Reporting on a year’s worth of work makes good sense. Businesses all over the world provide annual reports on expenditure, results, achievements, statistics – a collection of facts and figures that might sum up the year. In the same way, creating an annual library report is good business sense. It helps to be accountable for spending, activity and progress. However, a library report can be more.

An annual library report tells a story. As teacher librarians, we are accustomed to a good story – whether from the pages of one of our many books or resources, or the story of why the student really can’t find that library book they borrowed a year ago. An annual report allows us, the sharer of stories, to become the author of a story – and as you can imagine, it might have all sorts of ups and downs and twists. It is in these stories that we can find the deep and powerful impact of a school library.

(Gordon, 2009) cites a comment made by Dr Ross Todd, library expert extraordinaire that caught my attention.

He said: Information is the heartbeat of meaningful learning in schools. But it is not the hallmark   of the 21st century school. The hallmark of a school library in the 21st century is not its collections, its systems, its technology, its staffing, its buildings, BUT its actions and evidences that show that it makes a real difference to student learning, that it contributes in tangible and significant ways to the development of human understanding, meaning making and constructing knowledge. The school library is about empowerment, connectivity, engagement, interactivity, and its outcome is knowledge construction.

This quote is the very essence of why I have engaged in studying in the Masters of Teacher Librarianship. At the heart of the services a library provides, it is about empowerment, connectivity, engagement, interactivity, with an outcome of knowledge construction. This is the story we get to tell – how adding Chromebook chargers to our loan resources helped students engage in class learning (instead of having to catch up because of a flat device), the numbers of students engaging in Makerspaces at lunchtime where they learn how to employ creativity and collaboration with their peers, the number of books loaned that allowed that diverse student to see someone else like them, even if it was in print. These stories are told through statistics, infographs, summary statements and photographs – all weaving the story of the life of the library. An example of a library report is included with this post: 

Image source: Knowledge Quest, 2022

In terms of good business sense, an annual report provides avenues for library staff to be accountable, transparent and advocate for what the library needs. These are good and necessary reasons for reports. What appeals to my librarian heart is the story – which I am excited to keep telling. The real difference a library makes to not only student learning, but to welfare, connection and individual lives.

Gordon, C. Prof. (2009) Weaving Evidence, Reflection, and Action into the Fabric of School Librarianship  in Evidence Based Library and Information Practice, 4:2

As an avid reader myself, I love the accessibility of being able to download a title anywhere, at any time. I love the accessibility of texts that I might not find on a local physical library shelf, and the options of either reading, or listening, whichever takes my fancy – but I pay accordingly. Typically, an Audible subscription is approximately $17 per month, which will only purchase one new title, 2-3 older titles at best. If I buy an E-book, I can look at between $10-$20 per title. This seems pricey, compared to the associated costs print books attract that e-books don’t. The balance needed to provide fairly and equitably between libraries, publishers and creators has not yet been achieved (ALIA, 2013, pg. 4)

In our modern world, it is astonishing that an affordable e-book option isn’t more readily available – particularly for school libraries. In a world fast hurtling towards digitisation, curating collections of e-books is a worthwhile question for teacher librarians to consider. Would the provision of e-books encourage more readers? The research is certainly clear – reading for pleasure increases literacy development (Krashen, 2004). If our aim is to encourage students to read, and read regularly, then a broad collection is essential. The research, however is surprising. Research published by (Merga, 2014) states that teens don’t particularly find reading e-books more appealing than reading print books. If this is the case, are we campaigning and spending money unnecessarily?

I tender that we are not. Reading should be accessible to all. Dr. S. R. Ranganathan described the library as a public institution or establishment charged with the care and collection of books and the duty of making them accessible to those who require the use of them. The key terms here are care, collection and accessible. E-books are another avenue of making text, including information literacy, accessible. Will they be for everyone? No. Will they encourage more students to read? Possibly not, but perhaps. Are they a worthwhile venture? Yes.

Accessibility is key. A student home sick for the week and unable to get physical books? E-books. A student who is a voracious reader and can’t find the titles they want in their local school or community library? E-books. The infographic below offers some additional benefits to E-books:

Image source: Taylor & Francis, 2023

The are issue that need to be rectified, such as digital rights management, fair dealing, ownership and access to lending (ALIA, 2013) just to name a few. These issues are worth the time if it puts more books in more readers hands – whether paper or technology.

Australian Library and Information Association (2013)Ebooks and elending issues paper. https://read.alia.org.au/alia-ebooks-and-elending-issues-paper

Choosing which resources to add to a collection can at times feel like a weighty task. This has been exacerbated by the huge range of resources available in the variety of formats. This can only add to decision fatigue as teacher librarians are not only considering the content of a source, but what format would best service its users. While there may not always be an easy solution, applying selection criteria can narrow down this task to a more manageable job.

Image source: https://www.azquotes.com/quotes/topics/technological-change.html

The above quote certainly rings very true when thinking about the impact of technologies in not only school libraries, but libraries worldwide. As much as technology seems to be overtaking our very way of life and how we go about our daily tasks, teacher librarians need to play the role of advocate and critic dually when it comes to decisions surrounding the collection. Just as not every book is suitable for the collection, not all technology will resource teachers and students in meeting the curriculum outcomes, or provide positive opportunities to engage in literature in meaningful ways.

The impact changing formats has and will continue to have on collection development is complex and far reaching. Where once librarians were limited for choice in what they could offer their borrowers, they are now spoilt for choice. Endless choice can sometimes cause decision fatigue and can make it increasingly difficult to choose the right resource to meet the selection criteria of the library. Johnson, Hille & Reed (2005) state that selection is both an art and a science, resulting from a combination of knowledge, experience and intuition. Consideration of the impact of this issue is critical when it comes to the knowledge required for building and curating a collection.

Formats can be representative of typical topologies, but also include audio, electronic, online subscriptions, physical games and hobby tools, research guides such as maps and artefacts – if you can use it to gain information, good chance the library will have it!

Changing formats means that teacher librarians need to consider:

• Budget constraints – is it more cost effective to own a resource or pay a subscription fee? What should be done if the resource is no longer used but a contract remains for a time?
• Is the bulk of the library collection representative of a bibliocentric stance? Or does a nonbibliocentric approach work best? What portion of funds is divided to resource this?
• How are these resources catalogued? Are they under format or genre?
• How can ease of access be ensured for users?
• Are digital files restricted to one user at a time (is this budget friendly?)
• How new technologies (which are emerging at a rapid pace) can be embraced in a sustainable manner?
• Do guides need to be made for users that are not familiar with pathways for accessing newer technology resources?
• How do we ensure that resources from a variety of formats accurately reflect diversity and help to broaden the views and perspectives of users?
• How is the responsibility for the management of these resources allocated to staff?

These issues and challenges will only grow as technology emerges and evolves and is integrated further into school curriculums. Perhaps a quote from Peter Dicken (n.d.) will encourage us: ‘Innovation – the heart of technological change – is fundamentally a learning process’.

Johnson, Peggy, et al. Fundamentals of Collection Development and Management, ALA Editions, 2005. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=474201.

As I reflect on my teaching career thus far, I recall many challenges, frustrations and thoughts of Why did I get into this career! Surely there is something better out there!. Alongside moments fraught with difficulty, there have been many stand out experiences and days when I drive out of the school carpark thinking I feel so lucky to be able to do this. This is so fulfilling. 

I think this is partly because I am a learner at heart. I love to try new things, find out how to conquer an unknown, and if I don’t know how to do something that needs to be done, surely I can figure it out. I see endless possibilities and opportunities in life if you are just open to learning. After promising my family that yes, I was done with university study, I enrolled into the Masters of Teacher Librarianship course. Outwardly they are very supportive, although I am sure there are a few inward groans every now and then. During this particular module of study I have been challenged about my current practice and what I could do to improve this to achieve Highly Accomplished or Lead teacher stage.

Some might say that the title doesn’t matter, it is what you do in the classroom each day for the students. I believe this too. For many years I have said that applying for higher levels of teacher accreditation was a waste of my time and money and that it wouldn’t change the outcomes for my students. In some ways, part of this still rings true, but I also have a new perspective. During Module 2.1, I investigated many of the resources on the Australian Institute for Teaching and School Leadership (AITSL,2017) site. A particular resource caught my eye, detailing how a teacher at an Accomplished stage of teaching, not only works in best practice in their own classroom, but leads and resources other teachers. This struck me as I realised that I could make more of a difference if I challenged myself to improve my skills and abilities in order to further equip other teachers, in turn impacting more students.

As a teacher sitting at a Proficient level currently, I believe that I select and/or create and use a range of resources, including ICT, to engage students in their learning (Standard 3.4, AITSL, 2017) I regularly apply a wide range of resources in my classroom, such as audio and video examples, collaborative learning materials that give students opportunities to demonstrate knowledge through different skills and curate resources that represent a variety of perspectives. If I was to expand my skills in this particular standard to the Highly Accomplished stage, it would require me to Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning (Standard 3.2, AITSL, 2017) This would require me to perhaps engage in some professional learning about how to share and transfer knowledge to others, how to create sequenced learning paths for colleagues to learn new skills, such as learning how to use a new online program or resource and how to lead others in a positive and respectful way.

I feel challenge to take further steps in my career – perhaps when the Masters course is done though!

Australian Institute for Teaching and School Leadership Limited (2017) Professional Practice in Australian Professional Standards for Teachers; Proficient Career Stage. https://www.aitsl.edu.au/standards/proficient

During the course of my study so far in subject ETL503, one of the most challenging moments was critically reflecting about my current practice as a Proficient teacher and where I would like to head in the future. I often have larger than life ideas, but this specific activity in the module has helped me to see that these ideas need legs to ensure action.

During the module, we were tasked to view a series of videos reflecting different levels of teaching proficiency, based around the AITSL teaching standard 3.4: Select and use resources. After viewing the range of videos, I placed myself at a Proficient level teacher. My evidence for this level was the following:

• I use a variety of resources and strategies to teach a skill explicitly – for example, if I was to teach a lesson on figurative language in English, I would use online videos, mentor or example text, activities to read, write and identify, followed with discussion and evaluation
• I conduct a variety of formative assessments that allow students to demonstrate knowledge in a variety of ways: through speaking, writing, modelling, drawing etc.

However, I was really challenged by the videos I viewed in the Highly Accomplished section. One of the areas I want to develop is how I collaborate and plan with other teachers around positive, engaging and collaborative use of ICT in the classroom. Technology can be such a powerful tool, and I am not using it to my full advantage. Too often in a high school classroom, students are working independently on their computers, which while necessary at times, can encourage isolated learning, reinforcing the view that technology is insular. The video filmed by AITSL (2017) at Albert Park College in Victoria demonstrated some practical steps, which were far from isolating, such as:

• Explaining to students at the beginning and the end of the lesson how to be responsible online. The lead teacher also gave feedback at the end of the lesson about their success in this target.
• Collaborative work online – students were able to critically engage with each other’s work and were often moving around the classroom – coming to work online with the teacher, while the work was projected onto a larger screen, which everyone could see.
• This reflective online practice allowed the teacher to have conversations with students in the moment that  questioned and encouraged them to elaborate, question and extend their learning.

In order for this to be the next step for me, I need to add to my own resource bank knowledge of online apps, programs and resources that can be engaging for students and used to pursue excellent learning. The challenge is set!

Australian Institute for Teaching and School Leadership Limited (2017) Responsible use of ICT in Tools and Resources. https://www.aitsl.edu.au/tools-resources/resource/responsible-use-of-ict-illustration-of-practice#tab-panel-3

It wasn’t till I became a high school English teacher that I realised the complexity of sourcing texts for students. In my desire to recommend quality literature to students, that would also meet their interest and academic needs, I started down a windy path of decision that has proven tumultuous. This has been exacerbated somewhat by the criteria for which I try to abide by when selecting resources for my students.

Oddone (2019) discusses the difficulties when selecting texts that have potential triggering events for students, while at the same time, might be the book that changes the perspective of another. Making the decision on what age recommendation to place on books for students has been something of which I have agonised over. This can be further complicated by the expectations and rules parents have for their children in regards to what they are allowed to read (which often differ from what the children think should be the rules as well!) Working in a faith based school has an added layer of consideration when building a collection that compliments the ethos of the school while also meeting the needs of the students.

Considering all of this has further highlighted the need for positive collaboration between the school and parents so productive discussions can be had over topics that have the potential to be tricky. Ultimately, it is the parents final decision about what they allow their child to read, but appropriate supports can be given as children wade into literature that represents more mature topics.

• Teacher librarians, library staff and teachers can have productive discussions with children about the books they read. Being able to process more mature content in a way that is practical and informative can help students to form their own views and consider the perspectives of others. It also provides a safe space for students to engage with material that will undoubtedly raise many questions for them.
• Teacher Librarians can be a guiding light in this area, as long as they are informed and keep up to date with current research around this topic. For example, current research on trigger warnings on the front cover of potentially sensitive books have found that these warnings may make students more likely to respond poorly to upsetting material – potentially making students who are already at risk of distress, worse, rather than better – almost like a self-fulfilling prophecy (Kimble et.al, 2021).
• Keep it simple – as teachers, we often know our students well enough to be able to gauge what might be ok, and what wouldn’t be. This sentiment is echoed by Regan McMahon, the book editor at Common Sense Media, when he was interviewed by Lambert (2023). His advice rings true: “The thing that we always stress is that you know your own kids best, you know how sensitive they are and what they can handle.”

Ongoing, open conversations are the critical piece of the puzzle. Inviting parents into the library regularly, so they are familiar with the collection could be a good place to start. Explaining the reason and policy behind selection of resources is important – knowledge here is power.

Kimble M, Flack W, Koide J, Bennion K, Brenneman M, Meyersburg C. (2021, March 25) Student reactions to traumatic material in literature: Implications for trigger warnings.  doi: 10.1371/journal.pone.0247579.

Lambert, L. (2023) What to Do If Your Child Is Interested in Books With Adult Themes in Brightly – Raise Kids who Love to Read. https://www.readbrightly.com/help-my-kid-wants-to-read-fifty-shades-of-grey-what-to-do-if-your-child-is-interested-in-books-with-adult-themes/

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/

The term advocacy can often be a buzz word – it can generate a lot of interest, talk and passionate cries for the need for it, but does it actually make a difference on the ground? In particular, does advocacy bring about practical change that improves the outcomes for libraries and their students? If it is successful, what type of advocacy is best? Loud and demanding, or the subtle approach?

Hinton (November,2021) discusses the professional advocacy undertaken by teacher librarians in the city of Washington DC. In their desire to remain professional and uphold the standards of their profession, they opted for a variety of activities that would bring attention to the important role they do. One of these activities was a ‘read-in’ on the steps of their local member’s office. 100 people reading. Quietly, minimum fuss. Boyd is quoted by Hinton who states, ‘“We did the exact opposite of what they expected us to do,” says Boyd. “When people normally protest at that site, they’re kind of loud; they have signs; they’re banging drums and cowbells—and we sat down and silently read. That’s what we do. We are librarians. We read. We support our students, and we support the community. We showed through a quiet gesture how serious we were about the work that we were doing.”

Their advocacy continued by demonstrating the impact their role has – the positive it has on the community through social media posts, and providing continued, reliable service. It paid off. Their campaign spurred a local city council member to introduce the Right to Read Act, a bill that would guarantee a librarian in every year starting from 2023 onwards. This demonstrates just how effective advocacy can be to bring about real, practical change on the ground – benefiting students and the community at large.

We can see practical results from advocacy closer to home, as well. The 2022 Softlink Australian and New Zealand School Library Service Report provides important statistics that demonstrate the practical outcomes that advocacy has returned. Section 3.3 of the report details reasons for increases in school budgets from one year to another. Amongst reasons like increased student numbers, and costs for products increasing, strong advocacy for the library is one of the key reasons. Similarily, Section 4.3 of the report, which details staffing levels, advocacy for library programs was a key reasons for staffing levels increasing. Promoting the beneficial outcomes for what librarians do, such as the research and work of Dr Margaret Merga, can help to educate people about the critical work librarians already do – and what we could do more of with additional resources!

To answer my original question, Does advocacy really make a difference on the ground? the results from Washington DC and Australia proves it does. May these success stories be the encouragement we need to consider our role in advocacy for this most important profession – and the way we can go about this.

Hinton, M. (November 1, 2021) School Libraries 2021: Advocacy is a Necessary Part of the Job for School Librarians in School Library Journal, News and Features. Retrieved from: https://www.slj.com/story/school-libraries-2021-advocacy-is-necessary-part-of-the-job-for-school-librarians