Author: Bianca Bertalli

99% there- yet so far to go!

Bianca Bertalli collection development, ETL503 0 Comment

A quick inventory of our primary school library catalogue  shows that 99% of our resources are physical items located on our school site. While I am attempting to build links to online information through LearnPath and promote the benefits of our underused Britannica Kids subscription, I am well aware that in the pace of today’s information environment, so many of our resources are quickly losing relevance and appeal to our library users. Johnson (2009) makes the point that if patrons cannot readily connect with the information they need, invariably they leave the library to look elsewhere. And I suspect, that eventually they do not return. Even worse, failing to ensure the collection includes a broad variety of formats, actually denies students and teachers access to vital information. To me, this would amount to a failure in my role as a teacher librarian.

On pondering this thought I am left with a deeply uneasy feeling about how to rectify this situation. Where do I start? What is it that our school needs? What are our long term goals? Who do I have that will support me in developing a vision and a plan for achieving a collection that reflects our unique context? What resources will encourage more teachers and students to use the access the library more?

Many teachers at school have spoken about the decline in positive reading culture across the school, over the past decade. As a new and optimistic TL, my aim is for this not to translate to the feeling that our library has lost its relevance. Over the past 12 months, I have purchased books that reflect the interests and abilities of students and I have enjoyed seeing students become excited to reserve, borrow and exchange new items. However, developing the collection is a much bigger task than this. Expanding the collection to encompass a broader range of formats will require some careful consultation, serious budgeting and  strategic planning. Further, I need to find out what is possible and what library trends other schools in my sector are embracing.

Could transforming the library space into a hybrid collection re-engage reluctant readers through ebooks and audiobooks? Could on-demand information push our high potential and gifted students to develop their various crafts? Could our low-literacy students become apt researchers who understand the ethics around referencing? Could instantaneously accessible and up to date digital non-fiction foster critical thinking and better citizens, who can extend their learning beyond school hours? I want to believe that the answer to these questions is yes.

Johnson (2009) referred to collection development a both a skill and an art. A decision making process that uses a framework of rigorous selection criteria, supported by the knowledge and intuition of the librarian (p. 108). Although I am daunted at where to start in developing our collection, Johnson’s (2009) description is a very encouraging description- because I can get better at both Science and Art, through learning and practice.

 

Johnson, P. (2009). Fundamentals of collection development and management. (2nd ed.). ALA Editions.

School Library Collection Development- If it is a cycle, where do I jump on?

Bianca Bertalli Uncategorized , , , , 0 Comment
The Collection Development Cycle

 

While it is the beginning of a new year, my second in the role of TL, I am yet to really tackle the art of collection development. In 2023, most of the additions I have purchased for our school library have been driven by the curriculum reform taking place across English and Mathematics in the NSW curriculum. I have relished the opportunity to whip out the school credit card and purchase thousands of dollars worth of prescribed texts, ogling their stunning illustrations and enjoying the variety of authors, themes and perspectives. But as my current acquisition list nears completion, I am left wondering what next?
In my work I have already identified some gaps in our collection. We have plenty of books on Christianity, and almost none on other religions or belief systems and we lack books that introduce LGBTQIA+ diverse families. Last year we added an increasing number of picture books written by First nations authors and artists but are yet to extend into our Senior Fiction collection. Along with these thematic gaps, our library management system reports that 99% of our collection is physical, limiting access after school hours. The trends I have identified are probably reflective of our generally conservative rural community,and the way our library has been accessed by users in the past. However as a TL in training- aspiring to give our isolated students access to the wider world and its diversity- I am keen to broaden our collection. How do I do this, while also accounting for the needs, interests and values of our wider community and overcoming any resistance to change?
Oddone (2019) acknowledges that collection development is a massive responsibility that cyclically moves through the processes of assessing needs, selection according to criteria, acquisition, cataloguing, processing, stocktake /evaluation, and then deselection or weeding- each step a complex task in itself. Further, these processes must occur with the notion of building a ‘hybrid’ collection that caters to a broad range of users through both physical printed resources, digital resources and other types of resources.
When I reflect upon this cycle, in the context of my own library, I must step in to the cycle and assess the needs of our collection and whether they meet the core values of libraries as mentioned by Oddone (2019). Further, I need to proactively research NSW Department of Education policy around libraries, whether we have a collection development & challenged material policy in place to guide and protect me as I expand our collection.
While Odddone’s (2019) model is comprehensive, in a practical sense I also need to have a discussion with my Principal around transparent budgeting. Currently, each purchase is a request and approval process and while I have never been declined, I need to become familiar with how and what to budget in order to develop a longer term collection development plan.
ETL503 is sure to help equip me with the knowledge of how to best enagage with the collection development cycle in order to provide the best learning environment for all of our library users.

 

Oddone, K. (2019). School library collection development: It’s not as simple as you might think. Linking Learning. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

Literature Across the Curriculum: Learning into Life

Bianca Bertalli Uncategorized 0 Comment

After completing units on cataloguing and inquiry learning, I was so excited to finally dive into literature. At the onset of this course, I characterized reading as dual purpose. I determined that reading developed functional literacy and was also an engaging form of recreational enjoyment (Bertalli, 2023, November 19). Over the course, however, I became aware that this representation was overly simplistic and did not encompass the full potential of reading.

 

From an early age, I understood that fiction allowed a reader to experience the world in new ways, due to my own firsthand experiences (Bertalli, 2023, February 26). As a child, I lived in housing commission. The fortnightly visits from the mobile public library van gave me access to books that were an escape, an adventure, and an education of the possibilities outside of my own world. At age 10, I would wake early to walk to the community centre carpark, on my own, and excitedly greet the librarian to exchange my pile of novels. Sometimes, I would lie and tell the librarian that my chosen selection of hardcover books was for my parents, so that I wasn’t redirected to the children’s section for borrowing!  However, it wasn’t until my learning within this subject that I truly began to articulate the power of literature and the lasting effects this may have on our students and their sense of identity and place in this world (Johnston, 2017).

 

Johnston (2010) describes literacy as a chameleon (p. 25). Literacy looks different across and within various contexts and disciplines, something I have previously acknowledged in my blog (Bertalli, 2023, March 22). However, it is the study of quality literature that feeds into all inter-discipline and trans-discipline conceptions of literacy (Johnston, 2010). Through the critical exploration of characters, settings and plot in fiction, and the ways that various concepts may resonate with a reader beyond the reading of the text, literary learning is key in developing multiliteracy- the ability to interpret and create meaning across various modes and contexts. (Anstey & Bull, 2006; Johnston, 2010). A strong foundation of quality literature prepares students for lifelong critical and creative thinking.

 

Literature also teaches a reader to apply imagination and intelligence to unfamiliar situations and assists them to develop ethical understanding and social/ emotional capabilities (Johansson, 2013; Lyngfelt, Sporre, Lifmark, Lilja, Osbeck, & Franck, 2023; Litner, 2006). This is something I highly value in my personal teaching pedagogy (Bertalli, 2023, May 20). Johnston (2017) articulates this well, saying that ‘…deep literacy…affects how we see the world and deal with others… affects our thinking…encourages respectful attitudes and behaviours… connects and ethically considers options… recognises [and] negotiates differences…’ (p.65). As a teacher librarian I have both the privilege and responsibility to support my students to gain these attributes through literary learning. ‘ETL402: Literature Across the Curriculum’ has allowed me to fully appreciate the power of purposeful literature selection, when teaching curriculum content. It is an awareness that I will carry with me as I collaboratively plan with teacher colleagues in 2024 and beyond.

 

References:

 

Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association.

 

Johansson, V. (2013). “I am scared too”: Children’s Literature for an Ethics beyond Moral Concepts. The Journal of Aesthetic Education, 47(4), 80–109. https://doi.org/10.5406/jaesteduc.47.4.0080

 

Johnston, R. R (2010). ImagiNations and deep literacy; Ideas, dreams and visions for Australian futures. University of Technology, Sydney. https://www.uts.edu.au/sites/default/files/accy-imaginations.pdf

 

Johnston, R. R. (2017). Australian Literature for Young People. Oxford University Press.

 

Lintner, T. (2006). Hurricanes and Tsunamis: Teaching about Natural Disasters and Civic Responsibility in Elementary Classrooms. Social Studies, 97(3), 101–104. https://doi-org.ezproxy.csu.edu.au/10.3200/TSSS.97.3.101-104.

 

Lyngfelt, A., Sporre, K., Lifmark, D., Lilja, A., Osbeck, C., & Franck, O. (2023). Bridging “as is” and “as if” by reading fiction in ethics education. Cambridge Journal of Education, 53(1), 63–77. https://doi.org/10.1080/0305764X.2022.2075323

Are we there yet? What is the future of children’s literature and who is driving the change?

Bianca Bertalli Uncategorized 0 Comment

In beginning to think of the history of Children’s literature, it makes sense to consider the future.

Children’s  literature has its origins in moral education, more specifically through the framework of religious education. However, a quick survey of the contemporary bookshops shelves demonstrates that children’s books do indeed still often carry a strong message on ethics, However, today this is more reflective of  the broader contemporary values of inclusion, social justice, environmental education, mental health and multicultural issues- including First nations perspectives.

Another growing category of children’s literature appears to be non fiction texts that are presented as narrative tales or infographic stylised picture books. These books tap into childrens’ innate curiosity and sense of fun. They also cater to many childrens’ connection to rich visual input that they may encounter through digital media and technology. Interactive elements, such as QR codes, enable students to cross the boundaries between text modes.

Graphic novels are also a hugely growing genre. Once used as a way to entice reluctant readers, these books- both original stories and appropriated classics- have grown in popularity and availability. The colour illustrations and speech bubbles, reflect the narrative style of television and movies that are devoid of narration, figurative language and imagery. The effect that this genre will have on reading engagement still remains to be seen, however. If reading for enjoyment is the goal, does it matter that these elements are missing?

So what does this mean? Literature available to young people now days allows children and teenagers to explore a growing field of issues from more diverse points of view. However, with the right wing reaction to this historical development resulting in book ban lobbying in some regions, it is difficult to predict where the future of children’s literature will go.

 

Looking Back on Chapter One…

Bianca Bertalli ETL401 , , 0 Comment

Image from: https://www.freepik.com/

My understanding of the importance of the teacher librarian role has increased exponentially during my studies, in the Charles Sturt University ETL401 Introduction to Teacher Librarian subject. The Australian School Library Association (2001) highlights the significance of the teacher librarian role and argues that the quality of information services within the school context will impact the quality of life for learners well beyond the classroom. By understanding how to easily access, critically consume and ethically create information our students will have the best opportunities in their academic, personal, and professional lives (Callison 2009; Rogers-Whitehead, Milstead & Farris-Hill, 2022).  While I understood the significance of equitable access to information and the outcomes for students, I had never considered the teacher librarian role as key to defending the principals of freely flowing information that is diverse in nature and in the interest of promoting Australia’s cultures, peoples, and democracy (ASLA, 2016). It certainly is a considerable responsibility.

 

When I first attempted to articulate the value of the role of the teacher librarian (Bertalli, 2023, March 8) I had only just begun to understand the complexity of Information Literacy, especially in the context of an evolving information landscape. As I considered whether this would see teacher librarians become less relevant (Bertalli, 2023, March 1), I discovered in my readings that the expansion of information actually elevated our role, making us more essential to our students and our society (Oddone, 2016; Whitehead et. al., 2022). Through readings, podcasts and module content I began to feel excited by the idea of Information Literacy being an active set of processes that was more than just the traditional understanding of literacy (Bertalli, 2023, March 22).

 

Throughout the subject I felt I was emotionally inconsistent. My interest piqued reading new content and I would feel excited however I also felt extremely overwhelmed at times, especially when considering the changes I needed to make in my own school in order to fulfil the teacher librarian role in all of its potential (Bertalli, 2023, April 2). When I began to understand that inquiry learning had emotional processes attached to each stage, I began to better understand my own emotional responses as I engaged in research and writing (Kuhlthau, Maniotes & Caspari, 2015). Being able to experience the various stages of inquiry learning myself, helped me to better understand the value that the various models could provide to my students.

 

Collaboration has been an ongoing theme throughout this unit. Fontichiaro’s (2009) notion that inquiry provided “common ground” (p. 117) on which teacher librarians and teachers can begin to build collaborative practice, assisted me in viewing inquiry as the key to collaboration. Originally I had pitched co-planning a unit of work as a method of collaboration but was met with passive resistance due to teacher burnout following intense curriculum reform (Bertalli 2023, April 2). Stripling’s (2020) article provided a viable alternative for my context, which gave me renewed hope. Restricted by a release from face-to-face teaching role, it may not be viable for me to co-teach with classroom teachers, however I am able address the ACARA (n.d.) General Capabilities and develop students’ Information Fluency skillset (NSW Department of Education, 2022), by planning inquiry lessons that link into curriculum content already being taught.

 

I am optimistic as I reflect on my first subject in Teacher Librarianship. I can see now that my role is intrinsically linked to inquiry learning. Nurturing curiosity and wonder in my classroom have always been a passion. I am now aware, however, of the responsibility I have to ensure my students take their inquisitive nature into a world of transient information, equipped with the skills to critically consume and create new ideas.

 

References

Australian Curriculum and Reporting Authority. (n.d.). General capabilities (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

 

Australian School Library Association (2001) Learning for the future; developing information services in schools (2nd ed.). Curriculum Corporation.

 

Australian Library and Information Association and Australian School Library Association. (2016). Statement on information literacy. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf

 

Callison, D. (2009). Information inquiry. In Fontichiaro, K. (Ed). 21st century learning in school libraries (pp. 121-125). Libraries Unlimited.

 

Fontichiaro, K. (2009) 21st century learning in school libraries. Libraries Unlimited.

 

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided inquiry: learning in the 21st century (2nd ed.). Libraries Unlimited.

 

Rogers-Whitehead, C., Milstead, A. O., Farris-Hill, L. (2022). Advocating digital citizenship: resources for the library and classroom. Libraries Unlimited.

 

Stripling, B. K. (2020). Advocating for the “why” of school libraries: Empowering Students through Inquiry. Knowledge Quest, 48(4), 14-20.

 

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections, 98, 1-3. https://www.scisdata.com/connections/issue-98/the-importance-of-school-libraries-in-the-google-age/

Literacy- Is it more than just reading and writing?

Bianca Bertalli Uncategorized , , 0 Comment
This is a picture of my 3 year old daughter, Lucia. I captured this photo yesterday when we were running errands at the local Post Office. I took the picture because as I watched her work away busily, I found her pre-writing both incredibly adorable and absolutely mind blowing.

 

In her short time on this planet, Lucia has begun to understand some basic print conventions and gained some early literacy skills. For example, despite not quite being able to reach the desk (note the tippy-toes), Lucia understands that by holding a pen, you can make marks and symbols that hold meaning. She also knows that we write these symbols from left to write and return sweep when we reach the end of the line. Lucia could ‘read’ her writing to me and explain that it was a birthday invitation, addressed to her from a fellow 3 year old buddy, indicating she also understands that writing is a form of communication and that there is both a sender and a receiver of information, involved in the communication process. Being 3, Lucia can’t yet read or write in the conventional sense, but I suspect that her literacy development is well underway and won’t stop at reading and writing but instead move through to  communicating, creating and forming critical responses… and beyond!

 

 So I guess this brings me to the question- What is it to be literate? Is it to be able to communicate effectively? To read and write with purpose?  To convey and understand meaning? Or as O’Connell an Oddone (2023) ask “In this context of multiple literacies, does being literate actually mean being competent or good at something? Has the term literacy become watered down? Or does it add another dimension of meaning and complexity when it is included in the term?” (para. 21)

 

I believe that to be able to read and write is no longer a satisfactory indicator of whether someone is literate. The Australian Literacy Educator’s Association (ALEA) Declaration on Literacy in the 21st century, better reflects what it is to be truly literate. By the inclusion of words such as ” access… record…develop… communicate …comprehend… respond… produce…  pose… explore… understand… interact… enjoy… share” (Australian Literacy Educator’s Association, 2015, p. 1) the declaration conveys the multifaceted processes that literacy encompasses and the direct effect that this has on participation within the particular context being discussed.

 

As teacher librarians, we strive for our students to become literate- beyond the basic and traditional definitions. If I had to come up with a (very simple) definition of the contemporary idea of literacy it might be something like this:

 

“To be literate is to use the skills needed to gain understanding, make meaning, enable participation and convey ideas- across multiple contexts”. 

 

I am not sure whether that comes close to covering the complexities, but I would love to know your thoughts!

References

Australian Literacy Educators’ Association. (2015). ALEA Literacy Declaration. Australian Literacy Educator’s Association. https://www.alea.edu.au/about/alea-literacy-declaration/

O’Connelle, J. & Oddone, K. (2023). Information Literacy [Module 3]. ETL401, Interact2. https://interact2.csu.edu.au

 

 

 

Teacher Librarians- It’s Time to Renew Our Role

Bianca Bertalli ETL401 , , , 4 Comments

As a classroom teacher of 12 years, I must admit I was naïve about the evolving role of the teacher librarian and the capacity for change that the position could deliver. I knew that a teacher librarian was able to support students in their research skills, but what I hadn’t fully considered was the ways in which the teacher librarian could collaborate and compliment the learning being developed and planned by teachers, or the broader ways in which the role could address the value of information literacy in the school and influence learning culture.

Teacher librarians teach information literacy- the process of ‘finding, assessing, evaluating, using and referencing information’ (Dring, 2016, para. 4). When considered in the context of ever evolving technology and the immeasurable quantities of information now available, teacher librarians face complex challenges that will require them to continually adapt, “seeking out solutions and strategies” (Combes, 2008, p. 10). This increase in information availability, however, does not need to be an indicator of the decline in relevance for the teacher librarian role. Oddone (2016) explains that as the access to online information increases, the importance of the teacher librarian role is not diminished- rather, it is more vital than ever before. teacher librarians do not just assist with research but are key in assessing, collating, and sharing knowledge and supporting students and colleagues through this process too.

Prior to working in the role of a teacher librarian I was unaware of the need to defend the professional status of teacher librarians both within, and beyond, my school community. Dring (2014, para. 10) comments that teacher librarians face a widespread view of their role as “. . . minders of a spare IT suite or as date label stampers”, which undermines the capacity of the role and its potential for influence. In the current climate of curriculum reform and unprecedented workload (NSW Teachers Federation, 2021), teacher librarians have been presented with an opportunity to render the teacher librarian role as essential in supporting teachers and students through change. Novak (2016, p. 6) highlights the importance of collaboration as an important element in improving the opinion of the teacher librarian role. In 2012, the “Local Schools, Local Decisions” education reform threatened to deregulate the mandated teacher librarian position within NSW schools. This was met with furore from Federation union members and resulted in a recommitment from the NSW Department of Education, to fill vacant teacher librarian positions in a permanent capacity (Marks, 2020). I can now appreciate the significance of these events. The dual qualification of teacher and librarian, and the unique skills that come with those, must be promoted to be valued (Novak, 2016).

While I have only been in this dynamic and demanding role for 5 weeks, my eyes are opening to the possibilities our library learning space holds. I see the potential for reconnecting students to a love of literacy and developing a shared goal of building information literacy with my colleagues. I was recently given my school name badge with the role of ‘LIBRARIAN’ under my name. I immediately had my badge ‘rebadged’. I am a TEACHER LIBRARIAN and I am excited for the possibilities that my dual role will deliver to our school community.

 

References

Combes, B. (2008). Challenges for teacher librarianship in the 21st century: Part 1 – Technology. SCIS Connections,  66 10-11

Dring, Sally (2014, September 18) Don’t overlook your school librarian, they’re the unsung heroes of literacy. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2014/sep/18/school-librarian- literacy-support-teacher-students

Marks, K. (2020). New chapter for SIG recognises vital role. Education: Journal of the NSW Teachers Federation. https://www.proquest.com/openview/63074e303f4ab67390b2dbb8034660a7/1?pq-origsite=gscholar&cbl=27966

Novak, B. (2016). It’s time: Lets improve schools’ perceptions of teacher librarians. SCIS Connections 99 1-3

NSW Teachers Federation (2021, February 20). Gallop report release highlights teaching crisis. https://www.nswtf.org.au/news/2021/02/20/gallop-report-release-highlights-teaching-crisis/

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections 98 1-3

 

Hello world!

Bianca Bertalli ETL401 , 1 Comment

Hi All,

My name is Bianca and I live in the Far West of NSW on the Murray River. I am a city girl at heart having grown up, and started my career, in the Inner West of Sydney. I have been teaching for the past 12 years, though I have taken short periods out to raise a family and work on secondments for the NSW Teachers Federation. I was also fortunate to serve on the (formerly named) BOSTES Quality Teaching Council as a representative of public-school teachers.

As a child, I experienced a challenging home life and the library provided sanctuary and escape. Through reading, I developed a love of language and new ideas. Through books, I felt connected to the wider world and grew to develop a passion for driving change and advocating for others. Knowledge is power and my school library gave me the ability to rise above difficult circumstances and become the first in my family to gain university qualifications and the opportunity to support others through my work as a teacher.

I am currently 0.6 Teacher Librarian in a temporary role, while the substantive TL is on long service leave/ transitioning to retirement. I have only been in the role for a few weeks but so far… I love it! I teach K-6 and am (gradually) learning to integrate information fluency into a variety of KLAs. Tips anyone??

I hope that I can gain the qualifications to work in this dynamic role in a permanent capacity. I can see the potential the library has for facilitating change in our school culture, in the lives of students and in our community. I feel privileged to be engaged in study again and while nervous, I look forward to what the future brings.

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