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.
An effective teacher librarian is an adaptable professional, both educator and leader, positioned at the heart of the school community. They foster a love of reading and inquiry by curating resources that are diverse, engaging, and relevant. Through this, students see themselves reflected in literature while being encouraged to explore new perspectives. Skilled in teaching information and digital literacy, teacher librarians equip students and staff to navigate an information-rich world with integrity. Committed to collaboration and innovation, they enrich curriculum, promote lifelong learning, and provide leadership through their servant leadership.
My understanding of leadership within the role of the teacher librarian has evolved through this subject. Initially, I viewed the position as a sidestep to leadership; however, my perspective has shifted. I was influenced by (Greenleaf’s, 1970) articulation of servant leadership, which aligns closely with my philosophy of the library as the learning hub of the school. In this view, leadership is enacted through resourcing, supporting, and meeting the needs of others. As (Dawkins, 2025) notes, however, such service must be intentionally and thoughtfully enacted to ensure it is both well-received and effective, without diminishing the authority of the teacher librarian’s leadership within the school context.
It is tempting to question the effectiveness of servant leadership when considering broader school outcomes, particularly given (Mortimore’s, 2013) description of ‘heroic leadership,’ which often represents the kind of leadership we believe we must pursue. For teacher librarians, however, I believe the more valuable approach lies in strategic leadership. The lessons of this subject have reinforced for me the importance of being deliberate and purposeful in how I lead. Strategic leadership is essential for advocating for the library’s role and for promoting innovation. As (Dickey, 2023) explains, innovation should not represent change for its own sake, but rather be driven by purpose and meaning. For me, this purpose often involves integrating new technologies and supporting teachers in recognising the sound pedagogy underpinning them. Innovation requires foresight (Dawkins, 2025), which can in turn ignite motivation in others.
Leadership has proven particularly critical when I reflect on the challenges facing education today, especially the rapid pace of technological change. (Friesen and Brown, 2025) describe these as adaptive challenges—problems that require creativity, innovation, and continual learning. Teacher librarians, with their unique skill sets, are well positioned to guide others in adapting to such change, including responding to the rise of generative AI. Teacher librarians are able to identify patterns—such as increasing demands for digital literacy or the need to embed ethical AI practices—and bring these insights to the leadership table. In this way, they act as both innovators and bridge-builders, connecting research with classroom practice and ensuring that the school is future-focused, adaptable, and responsive to change. I have also come to see teacher librarians as leaders who can model enthusiasm for change, as our role continually requires us to adapt programs and processes to meet the evolving needs of students. (Grigsby, 2015) highlights how libraries have consistently evolved in response to the demands of the 21st century. Staying current with literature trends, makerspace technologies, and through daily interactions with students, teacher librarians demonstrate expertise in change management and flexibility. Because their influence extends across most areas of the school, they are well placed to support staff in navigating change, not only through the provision of resources but also via mentoring, buddy systems, and professional support.
I also recognise the need to be a more proactive leader, advocating strongly for the library and for the needs of students in my school. While embracing change and speaking up can be challenging, it is essential for the library to remain relevant and to contribute meaningfully to the direction of modern education in my school context.
Dickey, S. (2023). School Librarians as Innovators. The Tradition Endures and Expands. Knowledge Quest 51(3), 28-33.
Friesen, S. & Brown, B. (2025). How Adaptive Leaders Turned Crisis into Opportunity. Leading and Managing 31(2), 19-40.
Greenleaf, R. (1970). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Grigsby, S.K.S. (2015). Re-Imagining the 21st Century School Library: From Storage Space to Active Learning Space. Tech Trends 59(3), 103-106.
Mortimore, P. 2013. Peter Mortimore: Nordic leadership: Something worth keeping. In L. Moos (Ed.), Transnational influences on values and practices in Nordic educational leadership: Is there a Nordic Model? (Forewords, pp. vi–viii). Dordrecht: Springer.
Over the course of this subject, my views have evolved from seeing technology as a teaching aid that adds an eye-catching element to lessons, to recognising it as a transformative medium with the potential to change access, participation, and communication. Engaging with theoretical perspectives, creative works, blog reflections, and peer feedback has highlighted the dynamic, participatory nature of digital environments and reshaped my thinking about how powerful this tool can be within my teaching pedagogy.
Initially I would have viewed digital narratives as a passive activity, one where students are merely consumers. (Shi et al., 2022) challenged this assumption with his discussion around how media changes how we interact by breaking the fourth wall and we become part of the narrative, which ultimately changes our role from consumer to participatory. The types of digital narratives that are being created today offers and also demands higher-order interpretative skills (Dawkins, 2025), which means endless differentiation is available for teachers to employ to meet the individual needs of students. Creating my own digital narrative helped me to refine my thoughts further as the creating forced me to think about how students would engage with my story and what options I could build into the technology to offer a variety of experiences, such as audio and visual reading. I was encouraged to take it a step further in my peer feedback when (Fox, 2025) challenged me to add an extra activity for my students to compare my story to primary history sources, which extends their skills in critical thinking and research. By incorporating her suggestion, I was able to further differentiate the narrative to teach students new skills that would aid them in their higher order thinking. This experience underscored that digital technology offers boundless possibilities for integrated learning, shifting my role as an educator from one of knowledge transmission to designing for interaction, immersion, and co-construction of meaning. Even though Book Creator was fairly intuitive and easy to use, I would have loved students to have more of an interactive role – such as being able to respond digitally or potentially record their responses to my prompts at the end of the story, which would provide flexibility for me as a teacher in assessing their responses.
I was challenged by the work of (Duffy & Cunningham, 1996) who state that even though culture creates the tool, the tool can change the culture. Those participants using the tool can appropriate tools to meet their goals, thereby transforming their participation in the culture. This highlighted the reciprocal nature between technology and our own practice. While these digital tools emerge from cultural contexts, once they are created, they have the potential to reshape how individuals engage with knowledge, communication, and learning. This was especially pertinent when I reviewed the New York Public Library Insta novels. The culture creates the tool (Instagram), but the tool can change the culture – modern users engaging with canonical texts, perhaps for the first time. How might using technology open up opportunities for access to those who might never pick up a book or enter a library? (Dawkins, 2025). In constructivist terms, this means that learners have the potential to appropriate digital tools, whether through collaborative platforms or interactive applications, not only for their own personal learning, but it can transform how they participate within the broader learning community. Every culture has their own watershed moments, such as the invention of the Gutenberg press in the 15th century, to steam powered printing presses in the 19th century, to more modern advances such as film and animation in the 20th century, to the 21st century tools such as smart phones and streaming services. Each culture has engaged with the tools and in turns, the tools have shaped the culture.
I see now that my view on my role as an educator in digital environments has expanded considerably. It is no longer enough to see digital technology as a novel teaching tool. Instead, it is a medium that can dissolve boundaries, requires new literacies for engagement with it, and can open up space for access and inclusion. My role as an educator morphs too – to design, curate, scaffold and guide students in the complexity and creative opportunities of these digital worlds. This kind of technology is not simply an add-on but can be transformative. By engaging with theoretical perspectives, creative practice and peer feedback, it has helped to reshape my views and given me encouragement to delve deeper into these tools, knowing that many benefits it holds for my students.
References
Dawkins, B. (2025, July 21). Digital Literature Review, Core Values. Librarium of Adventure. https://thinkspace.csu.edu.au/bdawkins/2025/07/21/digital-literature-review-core-values/
Dawkins, B. (2025, July 21). Digital Literature Review, New York Public Library Insta Novels. Librarium of Adventure. https://thinkspace.csu.edu.au/bdawkins/2025/07/21/digital-literature-review-new-york-public-library-insta-novels/
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Educational communications and technology (pp. 170-199). New York: Simon & Schuster Macmillan.
Fox, K. (2025) Peer Feedback on Digital Storytelling Project Proposal. https://thinkspace.csu.edu.au/bdawkins/2025/07/22/digital-story-telling-project-proposal/
Y. Shi, T. Gao, X. Jiao and N. Cao (2022). Breaking the Fourth Wall of Data Stories through Interaction in IEEE Transactions on Visualization and Computer Graphics, 29(1) pp. 972-982. doi: 10.1109/TVCG.2022.3209409.
My digital literature artefact will be a historical story created in Book Creator about a significant Australian—Mary Reiby. This project has two key purposes:
a) To support students in identifying the genre of historical fiction within a Stage 3 library unit of work on significant Australian personalities.
b) To provide a model for students as they develop their own digital stories about significant Australians.
The target audience will be Year 5 students, who during the term their curriculum focus is on the history of Australia’s penal colony and the individuals central to its development. As they engage with the digital story, students will be presented with a series of questions and prompts, aimed not only at building digital skills but also at strengthening their ability to recognise the conventions of historical fiction. This aligns with (Malita & Martin, 2010), who highlight the educational benefits of storytelling, including its role in meaning-making and challenging assumptions. Exposure to this form of narrative fiction also introduces students to a style of storytelling they may have previously dismissed as ‘boring’ or outdated. As (Miller, 2019) notes, digital storytelling holds particular value in offering new perspectives, simply by altering the visual point of view. By creating an engaging and positive experience of historical narrative, students may become more open to exploring texts from this genre. Furthermore, the integration of modern digital technologies with historical content helps bridge the gap between past and present. (Foss & Kumar, 2025) argue that while traditional methods can fail to capture students’ interest in the complex narratives of history, digital storytelling provides a powerful tool for making these stories more accessible and meaningful to today’s learners.
This artefact not only supports the development of students’ literary skills but is also designed to build their digital capabilities through practice and application. (Botturi et al., 2012) explain that one of the key skill sets in creating digital stories lies in shaping narratives in three modes—verbal, visual, and aural. This multimodal approach creates layers of accessibility for students with diverse abilities. By providing multiple pathways to success, the task allows students to focus on one or combine all three, enabling educators to differentiate outcomes. The learning task can also be scaffolded in stages, beginning with visual storytelling, before incorporating sound, hyperlinks, and interactivity as students gain confidence with the platform. This reflects (Bjorgen’s, 2010) view that digital storytelling fosters new ways of learning and expressing identity. Furthermore, by practising and reinforcing these skills across several lessons, students can develop transferable competence that extends to other school and social technologies, echoing (Walker and Nocon’s, 2007) findings on how skill acquisition supports engagement across different sociocultural contexts.
The use of Book Creator provides further advantages, as the platform allows additional pages or interactive activities to be added with ease. This flexibility means the digital story can be adapted for different age groups—simplifying text for younger learners or introducing more complex narratives for older students. A key strength of digital platforms is their adaptability, which enables teachers to reuse and modify resources efficiently, an important consideration in light of increasing administrative demands.
Beyond history lessons, this artefact also has broader applications. It could be used to teach biographical and personal narratives or to explicitly develop digital competencies, such as image uploading, copyright and fair use, integrating generative AI for image creation, or embedding the artefact in larger digital spaces like websites. Such accommodations align with (Nokelainen’s, 2006) criteria for usability, including applicability, flexibility, learner activity, and goal orientation.
This artefact and its associated activities are particularly relevant to the school context, where students have had limited explicit instruction in digital technologies and may feel hesitant when faced with complex tasks that demand more than simply pressing or swiping a start button. Engaging with this project not only promotes greater participation but also fosters learner autonomy as students take ownership of the task. (Nokelainen, 2006) highlights that learning is most effective when it involves practical, hands-on methods—such as students designing and producing their own digital stories. Simply showing students the artefact would restrict their learning to what they can retain in working memory, which is limited. By contrast, engaging them in the process addresses concerns about cognitive load and enables pedagogy that supports more effective and sustainable learning outcomes for all students.
In conclusion, this digital literature artefact combines historical content, narrative conventions, and digital technologies to create an engaging and adaptable learning resource. By modelling historical fiction and encouraging student-led digital storytelling, it supports both literacy and digital capability development. Aligned with research on storytelling and digital pedagogy, it offers practical, hands-on opportunities for creative expression while making history meaningful, accessible, and relevant to contemporary learners with a variety of abilities and interests.
References
Botturi, L., Bramani, C., & Corbino, S. (2012). Finding Your Voice Through Digital Storytelling. TechTrends, 56(3), 10–11. https://doi.org/10.1007/s11528-012-0569-1
Bjørgen, A. M. (2010). Boundary crossing and learning identities – digital storytelling in primary schools. Seminar.Net, 6(2). https://doi.org/10.7577/seminar.2429
Foss, C. & Kumar, S. (2025). The role of digital story-telling in bringing history to life in the classroom. International Journal of History, 7(5), 19-28.
Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavioral Sciences, 2(2), 3060–3064.
Miller, C. (2019). Digital storytelling : a creator’s guide to interactive entertainment (Fourth edition.). CRC Press.
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society, 9(2), 178–197.
Walker, D., & Nocon, H. (2007). Boundary-Crossing Competence: Theoretical Considerations and Educational Design. Mind, Culture, and Activity, 14(3), 178–195. https://doi.org/10.1080/10749030701316318
During my study of digital literature a few things have really struck me. I have also been interested in the benefits of using technology to aid in my teaching – whether it be a simple video to communicate a key learning in a fun way, or creating with a variety of digital tools. However, studying the value of this kind of literature has deepened my understanding of what this kind of storytelling can bring – not only to the classroom, but to our communities.
Digital storytelling brings connectedness through its accessibility
Technology has revolutionised so many areas of our lives – but it has not diminished the power of story. At the very essence of who we are as humans, we love to tell and to hear stories – it helps us make sense of who we are and what happens around us. Digital technology helps to bring these stories to life in a way that pushes even the boundaries of our imagination – it brings a sense of reality and ‘nearness’.
(Monson, 2016) discusses that concepts of immersion and interactivity as being critical theories around digital literature. We have all at one stage been so immersed in a book we couldn’t put it down and we have lived vicariously through the characters in our favourite stories. The article goes on to take this a step further but citing (Rogers, 2016) who discusses that ‘media changes everything – it breaks the barrier so there is no fourth wall. You are part of it’. Imagine using VR technology to walk along the Crescent in Bath with the characters of an Austen story? Or be on the battlefield with Jamie Fraser in one of the Outlander books? I feel like its the closest to time travel my creative brain will ever get!
This storytelling connects us all. Because of its digital nature, the same story can be seen and read and heard around the world – bringing a intimacy to the reading experience that broadens the individual reading experience that is normally experienced through a print text.
The possibilities of boundary pushing and bringing stories to people that may not ever pick up a book is one of the many benefits of digital literature.
The more the merrier I say!
References
Monsen, Y. (2016, December 16). Brave new literature; Digital textuality, technology, and cyborgian humanity. Medium.
Conflict is not something I enjoy. I don’t think many people actually enjoy it – but my natural tendency is to avoid it. I have improved over the years in this area and now push myself to have those tricky conversations when necessary, but it still makes me feel uncomfortable.
When I completed the conflict resolution questionnaire, I was not surprised to see that my top result was ‘The Avoider’. (Psychologia, n.d.) describes the avoider as follows:
Style I – The Avoider You usually avoid argument and change the subject when tension appears. This can be helpful for small, unimportant issues, because everyone stays calm. But when a problem really matters, constant avoidance hurts you. Your own goals get pushed aside, unspoken anger builds up, and relationships suffer from silent, passive-aggressive behavior. In the end, the stress you tried to escape stays with you every day.
This is fairly accurate of me, but one I am working on as I realise the critical importance of being able to manage conflict in a healthy and productive way. My reflection is as follows:
What is your predominant approach to managing conflict?
I can be hit and miss. At times, especially when it is a subject I feel passionate about, I will engage in those tricky conversations for the sake of the issue at hand. However, I do find it uncomfortable to have to challenge people under my leadership around different things, especially when it is something that they are doing that needs to change.
Does this match to how you think of yourself?
This is such an interesting question – because it doesn’t match to how I see myself or how passionately I feel about what I do. I am really tough on myself and don’t allow myself mediocrity in many areas of my life, yet I am way more generous with others (probably not a bad thing). I do think it is important to move towards my inner me and my outer me matching more successfully.
What areas do you think you need to develop?
I would like to work on being able to have the challenging conversations when needed. I can do this by helping prepare for these conversations beforehand so I don’t get flustered on the spot. Practice will make perfect (well sort of!) and I am guessing that the more I do the hard things, the easier they will get.
Psychologia (n.d.) What’s your conflict resolution strategy? Tests. https://psychologia.co/conflict-resolution/
Not many teachers would disagree with the desire of the teacher librarian to want to integrate digital technologies in a way that is meaningful and adds to a child’s education. One of the biggest barriers I face when encouraging the use of technology and digital literacy is time. Time to learn how to use and teach the use of new technologies, and time to integrate them into an already busy and full curriculum.
As a TL, I aim to model servant leadership in my school. I want to be efficient and make a difference to student learning outcomes in whatever way I can. (Robinson, 2007) notes that leaders who are as close to the core business of teaching and learning are more likely to make a difference to student learning outcomes. (Greenleaf, 1970, p. 15) notes that the idea of a servant as a leader takes on a new perspective than other forms of leadership – it focuses on the needs of the followers and ensures that those needs are served. My first step would be to look at what the primary needs are in order to implement information and digital technologies in my school. What do the teachers need in order to integrate this into their curriculum? What resources does the library need to support them to do this?
Additionally, if we are to function most effectively in the model of servant leadership, we need to be aware of how this plays out practically in the areas we want to influence, such as the work of (Spears, 2010) in the ten characteristics of Greenleaf’s servant leadership model. I would focus on the following three aspects of these characteristics to model servant leadership in my approach with teachers:
Listening and empathy: Making the time to listen and empathise with busy teachers who need help if they are to integrate new technologies. I try to make time to have a cuppa and chat with the teachers in my school – what pressures are they facing? How can I help? This approach will go a long way toward building relationships as well.
Foresight: I would like to aim to have the foresight to attend curriculum planning meeting and set achievable goals for integrating more technology. Perhaps starting with a year group, or subject and working with teachers on achieving one small goal. This may just be the motivation and success needed to build momentum for further technology integration.
Commitment to growth: As a servant leader, I need to be not only committed to helping teachers grow in their technology skills, but I also need to be committed to growth – how can I upskill in how I teach digital technologies to teachers and students?
References
Greenleaf, R. (1970). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Robinson, V. 2007. School Leadership and Student Outcomes: Identifying What Works and Why. Winmalee, NSW: Australian Council of Leaders.
Spears, L. C. (2010). Character and servant leadership: Ten characteristics of effective, caring leaders. The Journal of Virtues & Leadership, 1, 25–30.
My digital story will serve two main purposes: to share the historical narrative of a significant figure in Australian history and to act as a model for students, who will use a digital platform to create their own stories. This project will be part of our library unit, which integrates digital competencies through the framework of the history curriculum, particularly focusing on the stories of early settlers and Indigenous people during the colonial period.
(Smelda et al., 2014, pg. 2) discusses that digital storytelling is recognised as an effective pedagogical approach that enhances student motivation and supports story creation through benefits like collaboration and reflection. I will use Book Creator to create a story which will centre on the life and accomplishments of Mary Reiby, a prominent historical figure studied in the Year 5 History syllabus. It will incorporate key features of historical fiction—such as plot, authentic historical settings, dialogue, and characters—by transforming key events from Mary’s life into a narrative format students will be guided to identify as historical fiction. Book Creator offers different book formats, such as comics and a variety of layouts, alongside the option to upload your own images and record audio. It is an intuitive platform to use, and its customisable options means that I can ensure that the main elements of the story are the focus, rather than unnecessary digital add ons that take away from the readability of the text.
After reading the story, students will be asked to identify major challenges, achievements, and events in Mary’s life, designed to gauge their understanding and comprehension of the text. They will also be prompted to reflect on and discuss the digital skills required to create a similar story.
References
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0006-3
