Figure 1. Mom’s Twitter lesson part 2. Note: From Mom’s Twitter lesson part 2. Levine, A. (2010, November 29). Flickr. https://www.flickr.com/photos/37996646802@N01/5220058302
I read “The Protective Role of the Internet in Depression for Europeans Aged 50+ Living Alone” by Sliva et al. (2022). These authors used a large sample size (64,260 people) to ascertain as to whether the internet has a role in preventing depression among people aged 50+ who live alone (Silva et al., 2022, p.6.) A literature review undertaken by the authors outlined studies that provided varying degrees of whether the internet provided positive, neutral or negative effects to those people living alone (Silva et al., 2022, p.2). As a result of mixed findings, the authors felt that further research was needed to shed more light on the topic area (Silva et al., 2022, p.2).
The results of their study found that those who used the internet were less likely to experience depression (Silva et al., 2022, p. 5). Although not specified in the study, I am sure that communication with loved ones, the ability to research services and have access to information at the fingertips may contribute to feelings of well-being and lessen loneliness and depression. The results of the study do raise an important point of inequalities in accessing the internet. Some in the 50+ age group may not have the knowledge of how to use the internet, nor have access to either an internet connection or a device (mobile or computer). It also makes me think about the importance of public libraries that offer free internet access to those who do not have access from home. As Silva et al. (2022, p. 2) suggest, these findings could inform policies in regards to digital inclusiveness and older people. It was in thinking about this that I came across the Australian Digital Inclusion Index (2022) which I had not heard of before.
I have long been skeptical about the use of the internet and social media platforms in our lives. However, I am beginning to realise I am somewhat of a hypocrite. I have not been able to return to Australia for 2.5 years due to Covid and travel restrictions. However, I have maintained contact with my family with Whatsapp all over the world and this has made a significant difference in feeling connected. Studies such as these exploring the benefits of being technologically connected help challenge my viewpoint. It also makes me think of my elderly Grandmother, who lived alone on an isolated farm. I wonder what she would have thought of Whatsapp and I’m a little sad she didn’t get to experience it.
Word count: 421
Please note that I relied on the CSU Referencing Summary to guide my most of my citations for the Online Learning Journal.
References
Australian Digital Inclusion Index. (2022). Key findings and next steps. Australian Digital Inclusion Index. https://www.digitalinclusionindex.org.au/
Levine, A. (2010, November 29). Mom’s Twitter lesson part 2 [Photograph]. Flickr. https://www.flickr.com/photos/37996646802@N01/5220058302
Silva, P., Matos, A. D., & Martinez-pecino, R. (2022). The protective role of the internet in depression for Europeans aged 50+ living alone. Social Media + Society, 8(1), 1-9. https://doi.org/10.1177/20563051221077675
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
ACT Government. (2019). School libraries: The heart of 21st century learning. Australian Capital Territory Government.
Australian Library and Information Association. (2014). Teacher librarian practice for the Australian professional standards for teachers. Australian Library and Information Association. https://read.alia.org.au/teacher-librarian-practice-australian-professional-standards-teachers
Australian Library and Information Association / Australian School Library Association. (2016, July). ALIA-ASLA statement on teacher librarians in Australia. Australian Library and Information Association. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia
Barone, D. M. (2010). Children’s literature in the classroom engaging lifelong readers. Guildford Press.
Bonanno, K. (2011). A profession at the tipping point [Keynote address]. ASLA Annual Conference.
Boyd, K. C. (2021). Advocacy 2021 style and beyond. Knowledge Quest, 49(4), 26-31.
Coleman, M. C. (2020). School librarians take the lead collaborating on professional development. Knowledge Quest, 49(2), 10-18.
Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. ACCESS, 33(4), 14-25.
Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.
Fieldwork Education. (n.d.). Improving learning in schools for more than 30 years. Fieldwork Education. https://fieldworkeducation.com/
Fleming, L. (2016, September 27). The power of a school library hashtag. Edutopia. https://www.edutopia.org/article/power-of-school-library-hashtag-laura-fleming
Green, G. (2011). Learning leadership through the school library. Access, 25(4), 22-26.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352. https://doi.org/10.1080/0305764032000122005
Huynh, M. (n.d.). The Boat. The Boat. https://www.sbs.com.au/theboat/
The International Baccalaureate Organization. (2014, May). MYP: From principles into practice. The International Baccalaureate Organization. https://resources.ibo.org/data/m_0_mypxx_guu_1405_5_e.pdf
Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/
Kimmel, S. C. (2012). Collaboration as school reform: Are there patterns in the chaos of planning with teachers? School Library Research, 15, 1-15.
Lupton, M. (2014). Inquiry skills in the Australian curriculum v6: A bird’s-eye view. ACCESS, 28(4), 8-29.
Lupton, M. (2016). Adding value: Principal’s perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-59.
Mackey, M. (2012). The emergent reader’s working kit of stereotypes. Children’s Literature in Education, 44(2), 87-103. https://doi.org/10.1007/s10583-012-9184-1
Mangen, A., Olivier, G., & Velay, J.-L. (2019). Comparing comprehension of a long text read in print book and on kindle: Where in the text and when in the story? Frontiers in Psychology, 10, 38. https://doi.org/10.3389/fpsyg.2019.00038
Moir, S., Hattie, P., & Jansen, C. (2014). Teacher perspectives of ‘effective’ leadership in schools. The Australian Educational Leader, 36(4), 36-40.
Nichols, J. D. (2010). Teachers as servant leaders. Rowman & Littlefield Pub. Group.
Oberg, D. (2011). Teacher librarians as cultural change agents. Connections, 79(4), 1-3.
Pennac, D., & Blake, Q. (2006). The rights of the reader [Illustration].
Ray, M. (2013). An administrator’s view. School Library Journal, 59(9), 1-3.
Scholastic. (2010, October 22). The reading bill of rights: A child’s right to read [Video]. https://www.youtube.com/watch?v=quOFcoWBAgw
Seewald, A. (2020, November 22). Assessment #1_ Part B. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2020/11/22/assessment-1_-part-b/
Seewald, A. (2021, January 4). Are school librarians an endangered species? Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/01/04/are-school-librarians-an-endangered-species/
Seewald, A. (2021, January 9). Guided Inquiry Design: An initial perspective. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/01/09/guided-inquiry-a-teachers-initial-perspective/
Seewald, A. (2021, February 19). Initial thoughts regarding ETL 402. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/02/19/initial-thoughts-regarding-etl402/
Seewald, A. (2021, February 22). Defining children’s literature. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/02/22/defining-childrens-literature/
Seewald, A. (2021, March 2). Teacher librarian as leader: Initial thoughts. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/03/02/teacher-librarian-as-leader-initial-thoughts/
Seewald, A. (2021, March 7). Multicultural literature. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/03/07/multicultural-literature/
Seewald, A. (2021, April 13). Paper brain vs kindle brain…thoughts on e-reading. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/13/paper-brain-vs-kindle-brain-thoughts-on-e-reading/
Seewald, A. (2021, April 22). Responding to literature and the conundrum of time. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/22/responding-to-literature-and-the-conundrum-of-time/
Seewald, A. (2021, April 27). The worth of a social media network in leadership: A very personal challenge. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/27/the-worth-of-a-social-media-network-a-very-personal-challenge/
Seewald, A. (2021, May 5). Aha!!! Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/05/aha/
Seewald, A. (2021, May 16). Assessment #2 part B: Reflection. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/16/assessment-2-part-b-reflection/
Seewald, A. (2021, May 18). Reflection for module 6.3. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/18/reflection-for-module-6-3/
Seewald, A. (2021, May 21). Assessment 2_Part B: Reflection. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/21/assessment-2_part-b-reflection-2/
Seewald, A. (2021, October). ToK book display by A. Seewald, SFS high school library: Literary learning. [Photograph].
Seewald, A. (2021, October 26). Korean international schools teacher librarians: Zoom meeting [Photograph].
Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.
Special Broadcasting Service. (n.d.). Junko’s Story: Surviving Hiroshima’s atomic bomb. Special Broadcasting Service. https://www.sbs.com.au/hiroshima/
Szymusiak, K., Sibberson, F., Koch, L., & Taberski, S. (2006). Beyond leveled books : Supporting early and transitional readers in grades K-5. Stenhouse Publishers.
Asplundh, Rhys. (2009). The light at the end of the tunnel. [Photograph]. Flickr. https://tinyurl.com/afnc7pdr
It is with great relief that I am starting ETL507. It has always been there – the light at the end of the tunnel – and is representative of nearing the end of the Masters Ed (TL) course (although I still have on more elective to go). I was even more relieved to get Suzanne’s approval (pending paperwork) to undertake my work placement in our library spaces here at Seoul Foreign School. I cannot travel to Australia for a placement due to border closures (and expense). It would also be very difficult to find a placement here in a non-school library as Covid cases in Seoul have skyrocketed the past few weeks and movement in public spaces is very much discouraged. Today we had 1,800 additional cases. In addition, I have no prior work experience in a school library.
I have just worked through the Study Visit learning modules and done the pre-Study Visit quiz. I’m looking forward to this experience. I do like the flexibility of being able to choose 3+ virtual study visits at times and dates that work for me. As encouraged in the learning module activities, I looked back on last year’s study visit locations and was impressed with the range of information centres represented. I had not thought of organisations such as the The Royal Horticultural and Agricultural Society and the Epworth as providing information centres. I found the videos in the learning modules inspiring and a great reminder of how working in information centres is really representative of being at the epicentre between people and resources. I even looked up Medical Librarian jobs on a whim. I had no idea they existed! My first degree was nursing and it had never occurred to me that I might be able to marry health, teaching and librarianship all in one! Thus, even before the Study Visits commence, I am being challenged to broaden my horizons beyond a school and public library focus.
I found this unit quite challenging. On the one hand, the lack of essays and papers required was truly a breath of fresh air. On the other hand, I have zero experience of cataloguing,using SCIS etc. Using the RDA Toolkit for Assessment 2 was like working in a foreign language and figuring out WebDewey for Assessment 3 even more difficult. I spent a lot of time on these assessments, checking and rechecking and was terrified I wouldn’t pass. However, I was pleasantly surprised that I did quite well on both of the assignments.
I did appreciate the overview of finding, identifying, selecting, obtaining and exploring library resources, as exercises using FRBR put me in the context of a searcher of information. Library roles such as metadata analysis had not crossed my before and now I have more of an appreciation of work done not necessarily face to face with students or teachers, but still, in support of them.
Several years ago I remember a teacher librarian (TL) telling me that she loved her job because she got to “hide” because “nobody knows what I do”. I rarely saw her leave the library space and as a very busy subject teacher, I didn’t understand her role. The teacher librarian (TL) as a leader never crossed my mind until two years before I started the Masters of Education (TL) course. That is when a new TL started at our school and she was everywhere, as explained in my blog post (Seewald, 2021, May 18). It changed my stereotypical perception of TLs and inspired me to look at a change in direction for myself.
I have had a lot of ‘aha’ moments throughout the unit, not just about the role of the TL, but in general about leadership. Coming into the course, I had strong opinions about the traits and attributes of a ‘good leader’ as listed in my first blog post (Seewald, 2021, Mar 2). When I read this post again recently, I realised that much on my list belonged to a transformational leadership style – I just didn’t have the understanding of the theory and the terminology for it then! Reading about leadership styles and their role in change management put my own experience as a head of department into perspective (Seewald, 2021, Apr 22).
Like other fellow students, (Kenna, 2021, Apr 18), I had been uncomfortable about the idea of servant leadership. However, I realised that I had focused on the word ‘servant’ rather than ‘leadership’. As I was reading through forum posts, I noticed how intertwined the styles are. For example, reading Bourne’s post I noticed that she had blended instructional leadership and servant leadership (Bourne, personal communication, 2021, Apr 26). Without the awareness of the opportunities to collaborate and the sensitivity of choices made within that collaborative time, instructional leadership will only go so far. Without servant leadership to complement, instructional leadership may leave some hesitant and uncertain staff members behind. In particular within a change process, when teachers may already feel outside of their comfort zones, servant leadership becomes crucial. I was struck recently by these words: “leaders do not command excellence – they build excellence” (Williams, 2006, p. 5). A servant leader is a builder – without time invested in the foundations, (listening to concerns, seeking to reassure with practical support or with the latest research etc.), the structure will never be as strong as it could be. Thus, servant leadership comes from a position of strength, not weakness!
To sum it up, leadership for a TL truly is complex (Green, 2011, p. 22) and an excellent leader knows when to adapt (or mix up) their styles. Research has shown that teachers are more willing to collaborate with a TL if they can see their influence as leaders, and if they have taken initiative in the past (Lance in Branch & Odberg, 2001, p. 9). I think about the TL mentioned at the beginning of this post, and I wonder how she was able to influence and inspire staff members and students. I’m reminded me of the words of Phillips and Paatsch in regards to TLs; “remove the cloak of invisibility!” (2011, p. 33).
Moving forward, although I am still a subject teacher, I continue to look for opportunities to broaden my horizons and learn from TLs (Seewald, personal communication, 2021, May 19). Being on the Oz-TL listserv has been excellent – it represents all aspects of the TL’s diverse role. Just yesterday, excellent resources for embedding the International Baccalaureate’s Approaches to Learning skills were posted. It was just another example of how TLs are perfectly positioned to lead change in order to develop 21st century skills in teachers and students. Even though there will be personal challenges ahead (Seewald, 2021, Apr 27), I am so excited for when I will be able to do this too.
References
Branch, J. L., & Oberg, D. (2001). The teacher-librarian in the 21st century: The teacher-librarian as instructional leader. School Libraries in Canada, 21(2), 9-11.
Green, G. (2011). Learning leadership through the school library. ACCESS, 25(4), 22-26.
Phillips, G., & Paatsch, L. (2011). The invisible librarian: Why doesn’t literacy mention libraries. Practically Primary, 16(3), 31-33.
Siren, K. (2020). Reflection. [Photograph]. Flickr. https://tinyurl.com/jb7f5pe8
Williams, J. L. (2006). Leadership: Shaping the future of the profession. Knowledge Quest, 34(5), 4-6.
It is the middle of report writing and you overhear two teacher colleagues complaining about the light teaching and reporting load of the teacher librarian. Pick one to reflect on in your blog that draws on your learning about leadership this session to build productive partnerships.
I chose this scenario because to my shame, I have been guilty of it. This was many years ago, well before I had any understanding of the role of a teacher librarian (TL). As a subject teacher, my thoughts changed when I moved to a new school at the same time a new TL started. She was EVERYWHERE. I had never seen this happen. No hiding, no shushing – absolutely none of the stereotypes in my mind. She was in classrooms, she sat on the senior leadership team of the high school. She was regularly asked to sit on staff feedback panels and on potential employee interviews. She didn’t hide at Parent Teacher Conference night. She coordinated the IB Extended Essay process in tandem with the IB DP coordinator. She was the first point of call for any referencing issues. Students would say “I’m not sure what I’m looking for but it’s kinda like this….” and she would find it (or teach them how). Our academic subscription databases increased and were compiled more effectively. As a subject teacher, her involvement in so many different areas of the school and her advocacy of the school library was so very visible. It was really due to her that I started to think that I could follow in her footsteps. I loved the look of the diverse nature of her job. The library had come alive. Now that I am undertaking a Masters of Ed Teacher Librarianship course, I see what she was really doing (and much more besides) – the theory and rationale behind her practice.
With this background in mind, how would I handle the above scenario as a TL? If I overheard this complaint, I think the wisest course of action would be not to confront the teachers at that moment – it could possibly inflame the situation and lead to a fruitless comparison of schedules. A quick word of retort in this scenario may damage any possibility of a future working partnership, to the detriment of the students.
Instead, I think I’d have to sit down and really think. What has led them to believe the TL has a light load? Have I not advocated for the library enough? Am I not visible enough? Where am I spending my time? In fact, the more I think about it, overhearing such comments would provide a good opportunity for reflection. It may be uncomfortable, but maybe I would have to analyse in what ways I can promote visibility better. (Boyd, 2021, Korodaj, (2019) and Jones provide guidance here). It could be that there are gaps that I could be more proactive in, to increase staff understanding about what a TL does through the library. Or it could be that some teachers just really don’t want to understand what a TL does. This happens (and in my experience, usually it is the same teachers who are more cynical towards the structures, processes and other staff members around them.)
After reflecting, and no matter what the conclusions, I think I would actively reach out to the teachers who I overheard, asking if they would like to collaborate on any upcoming units, would be interested in literary learning resource kits, would like help with planning assessment rubrics for research tasks etc. I could begin the conversation by saying “I noticed that you were doing XYZ…and I thought of an article that might be of interest to you….” Maybe this wouldn’t work at all, but I think it demonstrates servant leadership. Coming alongside, asking questions, being willing to listen, and to support in a very practical manner. Generally, just being available and indicating to the teacher an open door. Fingers crossed, it might make a small dent in their negative perceptions of the role of a TL. With these actions, it may open up the way to a future positive, productive relationship with these teachers.
References
Boyd, K. C. Advocacy 2021 style and beyond. Knowledge Quest 49(4), pp. 26-31.
Jones, A. (n.d). School library advocacy resources. Live Oak Middle Library. https://www.lomlibrary.org/library-advocacy.html
Korodaj, L. (2019). The library as ‘third space’ in your school. Scan, 38(10), pp. 2-9.
I trained as a primary school teacher and learned strategies of how to use literary learning. Later I moved to higher grades and into subject teaching. However, studying ETL402 has made me realise that I lost the importance of literary learning along the way. I had vague ideas for using literary texts to support unit content and concepts in the upper grades (Seewald, 2021, Apr 18). However the challenge of time in a packed curriculum is an obstacle, not only for me (Seewald, 2021, Apr 22) but for many (Feneck, personal communication, 2021, Apr 12). This frustrated me… I hadn’t seen this practice of literary learning in the upper grades, why were we discussing what seemed to be a hypothetical scenario? It was also difficult for me to change my mindset from a subject teacher to a teacher librarian (TL) – my posts were related to my classroom with thoughts of the TL role tacked on the end (Seewald, 2021, Apr 18).
Working through the module readings impressed upon me the value of literary learning. I stepped back to look at the bigger picture. Literature can be transformational, opening up worlds to the reader, and the reader to themselves (Ross Johnston, 2014, p.484), in addition to supporting the subject content in an authentic context (Waugh et al., 2016, p. 48). By the end of module 6, I started to think of literary learning not as an option, but as crucial. I had a foundational shift in my thinking – from ‘we can’t afford the time for literary learning’ to ‘we can’t afford NOT to make the time for literary learning’.
I had a powerful ‘aha’ experience recently when asked by a former teaching team two weeks ago to unit plan with them. It was at that moment that I realised I was not thinking like a subject teacher, but as a TL for the first time. I was able to highlight the value of using literature to support the unit and was able to practically help with a list of literary texts (Seewald, 2021, May 5). At that moment I knew that this is what I want to be doing full time.
I also had a shift in thinking towards digital literature. I had read with concern the different ways in which we read digital text as compared to print texts (Jabr, 2013). Initially it reinforced my own opinion about print text being ‘best’ (Seewald, 2021, Apr 13). Then I explored the collation that Derouet (2021) has which included my fellow students’ recommendations and this, combined with the positivity of some of my peers (Colquhoun, personal communication, 2021, Apr 27),was so far beyond my expectations of digital literature that it gave me pause for reflection. I also learned about digital literary response strategies that clearly covered a range of 21st century learning skills. We live in a multiliterate world in which digital literacy has an increasingly profound role (Robertson, 2016). It is not necessarily about one text type being better than another, but what type of quality, engaging resources will best support the students at any given moment. ETL402 has taught me that as a future TL, I need to challenge long held beliefs of my own, and to model open mindedness and risk-taking!
Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/
Robertson, J. M. (2016). Influence of the digital age on children’s literature and its use in the classroom. In K. A. Munger (Ed.), Steps to success: Crossing the bridge between literary research and practice. Milne Publishing.https://milnepublishing.geneseo.edu/steps-to-success/
Ross Johnston, R. (2014). Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl, & M. Holliday (Authors), Literacy: reading, writing and children’s literature (5th ed., pp. 472-491). Oxford University Press.
Waugh, D., Neaum, S., & Waugh, R. (2016). Children’s literature in primary schools (2nd ed.). Learning Matters.
I had a huge ‘aha’ moment last week – the first time when I really caught myself thinking like a TL. I have found it challenging throughout this course to shift my mindset from a subject teacher to the TL realm. I was invited to unit plan with a former grade 7 MYP Individuals & Societies team – I know the students, curriculum, teachers, as I taught with this team last year, so it was a perfect fit. The lead teacher was trawling through resources that I had lent her from a unit I had written previously and was bouncing ideas around. All of a sudden, I was applying what I had learnt in modules 5 & 6 about literary learning and was able to suggest a diverse range of texts to support the core unit knowledge and understandings. I can’t say that it was met with elation (and I get this), but undeterred, I am putting together a list of optional texts for students to delve into during the unit. There are some voracious readers in grade 7 (I know these kids!) so I am hoping that a few will draw from the list. I’m not in a TL position at the school, so I need to be sensitive about this, but I was just so pleased I was thinking along these lines! All of a sudden, literary learning made sense!
I have been thinking a lot recently about the role of the TL and technology, in particular, social media. This is quite personal to write about, but I had a nasty experience with Facebook over 10 years ago and since then have not been on any social media. I know this is hard to believe, but no FB, no Twitter, no Instagram etc. People think I’m crazy (in particular my 16 year old son) but I have been happy with this – it was my choice and I choose to communicate with friends via Whatsapp and good old fashioned email and voice calls. Professionally, I have limited myself to subscribing to a wide range of blogs, practitioner websites and extensively use the school library’s subscriptions to online subject magazines and databases. I am available to students via Google Classroom/Hangouts/Zoom/Gmail.
But I keep reading how important it is for TL leadership to develop a social/professional network for learning, for support, to share new ideas, to promote the library to the community, to advocate for the library (Fleming, 2106; National Library of New Zealand n.d.; Softlink, 2020)
Throughout this Masters course I have increasingly become aware that I have a decision to make. Reading Weisburg’s Leadership: There is no other option really hit home. Weisburg (2020) takes a tough love approach and confronts excuses and fears with common sense, encouragement and a challenge – to be a full advocate and leader of a learning space that is at the forefront of 21st century learning – this is what you need to do.
I’m not yet working in a library, but I really hope to make the leap from classroom teacher to TL. In order to do this I need to have a digital voice, a digital presence beyond the school library webpage, school email and Google Classroom/Hangouts. I need to take a deep breath and take the plunge. Although this is personally challenging, I realise that to be a leader I need to make choices that push me outside my comfort zone. I need to model risk taking and a growth mindset but to be smart about it (privacy settings on etc.) In doing so, I’ll be more empathic to my colleagues and students when they are faced with their own areas of discomfort and be able to practice genuine servant leadership.
References
Fleming, L. (2016, September 27). The power of a school library hashtag. Edutopia. https://www.edutopia.org/article/power-of-school-library-hashtag-laura-fleming
National Library of New Zealand. (n.d.). Social media and the school library. National Library of New Zealand. https://natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-learning/your-school-library-online/social-media-and-the-school-library
Softlink. (2020, June 29). Social media ideas for the school library. https://www.softlinkint.com/blog/social-media-rise-your-school-library/
Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1).
These are the results from the conflict style test that we were asked to take. As I reflect on my only experience of mid-level leadership (Head of Department for grades 9-12, ten staff members in the department), I think the results are fairly accurate. We seemed to have a lot of conflict between individuals of the department as well as between some members of the department and the assistant principal and principal. When I took over as HoD, the road had been very rocky for the department in the previous years with factions and divisions.
Leading this group was challenging. I had no previous experience, nor was mentored in any way. The high school principal did not follow through with the more difficult conversations that I know needed to be had with underperforming, deliberately obstructive and negative staff members.
When dealing with conflict, I always took an active listening approach, and would let colleagues talk (in many cases, rant!) about their point of view before asking clarifying questions. I was always willing to mediate between two people (although this often resulted in just ping-ponging back and forth). Compromise and collaboration were always my preferred ways of moving forward. However, I feel really let down by the senior leadership in the high school as there was only so much I could do with the varied issues brought to my attention. Yes, I could listen, yes I could mediate, yes, I could take on more work/duties to relieve others of the burden, yes, I could bring individuals together and try and hold them accountable. But I was not in a position of ‘power’ to change structures, to really challenge a colleague’s attitude towards work and missed meetings, or to effectively advocate for more staffing. I feel that being a mid-level leader in this situation led to a dead end. I do know for sure that the members of my team felt ‘heard’ by myself (they said this repeatedly) but they would resign themselves to me not being heard by the senior leadership.
I am saddened by what I experienced and saddened by the knowledge that the HoD who came after me also experienced the same thing and resigned the position after one year. I learnt a great deal from my experience and can reflect on what I did well, and the conversations and situations I would now have approached differently. This unit has helped me to better understand the styles of leadership and to put labels to where I had (previously) no words of description. This helps put the experience into perspective and my local context. I am heartened that the school is now taking mid level leadership more seriously, and a forward thinking and intuitive assistant principal is currently running a mid level leadership course which has been received enthusiastically and very well attended.
Seewald A. (2021, October 19). ToK book display by A. Seewald, SFS high school library: Literary learning. [Photograph].
Huynh. M. (n.d). The Boat. The Boat. https://www.sbs.com.au/theboat/
Seewald A. (2021, October 26). Korean International Schools’ Teacher Librarians : Zoom Meeting [Photograph].
Asplundh, Rhys. (2009). The light at the end of the tunnel. [Photograph]. Flickr. https://tinyurl.com/afnc7pdr
