I am a firm believer that learning should be lifelong and continuous, particularly for those working in professional roles. A library—especially a school library—is inherently a place of learning. (Watson, 2010) highlights the vital role libraries play in supporting and enriching learning within our information-rich age. In several areas from the ASLA/ALIA TL professional standards, I feel relatively confident—for example, assisting individual learners to develop independence in their learning or using evidence to inform programs and services. These standards align closely with the skill sets I have developed through my years of teaching. However, the standards more directly related to library and information management are areas in which I recognise the need for ongoing professional development. These skill areas have become increasingly recognisable to me through my studies in the course. Subjects such as Describing Education Resources and Resourcing the Curriculum were particularly challenging, as they involved completely new learning. Having the opportunity to apply these skills in my school library has been valuable, but I recognise that I still have a long way to go.
Standards such as applying information management practices and systems that are consistent with national standards remain an area of weakness for me. To address this, I have identified SCIS training as a key step in developing my skills in cataloguing and understanding national standards—particularly descriptive and subject cataloguing, as well as developing a deeper understanding of authority records.
Through reflection, I have realised that this is a challenge not only because it is a new skill set, but also because it does not come as naturally to me. For instance, I feel comfortable teaching classes and designing curriculum, but spending long periods behind a computer ensuring authority records are correct is not something I would choose as a first preference. Nonetheless, it is essential that I build this capability so that I can perform these tasks effectively and lead my library team in best practice. Similarly, I have recognised the need for further professional development in the standard concerning a sound understanding of how children and young adults become independent readers. As a secondary English teacher, my focus has traditionally been on text analysis rather than on teaching students how to develop independent reading behaviours. I need to deepen my knowledge of how children progress from early reading stages to becoming readers who can independently select and engage with texts.
Building my capability in this area would enable me to better guide students in choosing books that support their growth as readers. Collaborating with colleagues in the primary years would be a valuable starting point, as their expertise in reading development could inform my practice. Additionally, engaging with academic research—such as the science of reading theory from the Australian Education Research Organisation—will help strengthen my understanding of the theory underpinning effective reading instruction.
I can identify numerous areas in which I can continue to improve my professional practice, while recognising that growth will take time and sustained effort. This is a journey I am committed to undertaking so that I can best serve the community in any library I work in in the years ahead – and maybe have a little fun along the way.
Watson, L. (2010). The Future of the Library as a Place of Learning: A Personal Perspective. New Review of Academic Leadership, 16(1), 45-56. https://doi.org/10.1080/13614530903574637
Digital literature is a rapidly expanding and evolving medium that continues to reshape how readers interact with stories. This transformation, however, invites critical reflection on both the advantages and limitations of engaging with texts in digital forms. My personal philosophy toward digital literature oscillates between optimism and caution. It is important to consider not only the effects of technological exposure on students but also the ethical dimensions of equitable access and fair remuneration for authors.
On my blog (Dawkins, 2023), I explored the high cost of eBooks and audiobooks, drawing on (ALIA, 2013, pg. 4), which notes that a sustainable balance between libraries, publishers and creators has yet to be achieved. Despite these challenges, I recognise that as a teacher librarian, I have a responsibility to prepare students for the digital world they are growing into (Dawkins, 2025). This responsibility was reinforced through the module study materials, which emphasised that whatever the future brings, it will inevitably be digital (Gagen-Spriggs, 2025).
As technology continues to evolve, my understanding of the teacher librarian’s pivotal role has deepened – not only in facilitating access to digital literature but also in supporting educators, many of whom remain apprehensive about technology’s impact on student development (Dawkins, 2024). My optimism regarding the educational value of digital literature was strengthened through academic research such as (Lamb, 2011) who demonstrates that digital texts cultivate new literacy skills, including digital note taking, and provide integrated tools – such as highlighting, built-in dictionaries, and study aids – that enhance student learning.
Furthermore, through creating critical reviews of digital literature for ETL533 Assessment One, I was encouraged by how diverse digital formats are engaging a new generation of readers. Initiatives like the New York Public Library Insta Novels project exemplify how digital platforms can revitalise the reading experience and make literature more accessible and appealing to young audiences.
It was important for me to recognise that technology serves as a vital means of self-expression for many students. (Bjorgen, 2010) highlights that digital storytelling engages students through activities that feel familiar and meaningful to them, while (Nyboe & Drotner, 2008) emphasise that engaging with digital storytelling helps students develop both a sense of identity and essential digital competencies. These perspectives broadened my understanding of digital storytelling – it is not merely a vehicle for narrative, but an experience that encompasses creativity, identity formation, and self expression.
The benefits of this medium are too significant to overlook, and this prompted me to act within my own school library by establishing a digital library as part of our collection. The borrowing statistics clearly demonstrate the importance of this form of reading, with over 3,500 titles borrowed within ten months. While I recognise that my beliefs and attitudes toward digital access may shift over time, particularly as new technologies emerge, I now understand that offering diverse modes of reading is the essential goal. Whether through eBooks, audiobooks, or physical books, providing equitable access to meet the varied needs of my school community will always remain a priority.
Collection development was not a topic I had given much consideration before beginning my studies, yet it has since become one of the most significant aspects of my role as a new teacher librarian. Initially, I somewhat naively thought of collection development simply as ordering lots of great books and filling the library shelves- but not much more. One of my first realisations about the critical role collection development plays in the life of a teacher librarian was captured in an early blog post: “making the decision on what age recommendation to place on books for students has been something of which I have agonised over” (Dawkins, 2023).I also recognised that my school context influenced these decisions; working in a faith-based environment means that parents hold varying expectations regarding the topics their children should be exposed to. This adds another layer of complexity to collection development. My goal has been to curate resources that not only serve the needs of my community but also reflect my responsibility to provide students with access to diverse voices, a range of perspectives, and opportunities to see themselves represented in literature. This understanding was reinforced through my readings of (Vygotsky, 1986), who emphasises that language and culture play a vital role in children’s identity formation and in how they construct meaning. This process of meaning-making is further supported by the role literature plays in shaping cultural values and attitudes (Nodelman, 2008). Through this, I became increasingly aware that my school context does not naturally expose students to a great deal of diversity – it is a primarily white, middle class community that can at times feel insular. I began to question how my collection development policy could help expose students to a broader range of ideas, perspectives, and ways of being.
I realised that I needed guiding principles to clarify what I was trying to achieve for my users. (Oddone’s 2019) video lecture was particularly valuable, as she outlined (Ranganathan, 1931) five laws of library science. The fifth law, the library is a growing organism, resonated with me deeply; it helped me understand how my library collection would evolve over time, ebbing and flowing as users grew, graduated, and as new needs emerged. It would take time to develop a collection that reflected the needs of the users, and this would change- and that would be correct.
My school library had previously only been a place where the priority was heavily on teaching and learning resources to aid teachers and key subjects in the school, and I realised this needed to become more balanced. (Hughes-Hassell & Mancall, 2005, pg. 43) states that selection takes into consideration the importance of quality teaching resources being collected by the library , but it must also take into consideration on whether the collection addresses the characteristics of the learners using it. My first action was to consult with the school community – teachers, parents and students about what they wanted to see in the library collection (Dawkins, 2023). This was developed through curriculum mapping with staff and creating a dedicated space in the library where students could suggest books to add to the collection. This initiative has been a key driver in broadening our collection and increasing circulation – teachers and students are borrowing more because they feel genuinely invested in the resources they helped to select. It has been a true win-win: not only have I received valuable support in resourcing the collection, but student engagement with reading has also increased. Through this process I have come to recognise how essential it is to pay close attention to collection development, as it can play a vital role in transforming the school community into an active, contributing partner within the library space.
Theme 3: Leadership
Leadership was certainly not something I had in mind when I decided to train as a teacher librarian. After feeling burnt out from previous school leadership roles, I saw teacher librarianship as a step away from leadership (Dawkins, 2025) -though I soon realised how mistaken that assumption was. The turning point in my perspective came during a lecture when I watched a YouTube video produced by RSA House based on Sir Ken Robinson’s 2010 lecture, which became the catalyst for rethinking what leadership could mean in education.
It became clear to me that achieving excellence for students—and within education more broadly—requires strategic, purposeful leadership. I realised I needed to explore the theories, approaches, and organisational structures that could effectively translate these aspirations into reality (Dawkins, 2025). I initially reflected on how pursuing the Highly Accomplished teaching level could influence my professional growth (Dawkins, 2023) – particularly by strengthening my ability to collaborate and positively impact other teachers’ practice—ultimately leading to improved student outcomes. Practitioner research on leadership, particularly that outlined by (AITSL, 2017) reinforced the idea that school leadership focused on enhancing teacher quality has the greatest effect on student achievement. Although I fully agreed with this, I still felt uneasy about certain aspects of leadership—feelings shaped by my past experiences.
In reflecting on my own challenges, particularly in managing conflict (Dawkins, 2025), I recognised this as an area I had previously avoided. However, this reflection prompted me to acknowledge the importance of developing the ability to hold difficult conversations—an essential skill not confined to leadership roles alone. It was at this point that Greenleaf’s (1970) concept of servant leadership reshaped my understanding of what leadership could look like: a model centred on meeting the needs of others. (Murphy’s, 2024) diagram further reassured me—if the ultimate goal of leadership was to serve others, whether students or teachers, then that was a model of leadership I could confidently embrace.
This type of leadership is not ad-hoc though and I considered that even servant leadership must be intentionally enacted to ensure its effectiveness, without diminishing the authority of the TL’s leadership in the school (Dawkins, 2025). As I became more comfortable with the idea of leadership, I was more open to other models of leadership presented in the modules, such as transformational leadership. (Baker, 2016) frames this model of leadership as a mutual process where leaders and followers inspire and help raise each other to higher levels of ethical and motivational practice. This model also helps remove boundaries to consider new ways of accomplishing things, new ideas and technologies (Teza, 2025).
Both of these models – servant and transformational leadership encouraged me that leadership doesn’t have to feel so overwhelming and can be a positive experience.
Baker, S. (2016). From Teacher to School Librarian Leader and Instructional Partner: A Proposed Transformation Framework for Educators of Preservice School Librarians. School Libraries Worldwide 22(1), pp. 143-159.
Bjorgen, A.M. (2010). Boundary crossing and learning identities – digital storytelling in primary schools. International Journal of Media, Technology and Lifelong Learning 6(2), pp.161-178.
Nodelman, P. (2008). The hidden adult: defining children’s literature. John Hopkins University Press.
Nyobe, L. & Drotner, K. (2008). Identity, aesthetics and digital narration. Digital Storytelling, Mediatized Stories: Self Representations in New Media 52, pp. 161-176.
