Professional Reflective Portfolio

Part A – Personal Philosophy

As an effective teacher librarian, it is important to ensure that I am providing my students and staff access to a wide range of appropriate resources that allow them to engage with learning and challenge their own thinking and learning. The teacher librarian is a wealth of knowledge and a safe haven for staff and student to explore new learning, interests and develop a strong sense of self through their engagement in literature. As an effective teacher librarian, I will encourage the school community to develop a strong reading culture through providing diverse print and digital reading material in a welcoming environment.

Part B – Critical evaluation of learning

Role of the teacher librarian as a teacher and leader

The role of the teacher librarian (TL) is an ever-changing position and significantly depends on the school community you work in. Coming into the Maters of Education (Teacher Librarianship) I had never really thought to hard about what the role of the TL was and how I could significantly impact the staff and students within the school community. I have been fortunate that, prior to starting my studies, I had experience in a library space but now looking back on my time and with the new knowledge I have gained I only did the bare bones basic of the role and didn’t really consider the impact I could have on the staff, students and wider school community.

From the beginning for my studies, I had a very stereotypical view of the role of the TL and was blind to the many hats that a TL can and will wear not only throughout their career but each and every day. Initial Thinkspace blog posts show thoughts on the TL sharing literature with students and allowing them to borrow books from the library (Winkless, 2020). Through much reading and exploring in subjects like ETL401 and ETL504 have allowed me to gain a rounded understanding of the not only the role of the TL but the significant impact the TL can have on the wider school community (Church, 2011). The initial lines of Purcell (2010) really began to emphasise the importance of not only the library space but the impact a good TL can have on the learning of staff and students. For me, the image below really emphasises the wide range of services and skills a TL provides to a school community.

Figure 1 – Ferazzoli, 2019

As part of being an effective TL, it is important to help students, staff and the wider school community to develop an understanding for the significance and importance of having TL within the school community and how they can positively impact student achievement within the school (Powell, 2013). One of the many hats I have worn as TL has been that of technology curriculum planning and implementation. In collaboration with leadership and teaching staff I developed a technology program that supports students’ preparation for NAPLAN and basic computer knowledge. This has allowed students to develop vital computer and technology skills and has opened up access to digital literature. Before entering the Maters of Ed (TL) I would not have though that a TL could provide such a wide range of learning to students.

One of the more significant roles a TL can hold within a school community is that of leader and working through ETL504 really helped open my eyes to the leadership roles and opportunities a TL can take within the school community. Coming into the role as a TL and my studies I didn’t see the TL as someone of significance in the school leadership model. As I worked through the first assessment for this subject and completed the leadership concept map attached below, I discovered how integral a TL is to the leader model. Burkus (2010) described transformational leader as someone who guides, supports and collaborates, all of these being extremely vital skills of a TL as a leader and something I have been striving to throughout my time in the library.

As the leadership concept map below shows the TL leads from the middle using a range of leadership styles to guide, support and encourage staff, students and executive teams to reach whole school goals. By working in this style of leadership with limited hierarchy the school community is able to have a focus on having collaborative input into the learning of the students (Ingram, 2019). Coming in as a new TL, after a number of years without a trained TL in the school, I have noticed how significantly disconnected the executive team and classroom teachers are from the library. Teachers haven’t had someone in the role that can help advocate for them and the resources required to best support student learning. This has been a goal of mine that I hope to continue to develop over time and develop a collaborative staff who work together to engage, encourage and guide student achievements (Levitov, 2012). This has also resonated through Thinkspace blog posts around collaboration between the TL and teachers to support student learning (Winkless, 2020, September 5). 

Figure 2 – Leadership concept map completed for ETL504 by Ann Atkinson

As we look at the Australian Library and information Association (ALIA) and Australian School Library Association (ASLA) Standards for professional excellence for teacher librarians (2004), we see so many of the different roles and leadership opportunities described throughout each standard. From having a ‘rich understanding of the school community and curriculum’, specialist knowledge in areas such as technology and library management, collaboratively plan and resource the curriculum and demonstrating leadership within school and professional communities (ALIA & ASLA, 2004) it is understandable that the role of the TL and the importance of the TL as a leader within the school cover such a wide area. As I am still only starting out on my journey as a TL I have a significant amount to learn and opportunities I would like to implement but knowing that staff and students now value the library, its resources and my skills is a great stepping stone to becoming a ‘hub of the learning community’ (Purcell, 2012).

Library space and collection

If we design a library with humanity in mind, we won’t just change the world. We’ll shape it. (Esterman & Gaspari, 2018, p.10).

This quote from Esterman and Gaspari (2018) is the starting point I use when looking at not only the physical space of the library I work in but also the range of resources in our collection that students, staff and the wider community have access to. When we think about libraries we often only think about the collection and what access to resources the space provides but we also need to consider design and the feel and look the library has on student learning and staff and student wellbeing (Child, 2018), to ensure we are more than just a space for books. Thinking about the library as a combination of learning and wellbeing particularly resonates with me as the entirety of my teaching career so far is working in spaces where students have experienced significant traumas. By being able to provide students with a safe and welcoming space to relax I am also able to provide them with a space to learn.

The key to a successful library is to provide a space that fosters collaboration and creativity, where students and staff can work together to achieve learning outcomes supported by the resources of the collection and the teacher librarian (Somerville & Collins, 2008). Working through ETL401 the idea of creating a functional, academically supportive and enjoyable library space particularly stood out. After a number of years of not having a qualified librarian in the school the library was a shambles and not a space to was conducive to learning or supporting student wellbeing. My first task within the space was to make it a more collaborative learning environment with exciting teamwork stations for students to develop their skills and knowledge in an environment that was comfortable for them. I was able to create range of spaces where students can work together or independently on a range of learning experience as well as a place where students can gather socially as students usually work more productively in a social situation (Combes, 2010). The biggest changes were seen particularly during breaks where we were having to turn students away from the library due to numbers. Students were eager to use the space to continue class learning, explore the now organised resources or just simply hang out with their friends in a welcoming environment. The library also became the breakout space for students who enjoyed the ability to come and have time to themselves in what was now a calm and stress-free environment (Child, 2018).

Figure 3-9 – Library photos (Atkinson, 2021)

While studying ETL503 I also became very aware of the importance of the collection and how much a quality collection can impact the engagement of students and staff in a library environment. Prior to tackling this course, I had a limited understanding on the collection and more deeply its contents in each area. Throughout this course I discovered the importance of not only having a strong understanding of what is in my own collection and how different areas can also successfully support different areas of the curriculum (Fleishhacker, 2017) but also the need to assess the collection and make justifications for resources that may not have been used for years. The understanding that collection management has an impact on not only the academic needs of staff and students but also their wellbeing stood out particularly for me with a strong wellbeing focus in my space (Oddone, 2019; Williams, Coles, & Wavell, 2002). Through the course I was able to produce a collection development and management policy that has allowed for resources to be discarded of and purchased with more consideration for the academics, social and wellbeing needs of students, while also considering different types of resources such as physical and digital and the benefits of being able to provide students with access to a wide range of resources in different forms (Hughes-Hassell & Mancall, 2005).

Figure 10 – Screenshot of library management policy by Ann Atkinson 2021

When we think about a well-resourced information agency, we need to ensure we go beyond just the physical resources in the collection and consider the staff and spaces as part of the resources that library provides. The Yarra Libraries study visit particularly stood out to me how a library can share its resources and expertise wider than their four walls and that is a goal I have set for myself and my library space for the future.

ICT in the library

The use of Information Communication Technology (ICT) in school libraries is not a new concept but it is something which is ever changing and seen differently in every information space you may step into. The use of ICT in school libraries can be a simple as using computers to locate books and resources on the shelves, participating in Guided Inquiry (GI) or makerspaces, learning technology skills or exploring digital literature (Meier, Moorefield-Lang & Miller, 2014). No matter how you look at it, technology in libraries has become much more popular (Meier, Moorefield-Lang & Miller, 2014).

As I have moved through my study program, I have come to discover areas where technology can really enhance and benefit the ways students and staff access resources and literature. This has led to me not only embedding basic technology skills and Library Management System (LMS) skills into library lessons but also exposing students to different ways to interact with literature. While studying INF533, I was able to develop a sound understanding of what digital literature is and how I can be incorporated into the library and classroom teaching which can be seen in blog posts below.

Wondering Down the Yellow Book Road

Prior to this course I was unaware of the extensive complexities of digital literature and the many forms it can be presented in (Sadokierski, 2013) and the significant benefits digital literature provides to student’s reading comprehension (Leu, McVerry, O’Byrne, Kiili, Zawilinski, Everett-Cacopardo, Kennedy & Forzani, 2011). From here I was able to begin embedding digital literature into library experiences by simply providing access to a digital story for the students to explore. By doing this I was able to see how reading and discussing a digital story in comparison to a print book was different for the students, particularly students who often struggle with reading comprehension and maintaining focus when reading traditional print books (Lamb, 2011).

After the introduction of digital literature my students also began to explore different activities that can be completed with print literature. We wanted to move away from traditional author studies and craft activities and delve deeper into the stories themselves. We began to explore book trailers and digital book breakouts where students worked within the story to break it down and share it with others. Using ICT for tasks like this allows for learners to understand the processes behind producing and interact with different forms of technology (James, 2016). They worked on using Google sites and forms to create their breakouts and iPad applications to produce book trailers.

Figure 11- Screenshot from digital book breakout in Google Sites

With the role of the teacher librarian ever changing from curator of books and resources to information and media specialists it is important to know that many teacher librarians are also taking on the role of technology teachers (Wine, 2016). More and more students are using ICT to access information and complete learning tasks but before they can do this, they need to have a basic knowledge of how to use different forms of ICT and the relevant programs (Teich, 2021). This is an area that was particularly lacking in my school and like many others I have also become the technology teacher. As a school with a large number of iPads our students were proficient with navigation and using these devices but were being let down when computers were introduced into the learning space. When the library was provided with 30 new laptops even some of the most tech savvy students didn’t know what to do. This is where my role as librarian and ICT teacher came in. Working with the students across the school we have been able to develop the basic skills of using a laptop, this included a significant amount of work on typing skills which is shown with an improvement over time graph for a group of Year 5 students.

Figure 12- Typing results from a Year 5 class over 2021 (Teaching.com, 2022)

While develop this basic computer knowledge I was also able to embed basic inquiry skills into the lessons in the form of simple research projects and work with the LMS. This allowed many of the students to develop problem solving skills when it came to research and the opportunity to embed cross curricular experiences into their learning (Angel & Morrison, n.d). As we continue to work on ICT skills in the library, I would like to be able to also embed more knowledge of and access to digital reading opportunities for the students and staff. One way this could be done is through the introduction of digital e-readers that can be loaned to students with access to a rage of digital literature (Meier, Moorefield-Lang & Miller, 2014), in the hope to further engage some of the more reluctant readers into accessing literature from the library.

Part C – Professional Reflection

As I come to the end of my studies in the Master of Education (Teacher Librarianship) I have found it very valuable to reflect on not only my learning throughout my studies but also where I am with professional learning and what my goas for the future in the library will be. I have been very fortunate during my studies to be working in a primary school library which has allowed me to implement and reflect on a number of skills and experiences I have gained from my courses.

Using a combination of the Australian Library and information Association (ALIA) and Australian School Library Association (ASLA) Standards for professional excellence for teacher librarians (2004) and reflections made on my Thinkspace blog ‘Wondering Down the Yellow Book Road’ through my course I have been able to determine a number of areas where I feel I have made progress and had success with my learning as well as areas where I would like to see myself continue to progress not only throughout the coming years but on a short term scale during my professional placement.

The areas from the ALIA and ASLA Standards for professional excellence for teacher librarians (2004), that I have found that I am most consistently meeting are as follows:

2.1 foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment

2.2 ensure that their programs are responsive to the needs of learners in the school community

2.2 teach the appropriate and relevant use of ICTs and information resources

I have had the opportunity to design and implement a significant ICT program across Kindergarten to Year 6, this along with new skills around digital literature and digital learning environments discovered in INF533 and inquiry styles of learning looked at in ETL402 have allowed me to extend my ICT program to further expose students to a wider range of digital resources ad skills. This has resulted in many of my students now independently seeking out digital literature while also becoming confident in using a range of digital technologies in all areas of their learning. While working throughout developing appropriate ICT programs for my students I have made changes to my learning space to help support and encourage a range of learning styles and the social and wellbeing needs of my school community. As I continue into my career as a TL, I hope to be able to increase the popularity of reading for pleasure and access to digital technologies and literature for not only my students but also staff within the school community.

ELT504 presented me with a range of ideas on how integral the TL role is within the wider school community and how I can continue to provide a range of resources, skills and knowledge to the whole school community and work collaboratively with staff to plan engaging cross curriculum learning. Through professional placement and continued work in school libraries I hope to ‘build and foster collaborative teams within school and professional communities and provide effective and transformational leadership to school library and information services staff, 3.3 (ALIA & ASLA, 2004).

Another goal I have for my own learning in the future is to be able to better meet standards 1.1 and 1.2 (see below), to further engage my learners with reading for pleasure. I hope to be able to engage further with my local public library and develop a partnership to support not only the students in my school but also the wider community with a large range of resources and expertise.

• have a sound understanding of how children and young adults become independent readers
• comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning
• have a detailed knowledge of how to promote and foster reading

Working through the Master of Education (Teacher Librarianship) has allowed me to develop skills from a wide range of learning areas all of which I will be able to continue into the future with ongoing professional development and collaboration to support the learning and wellbeing needs of my students and staff.

References

Angel, K. N. & Morrison, V. (N.d.). 21st Century Librarians & Computer Teachers: Transitioning into information literacy and technology coaches. Creative Educator. https://creativeeducator.tech4learning.com/2013/articles/Role_of_Teachers_and_Librarians

Australian School Library Association (ASLA). (2019). What is a teacher librarian?. https://www.asla.org.au/what-is-a-teacher-librarian  

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians.  https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Burkus, D. (2010, March 18). Transformational leadership theory. David Burkus. https://davidburkus.com/2010/03/transformational-leadership-theory/

Child, J. (2018). School libraries enhancing student wellbeing. Connections, 105, 8-9. https://www.scisdata.com/media/1717/connections105.pdf 

Church, A. P. (2011). School Librarians as Teacher Leaders. Delta Kappa Gamma Bulletin, 77(3), 10-12. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/school-librarians-as-teacher-leaders/docview/905838313/se-2?accountid=10344

Combes, B. (2010). Razzle dazzle: Creating interactive library spaces. Edith Cowan University. https://files.eric.ed.gov/fulltext/ED518507.pdf

Esterman, M., & Gaspari, S. (2018). Libraries should not exist any more. Access, 32(4), 4-10. https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=223108;res=AEIPTT

Ferazzoli, R. [@FerazzoliRula]. (2019, April 11). Great illustration the many hats/roles of a teacher-librarian! [Tweet]. Twitter. https://twitter.com/FerazzoliRula/status/1116151592405745664/photo/1

Fleishhacker, J. (2017). Collection development-Stocking library shelves for student success: Motivating readers through science focused fun. Knowledge Quest, 45(4), 24-31.

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners. Chicago: ALA Editions.

Ingram, D. (2019, February 4). Transformational leadership vs transactional leadership definition. Hearst Newspapers: Small Business. http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition-13834.html Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

James, A. (2016). Guiding growth: A modified constructivist approach to instruction technology and the framework. In Smallwood, C. & Sanborn, L. (Eds.), Teaching technology in libraries: Creative ideas for training staff, patrons and students (pp. 12-19). McFarland and Company Incorporated Publishers.

Leu, D. J., McVerry, J. G., O’Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1), 5-14. https://www.researchgate.net/publication/228409747_The_New_Literacies_of_Online_Reading_Comprehension_Expanding_the_Literacy_and_Learning_Curriculum

Levitov (2012). (Ed.), Activism and the school librarian: Tools for advocacy and survival. (pp. 85-98).

Meier, C., Moorefield-Lang, H., & Miller, R. (2014). Tablet computers in school libraries and classrooms. American Library Association.

Oddone, K. [KayO] (2019, August 19). School library collection development: It’s not as simple as you might think. Linking Learning – The Professional Portfolio of Kay Oddone. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

Powell, J. M. (2013). School Library Media Specialists’ Perceptions of Collaboration, Leadership and Technology. ProQuest Dissertations Publishing. https://www.proquest.com/docview/1432190443?parentSessionId=86MQ4gRkrWLXJFPDmzn1B5DYNa51pyEIIWj8yGCDYzI%3D&pq-origsite=primo&accountid=10344

Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection, 29(3), 30-33.

Sadokierski, Z. (2013, November 12). What is a book in the digital age? The Conversation. http://theconversation.com/what-is-a-book-in-the-digital-age-19071

Somerville, M. M., & Collins, L. (2008). Collaborative design: a learner-centered library planning approach. The Electronic Library, 26(6), 803-820. http://dx.doi.org/10.1108/02640470810921592

Teich, A. G. (2021, October 4). How school librarians are evolving. Tech & Learning. https://www.techlearning.com/how-to/how-school-librarians-are-evolving

Teaching.com. (2022). Reports. Typing.com. https://www.typing.com/en-gb/teacher/reports

Williams, D., Coles, L., and Wavell, C. (2002). Impact of school library services on achievement ad learning in Primary schools: critical literature review of the impact of school library provision on achievement and learning in primary level students. London: The Council for Museums, Archives and Libraries.

Wine, L. D. (2016). School librarians as technology leaders: An evolution I practice. Journal of Education for Library and Information Science, 57(2), 207-220. https://doi.org/10.12783

Winkless, A (annie). (2020, July 25). What is a TL?? Assignment 1 Part B. Wondering Down the Yellow Book Road. https://thinkspace.csu.edu.au/annie/2020/07/25/what-is-a-tl/