly Library has separate collections for Junior and Adult fiction and non-fiction, a Young Adult collection, an Adult Large Print collection, and a variety of magazines and other multimedia resources such as DVDs, CDs and audiobooks. Eresources such as Hoopla, Borrowbox, Mango, and Studiosity also support the various needs of users and supplement the physical collection, though borrowing statistics indicate most patrons (many from older generations) still prefer physical resources. In Wollondilly, 89.6% of residents only speak English at home (ABS, n.d.). As such, most of the collection is in English, though there are resources from the Adult Fiction, Adult Non-fiction and Junior Fiction collections offered in other languages along with access to the inter-library loans service.

Couples with children make up 50.6% of Wollondilly residents, compared with 44.7% of residents in NSW (ABS, n.d.). The team run several programs to provide socialisation for children and their parents while developing early literacy and encouraging positive engagement with the library. Bookbubs (ages 0-2) and Storytime (ages 2-5) run twice a week, while Sensory Storytime catering for users with diverse needs occurs once a month and is looking to expand (Wollondilly Library, 2023a).These programs provide a free activity for families who might otherwise be isolated due to a lack of parent groups in the area, while school holiday programming such as Lego Robotics, Mocktails and Monet, and HSC seminars (Wollondilly Library, 2023a) engage students with continuous learning and support the work done in local schools.

One of the challenges faced by Wollondilly Library staff is its low population density resulting in small funding allocations alongside the expectation to service all members in such a far-flung community. The Wollondilly Mobile Library van visits various locations, while the Home Library Delivery Service ensures access for users who can’t leave their homes due to disability or illness (Wollondilly Library, 2023b). For many patrons using these services, they offer a rare opportunity to engage with other members of the community and if this service did not exist could result in almost complete isolation and cut their access to information dramatically. Community Outreach programs also visit preschools and local shopping centres, ensuring positive interactions between staff and the community they serve.

Wollondilly Library also achieves its mission statement and overcomes disadvantage through its physical space and provision of ICT resources. The study spaces and meeting rooms are utlised by local students, adults, and community groups, while the Local History Room takes advantage of Wollondilly’s unique heritage to further connect with the residents. A welcoming children’s area in the Junior collection space encourages positive interactions through the provision of toys, craft, and Lego. For many residents, these quiet spaces, local history resources, and toys are unavailable without cost elsewhere. Patrons also have access to technology such as printing, computers, wifi, and assistive technology which I witnessed being used for a variety of purposes ranging from study to centrelink applications.

Without Wollondilly Library, many patrons would not be able to access these programs, resources, and services. As a result, their disadvantage would, in countless ways, become further entrenched.

Section 2: Theory into practice

My placement consolidated my understandings of the theories explored in ETL402 Literature Across the Curriculum.

Wollondilly Library’s Book Bubs (0-2 years) and Storytime (2-5 years) programs are aimed at developing early literacy and positive reader identity, while the Sensory Storytime was created in consultation with qualified special education teachers and promotes inclusive literacy practices, noted as a key component of an effective teacher-librarian’s work (Australian School Library Association [ASLA], 2014, p.14). Several adult book clubs run by library staff or by members of the public using library book kits aim to promote pleasure reading for older audiences. The mobile library van allows Wollondilly Library to provide access to users who would be otherwise unable to attend the physical branch location, and I participated in several community outreach programs including preschool visits and mobile storytimes in public spaces. These programs created a positive reading culture in the community which leads to many wide-reaching benefits for individuals and our society. The use of literature to overcome disadvantage was explored in ETL402, and several researchers support the notion that a positive reading culture can negate socio-economic disadvantage (Allington et al., 2021, p.S234; Krashen, 2011, p.7; Whitten et. al., 2016, p.48). While ETL402 focused on literature in schools, many benefits discussed in this subject were evident in the programs offered by Wollondilly Library. For instance, the Storytime program was designed around a specific weekly theme which aimed to engage readers through personal connections to content while developing valuable interpersonal and age-appropriate academic skills (Kidd & Castano, 2013, p.377; Myambo, 2016, para.1, 4; Short, 2018, p.291).

ETL402 revealed enjoyment of reading plays a crucial role in developing a person’s literacy skills and understanding of the world around them, as well as their empathy for the experiences of others (Gaiman, 2013, para. 9-10; Haven, 2007, p.vi; Krashen, 2009, p.20; Ross Johnston, 2014, p.537). I worked closely with the children’s librarian and the library assistants responsible for the Book Bubs and Storytime programs. Together we selected a variety of age-appropriate books to read with the children, including sensory board books for the Book Bubs children and picture books aiming to develop early decoding skills for the Storytime sessions. While these texts developed early literacy skills through their use of rhyme, repetition, and images, the primary consideration for staff was to ensure that the children were having a pleasurable and social reading experience. This reflects the notion explored in ETL402 that if children enjoy reading, literacy will be developed more easily (National Library of New Zealand, n.d.). Barone argues that the recent focus on cognitive elements such as decoding, comprehending and reading fluently in schools has meant that a focus on the pleasure of reading has been pushed aside, and that books are seen purely to develop skilful readers rather than as an end in themselves (2011, p.2). My placement experience emphasised that enjoyment of reading should be the focus, and that I have a responsibility to ensure that my students are engaged on an emotional or intellectual level, since this is what creates an intrinsic motivation that drives us to continue reading (Barone, 2011, p.3). Recent research reveals a strong correlation between reading volume and reading achievement and that the more children read, the higher their achievement levels (Allington et al., 2021, p.S233-S234, p.S236) and it is therefore in our best interests to focus on reading enjoyment with my students in future.

During my placement I was struck by how engaged these young readers were with the act of reading, with all children enjoying being read to or eager to interact with the books themselves. This early enjoyment of reading vastly contrasts with the attitudes presented by my high school students, reflecting the research explored in ETL402 around the decline in reading in the teen years due to:

• Lack of positive reading role models
• Burnout from reading programs in primary school
• Boredom from the use of fiction texts to teach literacy
• Parents who don’t value reading
• Lack of time due to jobs, extracurricular activities
• Competing interests and hobbies
• Underdeveloped imaginations
• Misconceptions about who reads for pleasure
• Lack of exposure to reading
• Lack of confidence and reading ability
• Overcrowded curriculum and assessment demands
• Lack of access and choice of reading materials (Dickenson, 2014, Krashen, 2011, Manuel & Carter, 2015, Whitten et. al., 2016)

Several of these barriers to reading can be ameliorated by programs such as those offered by Wollondilly Library. In particular, the social aspects of Wollondilly Library’s children and adult reading programs reinforces the importance of connection and community in developing reader identity, especially amongst teens whose information behaviours are motivated by social concerns (Jacobson, 2010, p.44). Activities such as Book Bubs, Storytime and the adult book clubs allowed library patrons to engage in conversations around literature, acting as positive reading role models while increasing enjoyment and further solidifying their identities as readers.

Section 3: Critical reflection

Seeing the practical application of the concepts studied in this course has consolidated my understanding of teacher librarianship, particularly around the issues of meeting user needs, reading for pleasure and information, the emergence of libraries as a third space providing wellbeing and other supports, collection development and library management, and the importance of advocacy and promotions.

A key aspect of teacher-librarianship is the importance of understanding and meeting our users’ needs and ensuring that we provide timely access to relevant resources (NSW Department of Education, 2017, p.3, 5, 7, 8). This degree frequently emphasised the continued need for free access to information in the digital age (Bates, 2010, para.58; Kuhlthau et al., 2008, p.3). The Australian Library and Information Association [ALIA] believes that unrestricted access to information is crucial to our freedoms and democracy (2018). Wollondilly Library’s commitment to providing access to residents despite their geographic challenges is evident through their Mobile Library Van and Home Delivery Service. In my setting I am faced with the challenge of increasingly being removed from the library space as it is used for exams, faculty testing, and other workshops. Access to reading materials is a crucial factor in promoting reading for pleasure and developing positive reader identities (Fisher & Frey, 2018, p.89). When staff and student access is cut due to circumstances beyond my control, I can adjust the model provided by Wollondilly Library to ensure that my users’ needs are still being met by encouraging online reservations, classroom deliveries, and mobile book trolleys in the playground.

Reading for pleasure is something that I’ve tried to build at my school over the past year to overcome disadvantage while improving student attainment and empathy (Lysaught, 2022a; Lysaught, 2022b; Lysaught, 2023c; Lysaught, 2023d). Wollondilly Library’s adult Book Club model, which allows groups to borrow up to ten copies of the same novel under one barcode, has inspired me in two ways. First, I can adjust this model to suit my Wide Reading Program by offering disengaged students the choice to read the same high interest, low reading level texts, with a social discussion or literature circle activity to follow. Second, I can utilise the book club kits to create a reading group among staff, which would allow us to promote reading for pleasure and showcase our own reader identities to our students as positive reading role-models.

This degree also emphasised that modern libraries are not just about books. Throughout this course it has become clear that libraries play an important role in providing wellbeing and other supports to our community, often stepping in when other services are inaccessible or unavailable (Aykanian et al., 2020; McKeown, 2016; Merga, 2020). My experience at Wollondilly Library proves this, with users utilising library resources to support centrelink applications and mental health activities. Many patrons also used the meeting room and quiet spaces for work and study, while programs such as Mocktails and Monet or Knit and Yarn provided opportunities for users to form connections with others who have similar interests. This supports the work by Hider et al. (2023, p.3-5), who noted that public library physical spaces are increasingly used as ‘third place’ community hubs which enable democracy and civic engagement. Moving forward, in my school library I can incorporate more social activities such as craft activities and gaming clubs to support student interests, friendships, and overall wellbeing.

Library management was another element where I was able to develop my practical skills. I worked alongside several members of the collections acquisitions team, helping me solidify my understanding of budget management and the importance of workflow procedures. Library hygiene is a key aspect of our role as information specialists (Fieldhouse & Marshall, 2011, p.36; Newsum, 2016, p.201), and I worked with the Children’s Librarian to weed their overcrowded junior fiction and non-fiction collections, ensuring that outdated, offensive, or incorrect resources were removed in order to make way for newer, more relevant additions. This experience showed me that I should trust in my own abilities to evaluate resources according to my selection and de-selection criteria.

Bonanno (2011) states we are at risk of becoming an invisible profession, and the terms ‘advocacy’ and ‘promotions’ are among the most popular keywords on my blog. Working alongside the Programs and Promotions Librarian, I was able to understand the importance of advocacy and promotions in a new light. Her tutelage expanded my understanding of the concept of user avatars to ensure my message reaches its appropriate audience, as well as a focus on three content pillars to ensure that my values are clearly expressed.

Overall, this workplace learning opportunity left me with renewed confidence in my understandings and helped remind me that even though I feel overwhelmed in my role much of the time, I am on the right track! It was especially heartening to note that Wollondilly Library has a team of people who each specialise in one role, whereas I am expected to take on all those tasks in my capacity as a teacher librarian.

 

 

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