As an active and reflective learner, I feel incredibly fortunate to have completed my placements with the MRCC Libraries and Knowledge Hubs. I was able to participate in the varying operations of 3 permanent library sites (Mildura, Merbein and Red Cliffs), the rural outreach service (Cullulleraine) and the mobile home library service. This diversity allowed me to interact with patron cohorts and understand the different ways that public libraries meet the various needs of their communities (Wakeling et al., 2022). Further, through a strategic and well organised timetable, my placement supervisors gave me the opportunity to learn from numerous, dedicated Library Officers from all sections of the Libraries and Knowledge Hubs. From programs to preservation, customer service to cataloguing, collection development to communications and marketing; each step of the operational process was founded on collaboration, consistency, and quality.
Pavey (2024) points out the importance of working with the various strengths and personalities within an information organisation and the impact this has on the success of library services. I was given time to observe Library Officers in specialist roles, discuss the work they engage in, and was trusted with participating in practical tasks including customer service, children’s programs, resource repair and preservation, shelf reading, weeding, digitisation, among other duties (S. Haby, personal communication, August 30, 2025).
While the theoretical understanding gained throughout my course has been invaluable in laying the foundation for my Teacher Librarian Master of Education degree, the practical experience of this placement has given me skills that I could not have gained through an entirely online study mode. Engaging with professional networks, and the broader information service community, is essential professional development for Teacher Librarians (Australian Institute for Teaching and School Leadership [AITSL], 2022). In response to my work ethic and growing understanding of library services, my placement supervisor noted that ‘…Bianca, at all times, was extremely professional, diligent and had a pleasant demeanour which resonated positively with patrons and library staff. Given Bianca’s background and experience as a teacher librarian, she was able to bring her knowledge and interest in children’s literature and programs to assist a number of patrons…’ (S. Haby, personal communication, August 30, 2025).
The placement at MRCC, opened my eyes to the complexity of working within a consortium of public library branches and the ways in which the highly developed and systematic approaches to strategic organisation, grounded in clear policies and practices, may also benefit a small, isolated school library. I am exceptionally appreciative to the leadership and staff at the MRCC Libraries and Knowledge Hubs, for generously sharing their time and knowledge.
References
Australian Institute for Teaching and School Leadership Limited (AITSL). (2022). Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers. AITSL. Melbourne.
Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes for information professionals working in archives, libraries and records management. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-
Pavey, S. (2024). The networked librarian: the school librarian’s role in fostering connections, collaboration and co-creation across the community. Facet.
Wakeling, S., Garner, J., Hider, P., Jamali, H., Lymn, J., Mansourian, Y., & Randell-Moon, H. (2022). ‘The challenge now is for us to remain relevant’: Australian public libraries and the COVID-19 crisis. IFLA Journal, 48(1), 138–154. https://doi.org/10.1177/03400352211054115