ETL507 Professional Reflective Portfolio
Part A
Statement of personal philosophy:
An effective teacher librarian is passionate about getting the right resources to students and teachers at the right time. Having an in-depth knowledge of the collection and the curriculum, they provide a diverse range of print and digital texts. Experts in literary learning and the development of 21st century skills, they create authentic opportunities to support students and teachers in and out of the library space. They take on leadership roles and actively advocate for the library and literacy. Welcoming of the wider school community, they seek to instill a love of reading for all.
Part B
I have chosen the themes of leadership, advocacy and literature to focus on in this portfolio. I will start my very first job as a teacher librarian (TL) in August 2022. With no TL experience, this portfolio thus includes ideas of what I could do within each of these areas, once I start.
Theme 1: Teacher librarians and leadership
The introductory subject of ETL 401 first challenged my preconceived notion of what a TL role includes. As stated in my blog post (Seewald, 2020, Nov 22), for a long period of time and based on my experience, I equated the teacher librarian as someone who was a static figure who remained in the library and whose primary job it was to manage the collection. To me they were rather invisible. However, this perception began to be challenged when a new TL came to our high school. As mentioned in my blog post (Seewald, 2020, Nov 22), it was the first time that I had seen a TL develop relationships with teachers and students and work in a focused, dynamic manner.
However, my ideas of a TL in the position of leadership were still limited until ETL 504 allowed me to explore the depth and breadth of leadership for a TL. I was vaguely aware of different styles of leadership, and had made my own list of characteristics (Seewald, 2021, Mar 2) that I expected in a competent leader. However, it was through the module materials and readings that I was exposed to the different types of leadership (transformational, instructional, distributive and servant leadership) and now I would argue that the traditional view of a TL in a narrowly defined resource support role simply does not represent the scope of a TL’s expertise (Green, 2011, p. 26). Indeed, I learned that ALIA-ASLA (2016) states that a key role of the TL includes leadership.
When I consider my new position next year, I predict that the styles of instructional and servant leadership will be most appropriate for my role. According to Hallinger (2003, p. 332), instructional leaders focus on student outcomes, have in depth knowledge of the curriculum and intentionally work with teachers to improve teaching and learning. Although subject and classroom teachers have the specific content knowledge (Green, 2011, p. 24), TL’s have a ‘bird’s eye view’ of the curriculum (Lupton, 2014, p. 9). Cox & Korodaj note this truly unique opportunity – no other position in the school has access to this intersection between resources, teachers, students and curriculum (2019, p. 16). To me, this represents a very exciting opportunity. The TL as an instructional leader can provide creative learning opportunities for students and encourage a dialogue in regards to student outcomes (Moir, Hattie & Jansen, 2014, p. 36). In particular, a TL can provide expertise in information literacy, inquiry learning, digital literacy and 21st century skills.
In my new position beginning in August 2022, I will be managing two different library spaces in two different sections of the school, which run two different curriculum frameworks. Fortunately, both are heavily inquiry based. I would anticipate that as the Fieldwork Education framework has been very newly implemented in one section, that there may be opportunities for me to recommend and implement the use of an information literacy model, such as the Guided Inquiry Design process (as highlighted in my blog post – Seewald, 2021, Jan 9). This would involve guided instruction with the students and possible professional development sessions with teachers. Ideally, I would like to co-teach the research section within a unit of inquiry with teachers.
However, I will be new, and an ‘unknown’. I anticipate that it will be very important to ‘start small’ and gain the trust of the teachers and the principal. I see deliberately modelling servant leadership as key here. Initially upon hearing the words ‘servant leadership’ I immediately viewed this as a position of subservience, as discussed in my blog post (Seewald, 2021, May 21). However, upon further reading and working through the modules of ETL 504, I realized that serving in this capacity is a deliberate choice, not one that is forced or manipulated (Nichols, 2010, p. 24). As such, building trust with teachers will involve collaboration, strong listening skills, the ability to empathize, to provide practical help and ‘coming alongside’ as needed. In particular, I can provide practical assistance as teachers negotiate the changes that a new curriculum framework demands. Oberg (2011, p. 2) highlights the importance of the role of the TL in helping teachers negotiate change, and as such this could involve both aspects of instructional and servant leadership.
In conclusion, I have realized throughout this Masters course, that a TL has a diverse range of skills to offer and this includes the role of leadership. Such a role is complex (Green, 2011, p. 22) and it will take me time to develop the experience I need to choose wisely, for example, when and where I can lead as instructional coach or exhibit aspects of servant leadership.
Theme 2: Advocacy
The idea of advocacy of the library and the TL position has been a constant thread running through the course. My interest in it was triggered upon listening to Karen Bonanno’s speech (2011) in ETL 401. In my blog, I note that she challenges TL’s to be more vocal and to intentionally seek out audiences in which to promote what we can do. Advocacy, for me, could be broadly described as promoting the library as the heart of the school, a space in which students, teachers and the wider community can find the resources they need, attain 21st century skills and lose themselves in a love of reading. It is no coincidence that this definition of advocacy is closely linked to my statement of what makes an effective teacher librarian.
When I reflect on the general stereotypical attitude towards TLs, as merely being “responsive helpmates” (Harzell as cited in Farmer, 2007, p. 60), combined with comments I have heard from TLs who don’t want to be seen (Seewald, 2021, May 21), I realize that advocacy is a choice. It is not myself that I promote, rather the expertise that a TL can bring and the creation of the library to become a valuable “third space” (ACT Government, 2019, p. 1). As my placement supervisor said to me often “the TL position is what YOU make of it” (L. Elliott, personal communication, Oct, 2021). Although there is a lot of autonomy in the position (Ray, 2013, p. 2), this can also be a somber reflection of the lack of understanding that teachers and principals may have of the role. Advocacy can help bring about change in this awareness. I have learned that advocacy is multifaceted and can take many different practical forms, some of which I will explore below.
If a TL focuses mostly on the management of the spaces and the collections, Lupton warns that the position could become redundant (2016, p. 58). Rather, collaboration with teachers not only assists in furthering student outcomes, but also showcases the broad range of a TL’s expertise and skills. Depending on the cultural climate of the school, collaboration may or may not be easily achieved. There may often be more lip service paid to the idea than the action being undertaken (Todd, 2008, p. 20). It truly is a case of ‘working with what you have got’. Offering professional development for teachers is one way in which to elevate the position of the TL and advocate for what the library can offer (Coleman, 2020, p. 12). Attending unit and grade level subject planning meetings can assist in connecting teachers with the right resources to assure unit goals are met (Kimmel, 2012, p. 11). TLs can also provide further creative learning opportunities for students, such as linking literature with content in an authentic context (Waugh et al., 2016, p. 48). Being visible, available and approachable is key (Seewald, 2021, May 18).
In terms of my new job, I will start with small steps. I blogged about being in a planning meeting where I was able to connect curriculum content with literature and provide a list of reading for students and teachers (Seewald, 2021, May 5). I was a ‘teacher’ in this meeting, but a student of the TL Masters course and was thus able to connect some dots. This may seem inconsequential, but I realized that if you have in depth knowledge of the curriculum AND the resources available from the library, students benefit and teachers will (hopefully) recognize this and request my presence at meetings more often.
Seewald A. (2021, October 19). ToK book display by A. Seewald, SFS high school library: Literary learning. [Photograph].
I noticed in my student placement that building relationships and trust between the TL and teachers was very important in order for teachers to ask for help. Communicating to teachers and the wider community to maintain a visible presence is important too. I know that neither library space that I will be managing from August provides updates on resources to staff or the wider community. I would like to change this with regular email updates, a possible digital newsletter to the wider community and a dedicated library webpage within the school website. Ideally, I would like to have the principals support in these undertakings with their understanding that communication and collaboration with the TL and the library will have a positive impact on student achievement (Farmer, 2007, p. 61). Practices such as collecting data to underscore student usage of the library (for example tracking digital resource usage) would provide clear evidence of the importance of library access (Boyd, 2021, p. 30).
Many recommend the usage of social media to improve the visibility of the library (Boyd, 2021; Fleming, 2016). This has presented a very personal challenge to me as stated in my blog post (Seewald, 2021, April 27). In an effort to explore the power of social media to promote the library and to help me confront my concerns, the next unit I have enrolled in is INF506: Social Networking for Information Professionals. As such, my journey in advocating for the library and the TL position is just beginning. I know it will require patience and servant leadership to gain trust, however I am excited to begin!
Theme 3: Literature
Although a very broad theme, I did want to include this in my portfolio as what I studied in ETL 402 was eye opening for me. I started the unit admittedly thinking I knew what literature was, but my very first blog post reveals that I was being introduced to new formats and genres within literature which I knew very little about, such as steampunk, ‘cli-fi’, and wordless and postmodern pictures books. I really had no idea of the amazing diversity of literature for children and young adults. This was alternatively exciting and also overwhelming as I wondered what sort of TL I could be if I am coming from ‘so far behind’ due to my lack of knowledge.
ETL 402 was a deep dive into what constitutes literature and what is a “good quality read”. I had never really thought of this before and was challenged to consider my own definition of “good”. As an example, series have often been considered as an inferior form of literature due to their repetitive nature and formulaic writing, with some librarians and parents discouraging children from reading them (Barone, 2010; Mackey, 2012). Yet, many of us have treasured memories of following a series of characters on their adventures (for me it was Enid Blyton’s The Faraway Tree). It is argued that series provide a ‘way in’ to reading and helps transition children into further reading (Szymusiak, Sibberson & Taberski, 2006, p. 90). Barone discusses this, noting the subjectivity of “good” and provides a dual definition, one of literature being acclaimed and winning respected awards and the other, what provokes, encourages and inspires children to read (Barone, 2010, p. 7). She highlights Hunt’s thoughts as considering a book to be “good FOR”, rather than “good” (Hunt as cited in Barone, 2010, p. 7). I considered this and based on her thoughts wrote in my blog that “a good book is one that causes the reader to ponder, wonder, think, and may internally refer to at a later date” (Seewald, 2021, Feb 22).
In this course I was also challenged by the digital and interactive media formats and considering how this can be included as literature and used for literary learning. In a blog post I expressed my preference for print and my concern regarding digital format for text (Seewald, 2021, Apr 13). Research has shown that chronological reading comprehension is improved when reading print text (Mangen, Olivier & Velay, 2013) as well as recall (Jabr, 2013). In the past, I have had little time for, or regard of, the digital text format. Thus, I was really challenged when units such as ETL 402 and ETL 503 highlighted the importance of digital resources.
The work of Thomas et al. (2007) on transliteracy really helped to develop my understanding. We live in a multimodal world where the digital has seeped into our daily lives (Short, 2018, p. 290). Digital literacy forms an essential component of 21st century skills that our students need to have. They are indeed embedded into the curriculum framework that some of our students follow (The International Baccalaureate, 2014). If I want to succeed in delivering the right resource at the right time to students, and to encourage reading for pleasure, the library collection that I manage must reflect the world that our students (and teachers) move in. I must be at the forefront of digital literacy and embrace it. Not without reservation, but using selection criteria as laid out in the collection development policy.
I have undergone a significant change throughout this course in my views on digital text as literature (Seewald, 2021, May 16). An assignment for ETL 402 required us to find digital literature and embed it within literary learning practices. I was overwhelmed with the quality of digital literature that our cohort found. I simply did not know what was out there. For example, I was so impressed with quality digital interactive texts such as The Boat (Matt Huynh’s adaptation of Nam Le’s story) and SBS’ Junko’s story. In addition, resources such as Pennac and Blakes’s The Rights of the Reader (2006) and Scholastics’ The Reading Bill of Rights (2012) gave me food for thought. In the end, I decided in my blog post that it is not the format or genre that is important, “but what type of quality, engaging resources will best support the students at any given moment” (Seewald, 2021, May 16).
Huynh. M. (n.d). The Boat. The Boat. https://www.sbs.com.au/theboat/
As stated above, the theme of ‘literature’ is very broad and I have just touched on two areas: the criteria for literature and the inclusion of digital text in literature. Space does not allow me to also highlight in detail my changes in attitude toward graphic novels, or the conundrum of time (Seewald, 2021, April 22) in regards to literary learning in a packed curriculum, nor the imperative for me to include diverse literature in our collection (Seewald, 2021, Mar 7). However, I am very grateful for the dilemmas I faced throughout the course in encouraging me to think about the formats and genres reflected in a collection. I hope to be very aware of this as I start my first TL job in August 2022. I will need to review the collection, look for ‘gaps’ and remain open-minded in order to provide rich, diverse print and digital resources.
Scholastic. (2010, October 22). The reading bill of rights: A child’s right to read [Video]. https://www.youtube.com/watch?v=quOFcoWBAgw
Part C
The CSU Masters Ed (TL) course has been enormously helpful in assisting me in developing my skills and attitudes as a professional TL. As a complete beginner, with no experience behind me, the course has provided me with a solid foundation on which to build. All of the units went far beyond my expectations in terms of equipping me theoretically and practically for my new position. In particular they extended my limited knowledge of the diverse roles in which a TL can fill and cemented the importance of the school library as the heart of the school and as an important “third space” for students (ACT Government, 2019).
Although I have had 18 years of teaching experience, as a beginner TL, I would place myself squarely at the proficient level according to ALIA’s document, the Teacher Librarian Practice for the Australian Professional Standards for Teachers (2014). As I read the standards, I am aware that I cannot achieve them all at once. Being new, I need to focus on a few key areas. I think Standard 1.1 would be appropriate, especially in light of what I have learned about digital resources. Thus, during my first year, I would strive to get to know the collection and ensure (or plan for) a balance of digital and print resources that represent the diversity of our international students (Standard 1.3). In addition, information literacy lessons should fit well with unit content taught in the classroom (Standard 2.1) in order to provide authentic experiences for the students. This would involve me liaising closely with teachers and having an in depth understanding of the curriculum. As much of what we do and teach is digital, Standard 4.5 is particularly important. Digital citizenship is an essential 21st century skill for students to develop in order to keep them safe and give them the ability to choose appropriate resources in a critical manner.
Lastly, I need to focus on my continued professional development (Standards 6.1 and 6.2) in order for me to gain confidence and expertise. From a very practical point of view, I need to become more familiar with the library management system that is used: Follet/Destiny. Their webinars would be my first point of call, as well as relying on the expertise of the current high school TL. I have signed up to professional organizations (SLAV and ALIA) and regularly collect and curate professional websites and blogs of contemporary peers for easy access and future use for ideas and direction. I have already taken part in a meeting for the Korean International Schools Librarians as a student on my placement, and will become officially embedded in this team once I start my new job. I will also apply to undertake the International Baccalaureate’s online workshop for the role of the librarian within the Middle Years Program.
Seewald A. (2021, October 26). Korean International Schools’ Teacher Librarians : Zoom Meeting [Photograph].
In conclusion, the CSU course has challenged my perceptions of the role of the TL, given me a much greater understanding of the diversity of resources available and highlighted the importance of literary learning. It has encouraged me to think critically about what I can bring to the table and how I can serve the students and my colleagues best. I look forward to starting my TL journey!
References
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