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.
Image source: https://au.pinterest.com/peterbee397/
References
Australian Education Research Organisation (2024). Introduction to the science of reading. https://www.edresearch.edu.au/summaries-explainers/explainers/introduction-science-reading
Australian Library and Information Association (2004). ALIA-ASLA standards of professional excellence for teacher librarians. [Fact Sheet]. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians
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