Part A:
Statement of Personal Philosophy:
The dual qualification of teacher librarian (TL) holds a paired responsibility; to promote information accessibility and support learners to critically consume, and create, information. The changing infosphere demands the TL is adaptive, reflective and innovative. This is demonstrated through effective library management, exemplar educational pedagogy and expertise in curriculum. My professional vision sees the school library sustaining a significant role in developing creative, literate, life-long learners, who build deep knowledge about the world. Through inquiry learning, literary engagement and information literacy, I believe students gain social, intercultural & ethical understanding, that enables them to contribute to a fair and democratic society.
Part B:
Critical Evaluation of Learning
During the teacher librarian course, I experienced professional growth that was both unpredicted and unprecedented. Prior to beginning the degree, I disquietingly acknowledge that I knew very little of the complexity and significance of the teacher librarian role (Bertalli, 2023, February 26). While the CSU Sturt University (CSU) Teacher Librarian degree provided me with the opportunity to engage with complex theoretical knowledge, working in the TL role as I studied, enabled me to put theory into practice. Throughout this period of learning, three areas stand out as dominant themes that will continue to guide my professional objectives.
Information Literacy
As a lifelong library user, I understood that literature, and literacy, would be a focus of the TL role. However, I had never truly considered, what it meant to be literate in the context of a rapidly changing information environment (Bertalli, 2023, March 22). Herring (2017) predicted eight years ago that the educative role of the TL would become increasingly linked to information literacy, as students and teachers became more immersed in the onslaught of information and rapidly exposed to technological changes. Time has seen this ubiquitously realised and the TL role has had to adapt in response (Wall, 2022; Oddone, 2016b).
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2021, April 21). Media and Information Literate Citizens: Think Critically, Click Wisely! [Video]. YouTube. https://youtu.be/bjYhmTC3lrc?si=PXBOBUF5SzKwxopN
When I stepped into a relieving TL role at Gol Gol Public School (GGPS) in 2023, classroom teachers were required to embed ‘digital technologies’ into their own programs, without an explicit scope and sequence. This approach left gaps in learning and students unable to access or evaluate information (Bertalli, 2023, May 20). The Information Fluency Framework (NSW Department of Education, 2022) has been instrumental in providing an explicit scaffold, through which I introduced colleagues to the evolving concept of information literacy. It has also enabled the transformation of the TL role to one of a collaborative educator, with expertise in designing teaching and learning to better reflect the needs of students as contemporary information users (Australian Curriculum and Reporting Authority [ACARA], n.d.; Australian Library and Information Association [ALIA] & Australian Coalition for School Libraries [ACSL], 2024; Callison, 2009).
My understanding of information literacy has developed exponentially throughout the course (Bertalli, 2023, May 8; Bertalli, 2025 June 8). In June 2025, I was proud to publish an article, for the Centre of Professional Learning, stemming from research begun in 2023 in ETL401 Introduction to Teacher Librarianship. Designed as practitioner literature, ‘The media, bots, trolls and kids: the threat of misinformation in the information landscape’ (Bertalli, 2025) highlights my increasing understanding of some of the challenges educators face in their roles while teaching information literacy in schools. The article outlines the importance of the adaptive TL role and the value of the library within, and beyond, the school context. It promotes ways that TLs can work with teachers to support students to critically navigate information and develop skills for lifelong learning and positive participation in society (ALIA & ACSL, 2024; Head et al., 2020).
As I consider my own professional development in this area, I know that I need to continue to advocate for the role of the TL as central to planning and programming for information literacy (Oddone, 2016a; Oddone, 2016b). The challenge (and opportunity) lies in working with school leadership, and teachers, to ensure students are given opportunities to develop information fluency in the library, as new curricula are implemented. My next objective in this domain is to run a professional learning session on the NSW Department of Education’s Library Procedures Policy (2025) so that all staff in our school are aware of the role of the library and its value in supporting students’ wellbeing and learning.
Collection Development
School libraries in NSW have broad guidelines outlining the TL’s responsibility in the procurement and organisation of library resources (NSW Department of Education, 2025). However, as I dove into the TL course, I came to understand the importance of a specific, school-based, collection development policies for two main reasons; firstly, to ensure the educational and recreational reading requirements of the school community were catered to and secondly, to enable advocacy opportunities to promote the value of the library, to the learning community and beyond (Debowski, 2001; Merga, 2023). Oddone (2019) highlights the complexity of each iterative step of the collection development process and the importance of applying specialist teacher librarian knowledge, to pursue the school’s strategic directions. While the GGPS library was the largest in the local, rural school network, it did not have any written collection development policy (CDP)- or any other formal policy. Initially, as a TL in training, I was overwhelmed at how to formalise the collection development process. Through my studies, I realised I needed to step into the collection development cycle and begin by assessing the collection (Bertalli, 2024, March 1). During the evaluation process, I examined whether the catalogue was fit for purpose. Did resources meet the current, and future, learning needs and interests of students? Was reading material accessible and engaging? Did books and services meet ALIA objectives and school strategic directions? (ALIA & ACSL, 2024, Bertalli, 2024, March 6; Gol Gol Public School [GGPS], 2023). Using analytical data, and supported by evidence, I identified overarching short-term objectives for the library. The first was to transition from a 99% physical resource collection to a hybrid collection. The second was to engage school leadership in the process of developing a formal CDP and a transparent budget for the library (Bertalli, 2024, March 6).
Kennedy (2005) highlights the increasing prevalence of libraries that offer a mix of print and digital formats to better cater to contemporary patron needs. Further, Merga (2023) cautions that solely physical collections may not reflect the diverse perspectives of Australian society, particularly through periods of rapid change. She acknowledges negative effect this can have on reader representation and engagement. The work required to build a hybrid collection was challenging, while balancing a rigorous teaching load. However, over 12 months, I was able to integrate eBooks and audiobooks into the library catalogue and add an iPad reading station to access these in the library space. QR codes were sent home to increase off-site access and students were explicitly taught how to access digital resources. A World Book subscription was purchased to bolster non-fiction material, and I delivered staff training to promote use. The library catalogue is now 80% physical and 20% digital. The planned deselection of outdated materials during stocktake, is likely to further improve this ratio. The digital component of the collection has increased accessibility for students with additional learning needs and loan statistics are reflecting an upwards trend in response to changes (Softlink International, 2025).
Disappointingly, I am yet to achieve my second goal of collaboratively developing a CDP, including a transparent library budget. My tertiary learning, and work placement, has cemented my understanding of the importance of the CDP as a tool for change, advocacy and relevance (Bertalli, 2024, May 20, Bertalli, 2025, September 25). I recognise that I have further work to do to develop as a middle leader to increase school executive, and classroom teacher, espousal to the potential of the school library (Bush 2015, Cox & Korodaj, 2022; Pavey, 2024). My professional goal in 2026, will be to utilise the changes already introduced, to provide the executive team with evidence of the role the library can play, in achieving shared strategic objectives through a CDP (GGPS, 2023).
Advocacy
A common thread throughout all learning modules in the TL course has been the ongoing need for TLs to advocate for the value of school libraries- and dual qualifications. I previously wondered whether I had the skills to play the role of advocate (Bertalli, 2023, March 8; Bertalli, 2025, June 8). Combes (2008) explains that the changing nature of education, technology and information require TLs to remain adaptive to their patrons needs. Further, Novak (2016) emphasises that the unique skills that come with the dual qualification of teacher and librarian must be promoted, to be valued. As I completed coursework, and gained confidence, I increasingly engaged in the promotion of library services and statistics. One example includes an ongoing home reading challenge I developed, aimed at incentivising reading, developing positive reading habits, and changing the perception of students as readers (Bertalli, 2025, March 12).
Based on Merga’s (2023) research, this school-wide program is regularly promoted on social media, digital newsletters and face-to-face community events. As a cohort, students at GGPS have collectively accumulated 13,625 nights of reading in Terms 1-3 alone. The way that students discuss reading, and the library, with their peers is experiencing a positive shift. This program is run concurrent with other extracurricular library initiatives including recognition boards for borrowing status, the Premier’s Reading Challenge and a Library Leader program, of 26 year 5 & 6 students, who coordinate lunchtime activities. Despite 3 years in the role, and the relative success of these projects, I still have considerable advocacy work to do.
While the NSW Department of Education has recommitted to filling vacant teacher librarian positions in a permanent capacity, many TLs- including myself- still face constant local pressure to abandon a specialist library program and adopt a support teacher role as a band-aid solution to crowded curriculums and classroom teacher workload (Marks, 2020). The complex role of the TL is clearly defined by ALIA & ACSL Statement on School Library Staffing (2025). Unions, and professional library bodies such as ALIA and ACSL, provide the necessary support to learn more about advocacy. As staffing roles for 2026 are organised by school leadership, I will need to work with peak professional bodies to strengthen my ability to protect the TL role.
An social media video promoting the GGPS library.
Gol Gol Pubic School. (2025). Some of our students share their love of reading [Video]. Facebook. https://www.facebook.com/reel/481630415007462
Part C:
Professional Evaluation through the ASLA/ALIA TL Professional Standards
The ALIA-ASLA Standards of Professional Excellence for Teacher Librarians (2004) detail the knowledge, skills and commitments that exemplary TLs demonstrate in their work. Divided into 3 broad domains, the standards provide a framework through which TL’s can reflect on their work and identify areas for development.
Professional Knowledge
The CSU TL degree ensured that I gained a deep understanding of the ways in which literature supports learning across the curriculum. Emphasis was also placed on the evolving definition of what it means to be literate in today’s context and the impact that information literacy has on student outcomes. These concepts will drive my work as a TL. The professional knowledge domain is closely linked to qualities already demonstrated in my work as a classroom teacher, however ‘1.4 Knowledge of library and information management’ provides an opportunity for further learning. While I feel more confident in explaining the value of the school library in supporting school achievement, I need to engage with national library standards more deeply (ALIA & ASLA, 2004, p. 2, para. 8). By modelling national library standards, our library can enhance the support for the objectives of our learning community, including improvements to literacy and wellbeing (GGPS, 2023).
Professional Practice
The execution of the dual roles of TL, as classroom practitioner and information manager, are addressed within this domain. Despite being an effective K-6 classroom teacher for many years, I still have scope to develop proficiency in programming inquiry-based learning, that incorporates information literacy skills and is aligned with key learning areas (ALIA & ASLA, 2004 p. 3, para. 2). As such, I have undertaken the responsibility to collaboratively plan for the school-wide implementation of the new Human Society and its Environment K-6 Syllabus (NSW Education Standards Authority, 2024) in 2026. I see this as an opportunity to better understand the changing curriculum, cooperate with colleagues, link library priorities to learning and develop my own middle leader traits.
Professional Commitment
The final domain of the ALIA-ASLA standards (2004) calls on the TL to exhibit a high level of professionalism through ongoing learning, transformative leadership and advocacy within, and beyond, school. I believe this domain will be the most challenging- but perhaps the most rewarding. The standards within this domain provide opportunities for me to draw on the positive outcomes of the first two domains- knowledge and practice- and use these to acquire evidence that drives innovation. My long-term objective in this domain is to lead, and safeguard, information literacy as a whole school priority. The impacts of this will also need to be promoted within my learning communities. Three years of tertiary study with CSU has reinforced the need to contribute to our wider profession. As such, I also plan to maintain an ASLA membership, participate in the NSW Teacher Federation TL Special Interest Group and partner with the newly reconvened Sunraysia Librarians Facebook group to connect with other professionals in the local community.
GGPC Premiers Reading Challenge Bookshelf of Fame (Bertalli, 2025)