Part A
What do you think makes an effective teacher librarian?
Effective teacher librarians (TLs) serve the school community with dedication, enthusiasm and kindness. They attempt to lead a future-focused library space where students can access print and digital resources in a welcoming environment, which promotes collaborative learning and positive relationships among students and teachers. TLs are experts in Information Literacy and collaborate with subject teachers to embed Inquiry Learning models into curriculum programs. Effective TLs advocate for the library as the heart of learning, and engage in professional development to stay abreast of advancements in digital technologies. TLs manage collections that cater to the needs of the school community, and foster engagement with literature among the student population.
Collaborative learning in the school library at Macarthur Girls’ High School
Part B
1- Information Literacy and Inquiry Learning
When I embarked on the TL course in 2020, I had a limited idea of the concept of information and its implication in teaching (Rivero, 2020a). As I gradually immersed myself in the ETL 401 subject readings, I was able to expand my understanding of Information Literacy (IL), as well as of IL learning models that educators employ to aid students in their search for, access and processing of information (Herring & Bush, 2011; Laretive, 2019; Rivero 2020b). I learnt that a student who is information literate recognises the value of information and possesses the skills to locate, evaluate, and use it ethically and effectively (Laretive, 2019). While there is no consensus on a single definition of Information Literacy, the term encapsulates the essence of lifelong learning, as it encompasses skills that are transferable to other areas of our lives (Herring & Bush, 2011). This newly-gained knowledge greatly enriched and transformed my practice, as I became aware of the crucial role the teacher librarian plays in the development of information literacy in students (O’Connell, 2017).
Throughout the course, I learnt that IL and inquiry approaches remain the cornerstone of constructivist theories of learning, and the teacher librarian can offer ample expertise in the use of both physical and online resources (Kuhltahu, 2004; O’Connell, 2017). Crucially, the teacher librarian is in an excellent position to teach students the skills needed to successfully navigate online resources, as well as to collaborate with subject teachers in the design and implementation of authentic inquiry learning tasks (Garrison et al., 2021; Kuhlthau, 2010; Lance & Maniotes, 2020; Lupton, 2012; Mackenzie, 2019; MacNee & Radmer, 2017). It was enlightening to study the Information Search Process (ISP), which serves as the foundation for the increasingly prominent educational model known as Guided Inquiry (GI) (Fitzgerald & Todd, 2019; Kuhlthau, 2004; Maniotes & Kuhlthau, 2014). The knowledge gained enabled me to adapt existing units of work in 2021 and 2022, incorporating elements of the GI methodology that, for instance, added an explicit research component to the learning task (Maniotes et al., 2016).
Students in Middle School years require high levels of engagement and benefit from working in groups, hence the importance of introducing inquiry-based tasks to this cohort (Maniotes et al., 2016). During the specific unit of work that I reviewed while undertaking the TL course, a problem-based project about Human Rights is presented to students, and supported by instructional and facilitative teaching led by the specialist teacher and the teacher librarian. The main inquiry topic stems from an overarching concept derived from the Universal Declaration of Human Rights, namely Equality, Education and Peace (UN General Assembly, 1948). The students are free to choose a concept that interests them, research it in depth, relate it to the Universal Declaration of Human Rights and create a multi-media campaign that raises awareness of this concept in society (Garrison et al., 2021; Lance & Maniotes, 2020). To meet the requirements of the task, they test and illustrate potential strategies to present their campaign, while applying critical thinking and problem-solving skills. Importantly, they research the United Nations and the Declaration of Human Rights, as well as explore media articles on human rights topics, before working together to produce a campaign that portrays their chosen concept in a creative and engaging format. My intervention and instruction through the Guided Inquiry model learnt while undertaking ETL 401, assisted students with their research, and produced explicit modes of questioning and critical thinking (Fitzgerald et al., 2018; Lance & Maniotes, 2020). I also helped subject teachers create Inquiry Learning tools, such as logbooks and journal templates that the students were able to use throughout the project (Maniotes et al., 2016).
An example of the checkpoint schedule is linked below:
Checkpoint 3 Schedule & Submission Guidelines
Example: Human Rights Campaign slide-show
Year 9 students showcasing their Human Rights campaigns
Furthermore, I have used the Guided Inquiry model in the delivery of team-teaching initiatives such as the Year 10 Integrated Curriculum. For example, I introduced to students the steps in the GI information-seeking framework, namely, Open, Immerse, Explore, Identify, Gather, Create, Share and Evaluate (Kuhlthau, 2010; Maniotes et al., 2016; Maniotes & Kuhlthau, 2014), which greatly enhanced the completion of a political party Stage 5 Civics and Citizenship project. This guidance enabled students to structure their research findings into a clear sequence and allowed for the provision of effective teacher and peer feedback at different checkpoints during the inquiry learning task (Maniotes et al., 2016). Through the application of the Guided Inquiry model, the students were able to organise their findings into multimedia slideshows, videos, and printed materials such as pamphlets, and as a result learn information seeking strategies that they will be able to apply in their life beyond school (Maniotes et al., 2016; Kuhlthau, 2010).
Examples of merchandise designed by Year 10 students for their Political Campaign project:
Finally, in Year 7 Humanities, I taught students how to apply the Guided Inquiry model of information seeking to their investigation into the Second World War, developed as an individual and interactive Google Earth project based on the novel Once by Morris Gleitzman (Maniotes et al., 2016). The students had opportunities to achieve sequential development of their 21st Century capabilities through my collaboration with History and Geography teachers (Garrison et al., 2021; Kuhlthau, 2010; McNee & Radmer, 2017). During the entirety of the Google Earth project, I clarified and critiqued the requirements of the assessment task to students in small inquiry groups, which greatly helped them understand the aim of the task as well as refine their ICT skills (Garrison et al., 2021; Kuhlthau, 2010). This assistance resulted in students creating informative virtual tours that were supported by rigorous geographic and historical research, thereby strengthening the overall quality of their authentic learning experience (Maniotes et al., 2016).
Example of a Year 7 student’s Google Earth project
2- Wellbeing
In recent years, there has been recognition in education that students’ wellbeing greatly influences their academic learning (Child, 2018; Merga, 2021). Student wellbeing is unique to everyone; however, there are some commonalities, such as feelings of sustained happiness, resilience in the face of adversity, contentment with oneself, relationships, and school experiences (Child, 2018; Merga, 2020). Throughout the world, a significant number of school-age children experience mental health afflictions, which have recently been exacerbated by the Covid 19 pandemic (Merga, 2022a; Thatcher, 2022). Owing to these external factors, there has been a renewed emphasis on promoting student wellbeing in schools through new mental health policies and plans (Hugues et al., 2019; Merga, 2020). The Teacher Librarianship course has positively contributed to increasing my knowledge of student wellbeing, its impact on learning, and importantly, the crucial role libraries and teacher librarians play in enhancing students’ physical, emotional and mental competences (Atherton, 2020; Merga, 2022b).
While undertaking the TL course, I was able to implement numerous wellbeing initiatives in my school context, which were largely dictated by the new knowledge gained through subject readings, assignments and continuous reflection (e.g. Rivero, 2022b). The conception of the library as a sanctuary for peace, where students feel a sense of security, ownership and belonging, has greatly influenced my dual teaching role of teacher and librarian (Merga, 2021; Thatcher, 2022). In 2019, I changed the library layout by re-organising bookshelves, and creating a silent area where students can focus on reading for pleasure and relaxation (Merga, 2022a).
My school library offers a sanctuary for peace
The motivation to promote student wellbeing through library programs has inspired me to enact numerous enrichment and learning opportunities in my school library. For example, for the past two years I have led a Spanish club for Stage 4 students who are interested in learning a second language in a welcoming atmosphere. This social initiative has enabled Year 7 students to build friendships with like-minded peers, while in the process easing the transition between primary and secondary school (Shaper & Streatfield, 2012).
Stage 4 Spanish club students and me
In partnership with the English faculty, I have collaborated in the introduction of a book club for senior students, which provides a unique opportunity to read and interpret high-quality literature in a safe and supportive environment (Merga, 2022). Reading for pleasure is known to foster a sense of enhanced wellbeing, while developing empathy, and healthy relationships with others (Merga, 2021; Wallace, 2020). In my post on Embracing a Library 2.0 Ethos, I reflected on the importance of creating an environment where students feel a sense of belonging and security, which is fundamental for their wellbeing and success in academic endeavours (Rivero, 2021b).
Reading for pleasure in the school library
In addition, the school library promotes personal wellbeing by offering a space where students can develop their imagination and creativity (Merga, 2022b). In my school library, a craft club is run every week in collaboration with the Student Support Officer, where students can meet and socialize while making decorations and crafts that will later be displayed on library walls. This activity acts as a de-stressor at a time when students are overburdened with content-heavy curricula as well as being bombarded with frequent standardized tests (Wallace, 2020). Importantly, through their valued and unique decorative contributions, students experience a sense of ownership over the library space that positively impacts their wellbeing (Merga, 2021). In my blog post entitled Social Media and Cultural Diversity, I reflect on the importance of celebrating cultural diversity through library initiatives (Rivero, 2022b). For example, during Harmony Week, students participate in the creation of crafts that represent their identity and culture, thereby fostering a sense of belonging in the library and the school (Thatcher, 2022).
Harmony Day is celebrated every year in the school library
In 2022 I was appointed Year 11 Year Advisor, and in that capacity, I was able to review and write wellbeing programs in collaboration with the Stage 6 Head of Teaching and Learning. In order to address the pastoral care needs of students, my school has developed a wellbeing program based on the school values of Participation, Respect, Integrity, Diversity and Excellence. This program is designed to teach a holistic view of students’ wellbeing, one that considers the students’ past and present experiences, the kind of adults they wish to become and the kind of society we live in (Hugues et al., 2019).
My experience as a teacher librarian, combined with the understandings derived from the Teacher Librarianship course, have informed and enriched my new role of Year Advisor. For example, I was able to integrate online resources into existing programs for identifying and building students’ digital literacy skills in accessing relevant materials on mental health, self-efficacy, citizenship rights and health risks such as vaping (Smith & Hanson, 2019; Merga, 2020). Drawing on my information literacy knowledge, I was able to incorporate study guides, exam schedules, quizzes and slide shows into wellbeing programs, that not only refined the study skills of the Year 11 cohort, but also provided tools that eased the pressure of impending HSC preliminary examinations (Merga, 2021).
Finally, through an extensive library monitors’ program, students learn and perform administrative duties, such as borrowing, returns and stocktaking, in a safe and supportive environment that fosters inclusivity and connections with others. In addition, the library volunteers run weekly meetings to discuss their favourite books, draft the quarterly student library newsletter and produce book reviews that are shared with the school community through email and social media, thereby fostering a community of collaborative learning and enjoyment (McNee & Radmer, 2017).
Library Newsletter created by library monitors
Year 11 library monitor helping with stocktaking
3- Social media networking and information professionals
The study of INF506 created new and exciting possibilities of embedding social media tools in teaching and library programs. I started off this subject by pondering the overriding influence of technology on society, and the myriad opportunities it presents in teaching contexts (Rivero, 2021a). My considerations focused on the immense contribution of technology during the pandemic as an enabler of connectivity between teachers and students, through online platforms such as Google Workplace and ZOOM, that allowed for the continuation of learning in a virtual environment. Without the use of digital technologies, it would have been impossible to engage in teaching and learning during the prolonged periods of lock-down that occurred during 2020 and 2021. I also reflected on ethics and values that should be emphasised when engaging with technology, in order to prevent misuse or abuse of power by members of society and corporations (Rivero, 2021a).
In a later post, I reflected on Library 2.0 Ethos, and concluded that my school library amply reflected the shift from physical to digital information formats (Rivero, 2021b). For instance, while studying INF506, I was able to redesign the library space to allow for the opening of a digital learning hub, where students can congregate and demonstrate ICT competence through school and leisurely activities (Wall & Bonnano, 2014). While undertaking INF506, I gained a deep understanding of the importance of promoting e-learning services through mobile devices, such as the electronic library and bluetooth printing (Acheampong & Agyemang, 2021; Obinyan, 2020). As my school has a BYOD policy, I was able to facilitate individual study areas where students can use their own devices to complete learning tasks and print their school work from their personal devices.
A key takeaway was learning about the importance of educating ourselves in the employment of virtual and augmented reality tools in the school library and teaching programs. In 2022, I taught a team of library monitors how to integrate elements of augmented reality in the term 4 school library newsletter through the inclusion of scanning codes that connect to the Spotify streaming service. This innovative idea particularly resonated with senior students who often find solace in music during long periods of high-stakes examinations.
Music playlists incorporated into the library newsletter
For a Year 10 Integrated Curriculum project in 2022, I assisted the class with the creation of digital career portfolios that reflected the skills needed in a rapidly-changing job market. In partnership with subject teachers, students were guided through the steps of an inquiry-based task that encouraged them to make informed career choices based on their personality and interests. It is noteworthy that many technological jobs were favoured by students, such as digital marketing specialist and IT manager. As part of their final product, some students produced interactive, augmented reality tools, as well as immersive videos that enabled the class to experience first hand what it is like to pursue a technology-driven profession. The readings and journal reflections during INF506 made it possible for me to guide the students in their journey towards a career in digital media, enhanced by the affordances of virtual reality (Rivero, 2022a; Rivero 2022b)
Digital Marketing Specialist poster created by a Year 10 student
In my Thoughts for the Future (Rivero, 2022c) and Personal Reflection (Rivero, 2022d) posts, I reflected on the numerous benefits that social media can offer to the field of teacher-librarianship and high school education. For instance, social media facilitates the exchange of resources and ideas that have the potential to inform, strengthen and bond communities (Smith, 2021). As part of an inquiry-based learning project in 2022, Year 10 Integrated Curriculum students were required to research a major issue that impacts young Australians in the 21st century. This investigative work later informed the design of an e-magazine that aimed at spreading awareness of their chosen social issue, which would lead to affecting change in the broader society. Examples of social issues selected by students included Cyberbullying, Domestic Violence against Women, and Refugees. In their final product, students seamlessly embedded social media sites, such as Twitter, Instagram, and Facebook, into the e-magazine content in order to effectively communicate their message to a wider audience (Chu & Du, 2013). In my post on Social Media and Cultural Diversity (Rivero, 2022b), I reflect on the advantages of including social media applications in inquiry-based learning and their potential to help diverse, immigrant communities feel at home in Australia. During the e-magazine project, a group of Year 10 students incorporated social media applications in their digital media campaign to advocate for the rights of refugees in Australia.
Examples of Year 10 students’ e-magazine project
A final example of the harnessing of social media in my school library is the Stage 4 digital writing club named ‘Future Authors’, where Year 8 students create short stories on a blogging platform in collaborative groups of enthusiastic writers. The blog enables these students to refine their writing skills through the exchange of creative writing ideas, while together constructing a story that draws on the full affordances of blogging technology. This example demonstrates that the integration of social media technologies into library programs has enabled collaborative initiatives among students that greatly enhance their literacy and learning.
‘Future Authors’ blog created by Year 8 students
Part C
The Master’s in Teaching Librarianship course has allowed me to strengthen my practice in a high school library setting by increasing my understanding of what defines an effective and committed teacher librarian. For example, the course has given me insights into the vital role that the teacher librarian plays as an information professional, expert in inquiry-based pedagogies, instructional leader and collaborator (Purcell, 2010).
The vision of my school is to “encourage students to achieve their personal best and beyond, empowering them with the necessary skills to be successful citizens in an ever-changing world” (Macarthur Girls’ High School, 2022). In my capacity as a TL, I have amply contributed to the creation and implementation of teaching and learning programs that foster the development of lifelong learners among our student population (ALIA/ASLA, 2004). For instance, I have crafted, reviewed and differentiated numerous Stage 5 Integrated Curriculum inquiry-based learning programs with a view to promoting the 21st century skills of collaboration, problem solving, critical thinking, communication, self-regulation, using ICT effectively, and creativity (Wall & Bonnano, 2014). Evidence from recent student data through the Tell them from Me Survey has established that students’ learning experiences were enriched, through the implementation of Inquiry-based learning practices, that I was able to examine in depth during the Master’s in TL course (ALIA/ASLA, 2004).
One of the key lessons has been that an effective TL needs to build and advocate for life-long learning through participation in professional networks, as this will directly lead to improved student engagement and better learning outcomes (ALIA/ASLA, 2004; Cole, 2012). In order to promote information literacy, 21st-century learning and efficient library services in my specific school context, I aim to actively seek professional learning opportunities in the future, such as participation in online communities of teacher librarians (ASLA/ALIA, 2004; Bales, 2017; Luo & Hostetler, 2020). I also need to ensure that professional learning experiences are provided to members of staff in my school context, as this will enable them to gain knowledge of library services and resources that will lead to improved student outcomes, while also raising the profile of the library as a vibrant learning centre (Wolf et al., 2014).
The students in my school context come from diverse cultural and ethnic backgrounds. There is also a significant number of students with disabilities and learning challenges. Therefore, I always strive to develop a library collection that reflects the distinctive characteristics of the community that the library serves (ALIA/ASLA, 2004). For example, I will continue to seek students’ and teacher’s observations on current and future resources through evaluation tools, such as Google forms, informal conversations and suggestions boxes. This data will allow me to create collections that are relevant, joyful, and tailored to the needs of the school community (ALIA/ASLA, 2004).
Finally, I have been able to demonstrate leadership qualities in my school context through successful team-teaching initiatives, building positive relationships with teachers and students and continuous advocacy for library programs (Danielson, 2007; ALIA/ASLA, 2004). Importantly, I am currently participating in whole-school wellbeing committees in my capacity as Year 11 Year Advisor (ALIA/ASLA, 2004). This leadership role has enabled me to further promote the school library and the information services that it has to offer.
Year 11 students dressed as their favourite character
Peer support in the school library at MGHS
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