Part A

Personal Philosophy – what makes an effective Teacher Librarian?

Effective Teacher Librarians (TL) work collaboratively within a school to ensure that they support the vision of the school community. TL’s are responsible for ensuring students are explicitly taught digital and information literacy and how to be responsible and safe online. A TL is proactive in their approach to curriculum and ICT changes and challenges, working with teachers in the delivery of programs which empower students and build 21st century skills. Effective TL’s create a collaborative learning environment where students feel safe to be creative and curious in their learning and ultimately become lifelong learners with a love of reading.

Part B

At the beginning of my Master of Teacher Librarianship journey, my blog post, The First Post, I shared my excitement and anxiety levels about what lay ahead of me in not only completing this course, but also my journey to becoming a working Teacher Librarian (TL) and what I hoped to become in the future. My thoughts were based on collaborating with Teacher Librarians during my time as a classroom teacher and how I had found these individuals ‘godsends’; at the time I was relieved to have extra assistance with a class. However, at the conclusion of this degree, I can now reflect on the dedication of the TL and the importance of the information literacy skills and knowledge the TL was providing to students during the lessons undertaken in the library.

Two of my favourite units completed as part of this degree have been the electives ETL402 and INF533. Both of these units opened my eyes to young adult literature and the importance of the TL to be proactive to the changes taking place within the youth literature market. The importance of the inclusion of high quality literature in the collection and promoting the use of literary activities to colleagues which meet the needs of 21st century learners while engaging and encouraging students to read were highlighted throughout these units.

Young people aren’t reading anymore…ps the Teacher Librarian can help.

One of the most resonating ideas from the literature regarding youth and reading was summed up in my blog post The Changing of the Book, where two recent articles contradict what is occuring in the children’s and young adult book market. I tend to agree with Khyiah Angel (as cited in Taylor, 2018), where she stated ‘that children are reading more, they are just reading differently’. It is important to understand these changes in students’ preferences for reading and be able to adjust our thinking of what is a book, how students read and how we can engage students with literature.

In my blog post Children’s Literature I spoke about my need to develop a greater understanding of children’s literature, while I noted some strategies I am currently using to increase my exposure and knowledge of children’s literature. Through the completion of the two units I was able to further develop my understanding of children’s literature, especially various fiction genres. Also, how I can promote children’s literature through collaborating with classroom teachers and assisting in incorporating fiction into literary activities across a variety of curriculum units. Graphic novels are a genre of fiction which is often overlooked by educators as being a valuable teaching aid as they are considered to be a form of comic book. However, graphic novels have been gaining popularity with young adult readers since the late twentieth century and are now seen as an important inclusion in educational settings (Babee, 2017, p.1; Botzakis, 2018, p.140). Including graphic novels into a library collection provides students with the opportunity to engage with a popular genre, which is now a recommended text in the Australian Curriculum; importantly graphic novels can also be used as a multimodal teaching strategy across faculties. Through collaboration with our English faculty a number of traditional texts have now been purchased in the form of graphic novels; including The Handmaid’s Tale for Year 11 Advanced English and To Kill a Mockingbird for Year 10 English. Both graphic novels, while remaining true to the original story, improve comprehension of the novel and provide students with a greater appreciation and understanding of the key concepts and themes of the novels through visual representation (Chilton, 2018; Scott et al., 2017, p.127). The integration of graphic novels has allowed teachers to enhance the existing curriculum and build on students’ multimodal knowledge as required in the Australian Curriculum.

A number of graphic novels have been added to the library collection to assist in enhancing the existing curriculum.

Another avenue to engage and encourage students to read is through the use of audio and ebooks. The Association of American Publishers found that the audiobook market is the fastest growing publishing format, with audiobook sales increasing by over 40% in 2018 (Trombetta, 2019; Poole, 2019; Catalano, 2018), and the global market expected to grow by another 25% in 2020 (Thorp, 2020). Audiobooks are becoming increasingly popular in educational settings as digital literacy helps to engage and assist students. Using audiobooks assists students who are experiencing difficulties with reading as they are able to utilise the functionality of digitized works. Through using digitised works students can slow down the narration of audiobooks as well as increase the font size of ebooks. Increasing the font size on screen leads to greater space between letters and lines and ultimately leads to a more immersive and improved reading experience (DeLamater, 2010; Anguera, 2015), this can assist students who have dyslexia or experience reading difficulties. While listening to books can benefit students’ literacy through hearing pronunciation and intonation, as well as increasing the students’ exposure to words. Through developing my knowledge and understanding of the benefits of digitised works I was able to advocate the continued inclusion of audio and ebooks as part of the collection of our school library. I reflected on the importance of a virtual library as an addition to the library collection when completing ETL 503, having access to the virtual library assists in eliminating geographical and access constraints when students require resources; the virtual library has been especially beneficial this year due to COVID-19 lockdowns and restrictions students faced accessing physical reading materials. The virtual library has also been welcomed by teachers and used extensively with students with low literacy or learning difficulties.

Opening the doors to ICT – In the library, can this happen?

A key goal for our school was to increase access to technology and ensure students developed 21st century ICT skills. I was able to successfully gain funding to set up a dedicated bank of laptops in what was an underutilised room in the library during 2018; since that time, technology in the library has exponentially grown, allowing a large number of classes the opportunity to use technology throughout the day. Ensuring students are undertaking meaningful technology lessons which meet curriculum requirements, digital citizenship requirements and student engagement was a secondary goal of the school. Teachers at the school commented on their lack of confidence and knowledge surrounding technology, digital citizenship and how they could implement technology into their lesson plans (D. Pilja, personal communication, May 18, 2019; J. Dasic, personal communication, May 18, 2019).

Through my role as TL I was able to assist teachers with technology based lesson plans and activities. As stated in my critical reflection new technology is being created and used at a phenomenal rate, with students often the first to engage and use new technology as it becomes available. It is imperative that we, as educators, stay abreast of these technological and social changes in order to keep students motivated and to learn essential information and communication technology skills, as highlighted in the Australian Curriculum, while they are engaging with technology. The use and creation of digital stories is one strategy to do this. The digital story  Reginald James Charles – An Australian War Hero, while an assessment requirement for INF533, has been used within our school as an example for Stage 4 students to create their own digital texts. This enrichment activity proved to be very successful with high engagement from students; the students developed knowledge and understanding of 21st century ICT skills while embedding digital literacy skills and citizenship in the creation of their final product. Through collaborating with the classroom teacher I was also able to provide professional development and dialogue on the affordances of effectively using technology in the classroom to meet learning outcomes. Feedback from colleagues has shown they are now less apprehensive to use technology in their classes and have a greater understanding of digital citizenship (M. Walker, personal communication, March 23, 2020; A. Fenech, personal communication, May 13, 2020). The digital story has also been used by our Defence Mentor with the wider military community, her feedback has been that it is an important and relevant advocacy tool for our school (T. Carr, April 28, 2020).

Another literary activity which I was exposed to through ETL402 was book bento boxes. I used the concept of book bentos as a book week competition for students and staff to enter. Students and staff were able to create their bento for a book they were currently reading or their favourite book. I find book bentos an excellent learning experience to reflect on their reading while also developing 21st century skills. The benefit of book bentos as a multimodal strategy is that students are also being explicitly provided information regarding copyright and the ethical use of music, pictures and book covers; students are encouraged to use Creative Commons to access media and are shown the correct way to acknowledge sources they use to create their book bento. I have already planned collaboratively with our HSIE faculty to implement the literary learning program I created for assignment two of ETL402, with our Year 10 cohort when they are completing the depth study Rights and Freedoms 1945-present (Australian Curriculum, Assessment and Reporting Authority, 2010) in term four.

I have also been heavily involved with technology within the school as a whole. The Stem.4L kits borrowed through the Department of Education have been very successful with students. The kits have been used with specialist teaching areas and also whole year groups in the school being provided with the ability to experience virtual reality, robotics and film making. I am also a member of the school’s technology team and this year the team is trialing student devices. One class in year 7 and 8 are trialing Apple Ipads versus Google Chromebooks in order to discover the benefits for student participation and engagement with technology as well as the best device for student use. Based on the outcomes of the trial it is hoped that the year 7 cohort for 2021 will be lent a student device for school use for the year.

Stem.4L kits in action.

Making the library an essential learning common in the school – Advocacy in action.

I was lucky enough to obtain a temporary TL position in a school, the library had been traditionally managed by the previous TL, who had a long standing position at the school. The library was cold, uninviting, devoid of life and a little smelly; there was a closed door policy for certain periods of the day and silence was required at all times.

Through completing ETL402 and ETL503 I was able to begin to develop my understanding of the importance of an information professional in schools. In my blog posts The Perceptions of Librarians and Reflections I reflected on the evolving and ever changing role of the TL and how I could advocate my role in the school. I started reading, and continue to read, articles about how TL’s can be change agents within schools, the importance of school libraries and strategies TL’s can use to successfully manage and promote their role and the library.

From the knowledge gained in ETL503 I saw the importance of collaborating with staff to develop a working collections development policy, I sought out individuals in each faculty to speak with to ensure the policy would meet the curriculum needs of the school. I also asked students to provide their feedback on the library, resources they would like available to them in the library and books they enjoyed reading. I undertook surveys with students to gain a better understanding of the reading habits of the student community. This allowed me to develop a better understanding of the recreational reading needs of the students and the areas of the collection which were lacking. I found through writing the collection development policy I had a greater understanding of the school community I was working with and the areas of the collection which needed improvement. The policy assisted in decluttering the collection; a large number of especially nonfiction resources were outdated and no longer relevant to the learning needs of the school.

I started to look for activities and resources that could be used to promote the library and get students and staff engaged and excited about the library. I joined a number of professional TL groups including Yammer, NSW School Library Matters, and The School Librarians Workshop on Facebook as well as a number of Instagram accounts that are strong advocates for libraries such as misskokolib and icentremta.

A number of key activities were promoted specifically to staff in an attempt to encourage staff to utilise my services and the library. A Library Lovers gift bag was made for all staff and secretly dropped on their desks on Library Lovers Day. The gift bags included items to promote what the library had to offer as well as how I, as the information specialist of the school, can assist teachers in planning, developing and implementing lessons and programs; the bags also included a number of small gifts to bring joy to the day. Book Week was another opportunity to promote the library and the importance of reading to students and staff. With the assistance of some key staff members a whole staff book character dress up day and staff and student lunch was organised. The day was an outstanding success and led to a heightened profile of the library as key changes were promoted during the lunch and book talk took place between students and staff.

Advocacy in action.

Utilising Facebook, Instagram and the school’s regular newsletter to promote activities taking place within the library allowed for greater connection and communication with the school and wider community. I found a number of key guides to assist with social media promotions including The National Library of New Zealand, Softlink and a number of relevant articles from SCIS Connections. During my professional placement I was also able to take part in a public libraries marketing team meeting via Zoom; I found this an invaluable experience as reflected in my placement report as it provided further insight into the use of social media by informational specialists.

Part C

Personal evaluation.

As I reach the end of the Master of Teacher Librarianship degree it is important to reflect on the journey and see just how far I have come. It is important to also consider the future, as I embark on the challenges of Teacher Librarianship in a high school setting, as well as considering further career opportunities which the degree can provide with ongoing learning. The standards of professional excellence for Teacher Librarians is an invaluable tool for not only reflecting on my current professional knowledge and practice; but can also serve as a goal setting tool to assist in my continued professional learning and development to improve my professional practice and ultimately become a successful teacher librarian.

Throughout the course I have realised the importance of staying abreast of changes in curriculum and technology and ensuring that I am proactive in my approach to cross curricula library programs, with a technology focus. 21st century skills are embedded throughout the Australian Curriculum; it is one of the many essential roles of the TL to ensure they assist their colleagues in implementing technology usage, as well as equipping students with the skills to appropriately use ICT and information resources (1.1;2.2). I am now more confident to work with colleagues to explicitly teach students about the ethical use of media and copyright, through the use of sites such as Creative Commons. I am also equipped to teach the digital literacy skills required to find, evaluate and compose digital information and to correctly acknowledge sources, this will ultimately assist students to be responsible digital citizens throughout their schooling, further education and careers (State of NSW, 2020).

Creating a space where 21st century skills can be explicitly taught and practiced is also an essential requirement of current school libraries. School libraries are evolving to become places of significance within schools as they take on the dual role of literary and technological spaces (2.1). Ensuring the library space is well resourced and meets the needs of the school community is a challenging aspect of the role of the TL. Through my growing understanding of the needs of the various stakeholders of the school, I will strive to ensure the library is effectively meeting the diverse needs of our school community.

Advocating the role of TL’s and essential services that can be provided by the library are key personal goals I have for the future. Greater promotion of the opportunities I can provide to staff in their teaching and professional development is also important to me in my role as TL. I am looking forward to having the time to read a greater range of young adult books from various genres and creating a strong reading culture within the school community. Joining professional associations & network groups will also assist in my professional development and provide further ideas on how to future proof the school library and ensure that I am pivotal in meeting the vision of the school.

References.

Australian Curriculum, Assessment and Reporting Authority. (2010). Year 10 content descriptions. https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

Australian Library and Information Association. (2004). Standards of professional excellence for teacher librarians. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

Babaee, R. (2017). Realities of Graphic Novels: An Interview with Frederick Aldama. International Journal of Comparative Literature and Translation Studies, 5(3), 1-4. doi:http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.1

Botzakis, S. (2018). Comics in the Classroom. In Wooten, D. A., Liang, L. A., & Cullinan, B. E. (Eds.). Children’s literature in the reading program, fifth edition: Engaging young readers in the 21st century. 140-152. https://ebookcentral.proquest.com

Catalano, F. (2018, August 11). Listen up: Digital audiobooks now the ‘fastest growing format’ as tech and titles improve. GeekWire. https://www.geekwire.com/2018/listen-digital-audiobooks-now-fastest-growing-format-tech-titles-improve/

Dunn, B. (2017, July 20). The first post. [Blog post]. https://thinkspace.csu.edu.au/bellid/2017/07/20/the-first-post/

Dunn, B. (2020, March 6). The changing of the book. [Blog post]. https://thinkspace.csu.edu.au/bellid/2020/03/06/the-changing-of-the-book/

Dunn, B. (2020, March 20). Children’s literature. [Blog post]. https://thinkspace.csu.edu.au/bellid/2020/03/20/childrens-literature/

Dunn, B. (2019, May 27). Reflections. [Blog post]. https://thinkspace.csu.edu.au/bellid/2019/05/27/etl-503-reflections/

Dunn, B. (2019, October 5). INF533 Critical reflection. [Blog post]. https://thinkspace.csu.edu.au/bellid/2019/10/05/inf533-assessment-4-part-c-700-words/

Dunn, B. (2017, July 13). The perceptions of librarians. [Blog post]. https://thinkspace.csu.edu.au/bellid/2017/07/23/the-perception-of-librarians/

Dunn, B. (2020, September 9). Professional placement report. [Blog post]. https://thinkspace.csu.edu.au/bellid/2020/09/09/professional-placement-report/

Poole, S. (2019, July 13). Listen up: why we can’t get enough of audiobooks. The Guardian. https://www.theguardian.com/books/2019/jul/13/listen-up-rise-of-audiobooks-steven-poole

Softlink. (2020). Social media ideas for the school library. https://www.softlinkint.com/blog/social-media-rise-your-school-library/

State of New South Wales [Department of Education]. (2020). Copyright and creative commons. https://www.digitalcitizenship.nsw.edu.au/articles/copyright-and-creative-commons

Stower, H., & Donaghue, M. (2016). Using social media to support school library services. School Catalogue Information Service. https://www.scisdata.com/connections/issue-98/using-social-media-to-support-school-library-services/

Taylor, A. (2018, September 16). ‘Technology can bring books alive’: Harry Potter inspires novel with moving images. The Sydney Morning Herald. https://www.smh.com.au/entertainment/books/technology-can-bring-books-alive-harry-potter-inspires-novel-with-moving-images-20180915-p50407.html

The National Library of New Zealand. (n.d.). Social media and the school library. https://natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-learning/your-school-library-online/social-media-and-the-school-library

Thorp, C. (2020, January 6). Audiobooks: The rise and rise of the books you don’t read. BBC. https://www.bbc.com/culture/article/20200104-audiobooks-the-rise-and-rise-of-the-books-you-dont-read

Trombetta, S. (2019, May 24). There’s actually a scientific reason for why you love audiobooks so much. Bustle. https://www.bustle.com/p/why-audiobook-listening-is-growing-in-popularity-with-readers-17186269

Section 1: The placement organisation.

Inner West Libraries (IWL) provides a comprehensive service to a large and diverse range of individuals and groups in the Inner West local government area. IWL had over 96,000 registered members 2018-2019 (State Library of New South Wales, 2020), with the opening of the new Marrickville Library on the 31st of August 2019 the number of members was expected to be much higher for 2019-2020, however with the increase in demand for services due to COVID-19 the number of members is now expected to be over 100,000 (A. Mullen, personal communication, August 3^rd, 2020). IWL provides library services across eight branches within the Inner West Council area: Ashfield, Balmain, Haberfield, Leichhardt, Marrickville, Stanmore, St Peters/Sydenham and the Council’s historical archive centre in Petersham. IWL is a part of the Inner West Council and works towards meeting the needs of Inner West Residents through following the vision of the council:

“We are the Inner West, land of the Gadigal and Wangal peoples, whose rich cultures, heritage and history we acknowledge and respect. We are defined by our diversity of people, places and ideas. We are an inclusive, vibrant, caring and progressive community where everyone is welcome, people and nature live in harmony and creativity is a way of life” (Inner West Council, 2018).

IWL provides a wide range of information services to meet the needs of a diverse range of stakeholders who are a part of the vibrant community of the Inner West. IWL provides services, programs and events to engage and inform patrons including collections in multiple languages and genres to meet the multicultural needs of individuals that reside in the community. For example Ashfield library has a dedicated Chinese collection, Leichhardt an Italian collection and Marrickville has a diverse LGBTIQ collection. IWL also assists individuals who find it difficult to physically visit the library by providing an extensive home library service. The libraries also have a dedicated History department, which assists individuals to research family and house history, access Council archives and promote cultural collections and exhibitions. All IWL have free WiFi and computer access, dedicated study areas and provide a wide range of programs tailored to the local communities in which they reside with programs available for babies through to retirees.  Through their work with local communities, IWL are able to successfully meet the key goals of public libraries as set out by the Australian Library and Information Association (2018) by promoting Australian writers and creators through author talks and writing competitions for youth; providing safe spaces for study, work and relaxation and ensuring freedom of access to the information.

The importance of IWL as part of the community was highlighted during the COVID-19 lockdown. Due to the lockdown, a large number of the community were unable to access essential services, which are readily available through IWL including computer and internet access, young and youth programs as well as reading materials. The IWL experienced a high increase in the number of phone and email enquiries from patrons in need of the everyday services that IWL provide. In response to the increasing number of enquiries per day, IWL management team proactively put in place services to assist the community to access services which would normally be available within the physical library. A “click and collect” option for patrons was trialled to allow access to the physical resources of the library, patrons were able to request books through an online library, books were borrowed out the patrons and available to be picked up outside the library; the use of this service allows patrons to access library resources and again engage with the collection. A number of other high demand services were also produced digitally and made available online; this demonstrated the adaptability of library staff, most of whom had not used the technology required to make online content; some of the most demanded services produced were storytime and book buddies for young children, all services were well received by the community and still utilised after partial reopening.

Section 2: Theory into practice ETL503

Whilst undertaking my placement with IWL, I spent time with the library collections coordinator. This was especially relevant to my learning, I find resourcing the collection one of the most challenging aspects to the role of Teacher Librarian; ensuring that the collection of the school library is relevant, accessible and up to date for our school community. ETL 503 Resourcing the Curriculum allowed the development of my knowledge regarding the importance of having a well-structured, proactive and adaptable collection development policy for the library to follow. A collection development policy is a significant library document that is essential to a school library as it explains why the library exists, it reflects the library’s mission and the intentions for building its collections collaboratively. As with a school library, the IWL collections coordinator must develop and implement a collection development policy which meets the missions, goals and objectives of the library and the wider community where each library is located (Australian Library and Information Association School & Victorian Catholic Teacher Librarians. 2017). Implementing a collection development policy is important for both school and public libraries to ensure the need requirements of the community are the driving force for selection and to ensure that the library collection supports the goals, programs and interests of patrons through resources, technology and space. (Hughes-Hassel & Mansell, 2005; National Library of New Zealand, n.d.)

Within a school library it is the professional responsibility of the Teacher Librarian in collaboration with teachers and students to provide the informational, instructional and recreational reading resources that meet the needs of the school community (Church, 2017). Within a public library it is the professional responsibility of the informational specialist in the role of collections coordinator to work closely with branch managers to ensure the needs of the patrons and communities of the individual libraries is met. Within each of the IWL there is a specialist collection, as discussed in Section 1, which must be resourced through the collection development policy and it is essential the collections coordinator works closely with the branch manager and the community to ensure the specialist collection is relevant to the needs of the community. Patron Driven Acquisition (American Library Association, 2014; Swords, 2011) is also used by IWL to meet the needs of the community; this has also led to greater technology access within the library and the collection with audio and eBooks. Patrons have driven this change to greater availability of technological resources within IWL (K. Dwarte, personal communication, August 4^th, 2020). IWL have also recently placed its catalogue online, to allow patrons to click and collect physical resources; greater online content and placing the catalogue online was a long term goal of IWL, however due to the impacts of COVID-19, this was highlighted as a requirement by the IWL communities and has been proactively incorporated this year after community consultation to meet patron and community needs during the Sydney lockdown. Patron Driven Acquisition in both school and public libraries allows greater collaboration between the information specialists and the community in which the library operates; collaboration and support leads to interconnectedness of the library and the community (Mardis, 2016) and assists in meeting the needs of the community and ultimately the goals of the library.

The IWL collections coordinator is presently writing a collection development policy for a new music library which will be located at Ashfield. I was able to see first-hand the steps the coordinator undertakes in ensuring the music library is needed in the community as well as being successfully resourced to meet the identified needs within the community. Extensive collaboration has taken place with the collections coordinator, individual branch managers, musical instrument suppliers and the community to ensure the music library will be resourced with instruments that meet patrons’ needs, while also being of high quality. The collections coordinator is using the information gained through this consultation to ensure the music library is relevant and accessible for the community. I found being a part of the process of writing the music library collection development policy invaluable to my continued learning of writing a policy, as it allowed me to use the theoretical knowledge gained from ETL503 in practice. This experience further cemented the need for a well-written collection development policy as it is an advocacy tool for the Teacher Librarian, as it is for IWL, and proves the value of not only the library collection but also the value of the Teacher Librarian as the informational professional. I now feel more confident in my knowledge and understanding of the procedures in planning and writing collection development policies and will be able to use the knowledge gained and adapt the procedures and skills used with IWL to my high school library situation.

Section 3: Critical reflection

I honestly feel like one of the luckiest people in the world to have been allowed the opportunity to undertake my Professional Placement with Inner West Libraries (IWL), especially with COVID-19 lockdowns and cases continuing to pop up around the Inner West areas. I was excited to be able to complete a physical placement after completing Virtual Study Visits and having my eyes opened to the opportunities that the Master of Teacher Librarianship can provide for me with future career options. Whilst being a frequent visitor of public libraries, I had very little understanding of the full gamut of services offered by public libraries or the management of such a diverse range of public libraries such as those that are a part of the Inner West Library group.

Whilst on placement, I was able to visit each of the IWL which were open during the time of my placement; a number of the smaller libraries are still closed due to COVID-19 restrictions. Each library has its own specialist area as well as diversity in the library services and resources provided due to patron identified needs and community background of the area in which the library is located. I was able to meet with the branch manager of each library as well as specialists who were located in each branch, everyone was very accommodating and generous with their time especially given their increased and varied workloads brought about due to restrictions within the libraries and the services which can be provided physically and online.

Marrickville Library is the newest library within the IWL group. The library is a three storey purpose built building which was originally a hospital, throughout construction, heritage elements of the main hospital building has been conserved and the library has recently been awarded four separate architectural awards (Mirvac, 2020), working in this space was exciting and I will consider how I can better manage my library space to make it more inviting and usable for students, staff and our wider community. I was able to work closely with a number of key team members from IWL including:

• Senior Management – this was interesting to gain an overall understanding of IWL and the day to day operations which have to take place in order for the effective management of the libraries, this was especially important for me as I move into a role where I will be responsible for management of the school library and also a number of teams within the school. This provided me an understanding of management styles and how to motivate staff to meet the goals of the library, an interesting aspect of IWL is that staff spend two years in a library and then move to another library usually staff will move from a bigger library to a smaller library throughout the Inner West, this highlighted the need to be proactive with goal setting, time management and interpersonal skills to ensure that your time is used effectively to meet the needs of the patrons and the community during your time in an information specialist role.
• Marketing – taking part in a public libraries marketing team meeting via Zoom was an invaluable experience into how public libraries use social media networks to connect with patrons and the wider community. I am responsible for the social media pages of our high school and the meeting provided new ideas and avenues I can use in the future for the school and to promote the resources and services the library provides.
• Home Library Service (HLS) – this was a service I was unaware of, it provides a drop off service of the collection to vulnerable patrons; this service is very important for the patrons who access it and the HLS has become even more important during COVID-19 as more vulnerable individuals are unable to physically visit the IWL.
• Music Library – IWL is in the process of adding a musical instrument library to the Ashfield collection, presently the manager of Ashfield library is in the process of deciding which instruments to include in the collection based on patron requests, sourcing instruments and the borrowing and returns process for the instruments. This highlighted the importance of listening to patrons and meeting the needs of the community.

As with the virtual study visits, this professional placement has provided me with a greater understanding of the large number of exciting career opportunities that are available to information specialists. I am now excited by further employment opportunities outside of the school setting that the Master of Teacher Librarianship can ultimately provide, as well as areas of further study which complement this degree.

References

American Library Association. (2014). Keeping up with… patron driven acquisitions.

http://www.ala.org/acrl/publications/keeping_up_with/pda

Australian Library and Information Association. (2018). Statement on public library services. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/statement-public-library-services#:~:text=Public%20libraries%20are%20agile%20and,heritage%3B%20cybersafety%20and%20digital%20inclusion.&text=They%20jointly%20advocate%20for%20the,state%20and%20national%20government%20priorities.

Australian Library and Information Association School & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centers. [Template]. Retrieved from: https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075

Inner West Council. (2018). Our Inner West 2036 – Community Strategic Plan. https://www.innerwest.nsw.gov.au/about/the-council/corporate-planning-performance-budget/our-inner-west-2036-community-strategic-plan/community-strategic-plan

Mardis, M. A. (Ed.). (2016). Librarians and educators collaborating for success: The international perspective. https://ebookcentral.proquest.com

Mirvac. (2020, July 8). Designed by BVN, delivered by Mirvac and Inner West Council, loved by all. https://marrickandco.mirvac.com/news-and-events/News/2020/marrickville-library-award

National Library of New Zealand (n.d.). Selecting and purchasing resources. https://natlib.govt.nz/schools/school-libraries/collections-and-resources/selecting-resources-for-your-collection/selecting-and-purchasing-resources

State Library of New South Wales (2020). Public Library Statistics 2018–19. https://www.sl.nsw.gov.au/sites/default/files/5569_public_library_statistics_2018-19_final_text_pi-89_aw_0.pdf

ETL 507 – Blog Post: What role does technology play in the relationship information agencies develop with their users?

The provision of access to information is the core mission of all libraries and information agencies (Garrudi & Wyber, 2019, p. 17). Technology plays an essential role in allowing information agencies to access, store and provide information for patrons, the wider community and future generations. Technology provided by libraries and information agencies also allows patrons to acquire and develop 21st Century skills and assists in bridging inequalities and the digital divide, which often occurs within and between communities (Subramaniam & Braun, 2020; National and State Libraries Australasia, 2017).  Within various settings, the importance of technology has been highly visible in the day to day working of the information agency and has been essential during the present pandemic.

A large number of information specialists discussed the importance of technology within their roles and how technology can assist not only their patrons but also their communities and future generations. S. Turbitt (personal communication, May 6, 2020) discussed how important technology was in her role at the University of Newcastle Maker Space. She stated that within the role technology is essential for students and staff at the university to develop transferable 21st Century skills in the digital space. The Maker Space is a non-academic area, where technology is available for patrons to experiment, create, collaborate and problem solve while using technology. S. Turbitt  (personal communication, May 6, 2020) and R. Manuell (personal communication, May 11, 2020) engage their communities through excitement with using technology, preempting the needs of lecturers and collaborating with ‘technology champions’ in faculties to educate people about the work they do and to encourage greater use of the areas by university staff, students and faculties.

G. Steele (personal communication, May 12, 2020) and K. James (personal communication, May 6, 2020) utilise technology to preserve culturally significant historical items to ensure that they are available for present patrons and future generations (State Library of NSW 2019, p.55). Technology has assisted in the process of preserving items as well as the speed at which work can take place; technology allows storage & sharing of resources, elimination of duplication and ultimately improves the quality of information (Arun Kumara, Shilpa and Santhosh Kumar, 2018). Affordable digital equipment and state of the art, newly developed software is used by the information specialists to assist in the storage of significant cultural items, which would possibly be lost to communities and future generations if this technology was not available. K. James (personal communication, May 6, 2020) also highlighted the importance of technology for less developed nations in the Pacific and also remote Aboriginal communities where she worked in collaboration with these communities to preserve their history by using technology.  Digitisation of the material assists in marketing the information agencies core work, while providing fair and equitable access to culturally and historically significant information and items. Technology assists in making collections visible and demonstrates the worth of the Pacific Manuscripts Bureau and Museums Victoria Library & Archives collections.

The use of social media as a technological tool to engage and inform patrons and communities was also discussed by a number of information agencies (I. Tucker, personal communication, May 13, 2020; G. Steele, personal communication, May 12, 2020; L. Korodaj, personal communication, May 13, 2020). The use of Twitter, Facebook and Instagram is often used to inform communities and patrons of the essential work and services provided by information agencies. The onset of Covid-19 led to increased use of technology not only for information agencies to continue their invaluable work at home, but also to allow patrons access to  services provided by libraries and information agencies. Information agencies had to quickly adapt to a rapidly changing environment where patrons were no longer able to physically access their services, yet still provide equity and accessibility to patrons (Farkas, 2016, p. 31; Arun Kumara, Shilpa and Santhosh Kumar, 2018); technology was the key to ensuring patrons were still able to have questions answered and ready access to collections. R. Manuell (personal communication, May 11, 2020) discussed how online drop-in centres, chat bots and other technology was integrated to ensure that patrons at Monash University were provided with information to assist in the completion of their degrees while the library was closed. G. Steele (personal communication, May 12, 2020) and I. Tucker (personal communication, May 13, 2020) also stated that technology was essential to continue to engage with patrons during the closure of libraries.

Technology has been used in various ways including online access of collections, greater access to alternate digital subscriptions, online book clubs and digital assistance to patrons. Information agencies have used technology to creatively engage patrons during Covid-19 to ensure users are able to connect to information specialist services at any time, anywhere and remain socially connected with their communities (I. Tucker, personal communication, May 13, 2020). The changing nature of libraries, particularly during the Covid-19 pandemic, was reflected through the Gympie library’s face shield initiative (Gympie Regional Library, 2020). The library used their technology resources following a public request for assistance with providing medical staff with adequate protective face shields by Queensland Health. This flexibility and adaptation of library resources to meet the needs of the community has been a recurring theme throughout the rapidly emerging technological era.

Technology is also used by information specialists to record data about collections and borrowers. R. Manuell (personal communication, May 11, 2020) and G. Steele (personal communication, May 12, 2020) use technology to assist with benchmarking against other libraries. Technology is also a digital networking tool for the information specialist to advance their careers and make their work more visible; the use of Twitter by G. Steele (personal communication, May 12, 2020) has promoted her profile not only through greater engagement with colleagues but also the wider information specialist community, where she has been invited to to take part in events and conferences all brought about through her digital presence with Twitter. Platforms such as Yammer, a collaborative online environment developed by Microsoft, create opportunities to improve communication, gather ideas and provide feedback (Yammer, 2020). This is particularly important within information agencies as often they are pioneering ideas and technology and introducing these in an engaging way that encourages users who may be reluctant or fearful of technology. Throughout the Covid-19 pandemic, a virtual staffroom that linked Teacher Librarians was established, largely focussed on ways to guide and support patrons through the introduction of virtual classrooms. This included the collection and provision of online resources and way to support productive relationships between libraries and users, as well as teachers and students.

Ultimately technology allows information specialists to build strong relationships with their patrons and make collections equitably available and better; not only for present patrons of the information agency, but also ensuring that the agency evolves with society to ensure they meet the demands of current patrons, while also ensuring that culturally and historically significant items are preserved for the future and future generations.

References

Arun Kumara, T., Shilpa, B. & Santhosh Kumar, K. (2018). ICT application to next

generation libraries. Journal of Advances in Library and Information Science, 7(3), 227-231.

Retrieved from http://jalis.in/pdf/7-3/Arun.pdf

Farkas, M. (2016). In practice: The new digital divide. American Libraries, 47(1/2), 31-31. Retrieved from  www.jstor.org/stable/24604202

Garrido, M. & Wyber, S. (eds.). (2019). Development and access to information. International  Federation of Library Associations and Institutions. Retrieved from https://da2i.ifla.org/wp-content/uploads/da2i-2019-full-report.pdf

Gympie Regional Library. (2020). Gympie library using technology to fight covid-19. Retrieved from https://www.gympie.qld.gov.au/news-events/-/asset_publisher/fwAja6773ctR/content/gympie-library-using-technology-to-help-fight-covid-19?redirect=https%3A%2F%2Fwww.gympie.qld.gov.au%2Fnews-events%3Fp_p_id%3D101_INSTANCE_fwAja6773ctR%26p_p_lifecycle%3D0%26p_p_state%3Dnormal%26p_p_mode%3Dview%26p_p_col_id%3Dcolumn-2%26p_p_col_pos%3D1%26p_p_col_count%3D3

National and State Libraries Australasia (2017). Libraries and digital government: Collaborating to build digital citizenship. Retrieved from https://www.nsla.org.au/sites/default/files/documents/nsla.libraries-digital-government_sept17.pdf

State Library of NSW (2019). Library council of NSW 2018-2019 annual report. Retrieved from https://www.sl.nsw.gov.au/sites/default/files/5384_libraryannreport_webaccess_13022020.pdf

Subramaniam, M., & Braun, L. (2020). COVID-19 is an opportunity to rethink youth librarianship: Reimagining libraries. School Library Journal. Retrieved from https://www.slj.com/?detailStory=covid-19-is-an-opportunity-to-rethink-youth-librarianship-reimagining-libraries

Yammer. (2020). Yammer overview. Retrieved from https://www.microsoft.com/en-au/microsoft-365/yammer/yammer-overview

Virtual Study Visit Reflection

After being initially apprehensive about undertaking the Sydney study visits due to my large workload and failure to see the connection between my role and the visits, my apprehension turned to excitement when the timetable for the visits were sent out. I had very little knowledge of some of the organisations on the list, and even less understanding of how the degree I was completing could provide the opportunity to work in such a diverse range of organisations.

Unfortunately, the Covid-19 pandemic put all study visits on hold and alternative arrangements had to be made, was I disappointed with the loss of physical visits – yes. However, we were then extremely lucky and privileged to have virtual study visits organised for us. The virtual study visits encompassed a  positive and diverse group of individuals employed in a vast array of information specialist roles.

Some of the highlights for me included:

• Sally Turbitt at the Academic Library University of Newcastle – with her insights on how to engage people to be creative and curious through organising a space for opportunities, problem solving and collaboration.

• Karrie James with Pacific Manuscripts at ANU – the various positions which Karrie has held during her career is truly inspirational and how her work is making historical pieces available for the future and future generations.

• Gemma Steele Museums Victoria Library and Archives – Gemma’s role at the library was fascinating and the archives that she was able to show us were exceptional, again another information specialist area which I had not considered as an avenue through my learning.

While completing this degree as a requirement for my role as Teacher Librarian within the Department of Education I had not taken the time to consider further employment possibilities that the degree may lead to. Through the virtual study visits I have had my eyes opened to a large number of exciting career opportunities that are available to information specialists. I am now excited by the employment opportunities that the Master of Teacher Librarianship can ultimately provide, as well as areas of further study which complement this degree.

At the beginning of my ETL 402 journey, I will admit I had very little understanding of the difference between literacy learning and literary learning or the importance of selecting books to engage students in sustained enjoyable reading (Dunn, 2020a). This subject has allowed me to develop a very strong appreciation of the importance of literary learning across curriculum units to provide greater choices, to motivate students in their engagement with literacy and ultimately assisting students to learn ‘through’ literature. I noted it was important that educators are dealing with individuals who are reading in a vastly changed literature landscape and that the more ‘traditional’ reading of the past may not provide the same enjoyment and engagement with students of today (Dunn, 2020b).

I am now very excited to use the knowledge gained from assignment one to highlight the importance of various fiction collections within the library and how I can incorporated fiction into a variety of curriculum units. While assignment two has provided me with a greater understanding of the opportunities available to collaborate with classroom teachers and engage students with Literature Response Strategies within units of work. It is through our role as Teacher Librarians (TL) that we are able to provide relevant and engaging reading opportunities for students (Gibbons, 2020) as well as decreasing the anxiety of teachers of using technology with their classes; ultimately, through our role, we are able to bring new ideas about the use of technology and teaching strategies into the school (Dunn, 2020c).

I have already planned collaboratively with our HSIE faculty to implement the literary learning program, created for assignment two, with our Year 10 cohort when they are completing the depth study Rights and Freedoms 1945-present (ACARA, 2010) later this year. The students will be creating their own book bentos following the steps outlined in assignment two; this will involve collaboration between the HSIE faculty and myself. Collaboration will provide classroom teachers with a greater understanding of literary response strategies, use of historical fiction and non-fiction in the history classroom and the use of technology as a motivational and engagement strategy for students.

I am looking forward to spending more time developing further literary learning programs for our school and working collaboratively across curriculum areas to team teach units of work using a variety of literary response strategies. A large number of excellent examples literary response strategies have been highlighted in our discussion forums (Murphy, 2020; Templeton, 2020). It has been an exciting journey discovering new aspects of children’s and young adult’s literature which I had a limited understanding of; applying literature to new learning experiences for students to engage and motivate reading at our school and ultimately create the bibliophiles of the future.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010, Year 10 content descriptions. Retrieved from Australian Curriculum, Assessment and Reporting Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

Dunn, B (2020a, March 20). Childrens literature [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bellid/2020/03/20/childrens-literature/

Dunn, B (2020b, March 6). The changing of the book [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bellid/2020/03/06/the-changing-of-the-book/

Dunn, B (2020c, April 29). Re: 4.2 Reading from the screen [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181938_1&message_id=_2862910_1

Gibbons, S (2020, May 2). Re: 4.2 Reading from the screen [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181938_1&message_id=_2862910_1

Murphy, D (2020, May 14).  6.3 Literature Circles in History [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2937474_1

Templeton, T. (2020, May 10). Book Trailers – [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2920970_1

Literary Learning Program: Year 10 History – Rights and Freedoms.

Rational.

Providing students with high quality reading material creates literary development and motivates students to engage in more complex literature (Cornett, 2014). It is the role of the Teacher Librarian (TL) to curate and provide reading material that meets the learning and recreational needs of students; through their knowledge of children’s literature the TL will select appropriate titles which will increase student’s desire and ability to read (Akins, Tichenor, Heins, & Piechura, 2018). Literary learning occurs when literature is used to support and create meaningful learning in curriculum areas. This allows students to become active readers and develop higher order thinking skills through their engagement with texts; literary learning provides students with the opportunity to become evaluators, thinkers, creators and innovators through reading (Lamb & Johnson, 2010).

The use of historical fiction and non-fiction narratives in history classes can reinvigorate the subject and allow easier access for students to create connections, provoke inquiry and form a deeper understanding of the concepts which are traditionally covered in the history classroom and textbooks (Howell, 2014; Murdoch, 2015; Sliwak, 2008). Literary learning, through the use of engaging historical fiction and non-fiction narratives, assists in developing students’ understanding and perspective of historical events; and cultivates empathy for individuals and groups impacted from injustices of the past. Through the use of literary response strategies students develop critical and creative thinking skills such as critical reasoning, logic, resourcefulness, imagination and innovation (ACARA, 2010a); essential skills required for 21st Century learners.

The following resource kit has been curated to meet the needs of a mixed ability Year 10 NSW Department of Education History class focusing on the depth study Rights and Freedoms 1945-present (ACARA, 2010b). The class has a reading ability of 9-17 years, 8% of students identify as Aboriginal or Torres Strait Islander and 4% of students are English as an Additional Language/Dialect. The use of historical fiction and non-fiction narratives within a history class will assist to address curriculum outcomes, provide alternative perspectives and create empathy for others. Collaboration between the Classroom Teacher (CT), a specialist in their subject, and the TL, a literary specialist, will lead to innovative lessons and greater engagement of students to ultimately learn through literature (Schwartzbach-Kang & Kang, 2019; Lamb & Johnson, 2010).

Resource List

Literature Response Strategies.

1. Book Bento.

A book bento is a multimodal strategy that can enhance a student’s response to literature through creative means (Bales, 2018; Victoria State Government, 2019). Students select significant items related to a text and provide reasoning behind the inclusion of the items into their book bento. Creation of a book bento allows students to personally express their ideas and thoughts about a given text. Students will be creating their book bento using the digital tool Thinglink to produce and present their book bento; using technology leads to greater motivation and engagement of 21st Century learners (Francis, 2017).

Procedures:

• The TL will provide the CT and Student Learning Support Officer (SLSO) with in depth information about the use of book bentos as a literary response strategy, examples of book bentos will be provided as well as training in the use of Thinglink; the program which will be used by students to create their book bentos.
• The TL will work with the CT and SLSO to select four texts which are accessible to the class. The following texts will be included: Sorry Day (Vass, 2019), Young Dark Emu: A truer history (Pascoe, 2019), Who Am I? [the diary of Mary Talence] (Heiss, 2020) and Took the Children Away (Roach, 2010). These books have been specifically selected to meet the outcomes related to:
  1. Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the Stolen Generation (ACARA, 2010b)
  2. The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: the Apology (ACARA, 2010b).
• The TL, with their specialist knowledge of children’s literature will assist students select an appropriate text which will increase their desire to read and complete the activity (Akins, Tichenor, Heins, & Piechura, 2018). Students read their selected texts and make notes on interesting information they have discovered from the text.
• Students are introduced to the concept of book bentos, shown examples of book bentos and introduced to the program Thinglink.
• Explicit information is provided to students regarding copyright and the ethical use of music, pictures and book covers; students will be encouraged to use Creative Commons to access media and will be shown the correct way to acknowledge sources used (State of NSW, 2020). Discussion will take place in regards to gaining permission to use other peoples work such as book covers, it will be explained to the class that the TL has gained permission to use the covers from each publisher.
• Students will create their book bento and provide explanation to the reasoning of inclusion of each item, leading to the development of higher order and critical thinking skills (Collins, 2014).
• Students will peer review two other students’ book bentos; peer reviewing enhances students’ learning, promotes reflection, provides valuable feedback and creates positive learning environments (Jisc, 2015). Once feedback has been received students can review their work and make changes as required.
• Students’ work will be displayed within the library to showcase the students’ understanding of the Aboriginal and Torres Strait Islander Peoples struggle for rights and freedoms.
• For support and instructions of how book bento boxes can be implemented in the classroom read: Highfill, L & Kloos, R. (2018). #BookBento HyperDoc Original. Retrieved from https://docs.google.com/presentation/d/1FggkSwPyKx4YW1VlD9UB1b9FbfDBdQvEz93D2JgYUl4/edit#slide=id.p this article provides an in depth, practical guide for creating book bentos including using Thinglink.
• For further information related to the pedagogical benefits of book bentos read: Bales, J. & Saint-John, L. (2020). ‘Book bento boxes: Creative reading response’, Scan, 39(3). This article provides detailed information on book bentos as a literary learning tool which creates meaning through reading and multimodal expression.

2. Digital Storytelling

Digital storytelling is a multimodal approach to sharing a narrative (Wyman, 2020). Students are using digital tools in their everyday lives to create and produce personal digital stories through a variety of social media sites such as TikTok and Instagram (Lorenz, 2019). Using digital storytelling as a literary response strategy promotes and motivates student learning, that allows for the authentic use of literature and technology to enhance literary learning and foster 21st Century skills. (Laflan, 2013; Loera & Sinclair, 2019; Mills & Levido 2011; Smeda, Dakich & Sharda, 2014). Digital storytelling creation increases the engagement of students, through multiple learning styles and connects student’s interest with technology to desired learning and curriculum outcomes (Educause Learning Initiative, 2007; Mills & Levido 2011).

• The TL will collaborate with the CT and SLSO to discuss the desired learning outcomes of creating a digital story, the technology to be used and the structure of groups of students. Students will work in groups of four with assigned roles to create their digital story using the Book Creator app for Ipads. Background information on the creation of digital stories and the features of Book Creator will be provided by the TL to the CT and SLSO.
• The following texts and website will be available for students to choose from: Growing up Aboriginal in Australia (Heiss, 2019), Twelve Canoes (De Heer, & the Yolngu People of Ramingining, 2008), Young Dark Emu: A truer history (Pascoe, 2019). Students will use these texts as a basis for the creation of their digital story to meet the outcome of the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the Stolen Generations (ACARA, 2010b).
• In their group students will read and discuss their chosen text and establish a purpose for their story. Each student is assigned a specific role and responsibility; director, producer, writer, editor. This assists students in their own comprehension, understanding and perspectives of the text (Tobin, 2012).
• Students are provided with instruction on the use of Book Creator and the importance of copyright, cultural sensitivity and the ethical use of music, pictures and video recordings; students will be encouraged to use Creative Commons to access media and will be shown the correct way to acknowledge sources used (State of NSW, 2020).
• Once groups have completed their digital stories they will peer review two other groups’ digital stories; peer reviewing enhances students’ learning, promotes reflection, provides valuable feedback and creates positive learning environments (Jisc, 2015). Once feedback has been received students can review their work and make changes as required.
• With students’ permission their digital stories will be uploaded to the school website and Facebook page to showcase the students’ understanding of the Aboriginal and Torres Strait Islander Peoples struggle for rights and freedoms
• For support and instructions of how digital storytelling can be implemented in the classroom view the following YouTube tutorial: https://www.youtube.com/watch?v=TE5DTD87-IE (Center for Innovative Learning Design at Fairmont Private Schools, 2014)
• For further information related to the pedagogical benefits of digital storytelling read: Robin, B. (2008) Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom, Theory Into Practice, 47(3), 220-228, DOI: 10.1080/00405840802153916

Bibliography.

Australian Institute of Aboriginal and Torres Strait Islander Studies and Pascoe, B. (2018). The little red yellow black book: an introduction to indigenous Australia. (4^th ed.). Canberra, Australia: Aboriginal Studies Press.

De Heer, R. and the Yolngu People of Ramingining. (2008). Twelve canoes. Australia: Indigemedia Incorporated.

Heiss, A. (2020). Who Am I? [the diary of Mary Talence, Sydney, 1937]. Sydney, Australia: Omnibus Books.

Heiss, A. [Editor]. (2018). Growing up Aboriginal in Australia. Carlton, Australia: Black Inc.

Pascoe, B. (2019). Young dark emu: A truer history. Broome, Australia: Magalaba Books.

Roach, A. (2010). Took the children away. Australia: One Day Hill Publishers.

Vass, C. (2019). Sorry day. Canberra, Australia: National Library of Australia.

References

Australian Curriculum, Assessment and Reporting Authority (ACARAa) 2010, Critical and creative thinking. Retrieved from Australian Curriculum, Assessment and Reporting Authority website: https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/online-safety/

Australian Curriculum, Assessment and Reporting Authority (ACARAb) 2010, Year 10 content descriptions. Retrieved from Australian Curriculum, Assessment and Reporting Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

Akins, M., Tichenor, M., Heins, E. & Piechura, K. (2018). Teachers’ knowledge of children’s literature: What genres do teachers read? Reading Improvement, 55(2), 63- 66. Retrieved from http://www.projectinnovation.com/reading-improvement.html

Collins, R. (2014).Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14). Retrieved from http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910

Cornett, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: Arts integration for classroom teachers (5th ed., pp. 144-193). Upper Saddle River: Prentice Hall.

Education Services Australia (2018). Schools Catalouge Information Service. Retrieved from https://my.scisdata.com/discover

Educause Learning Initiative. (2007). 7 things you should know about digital storytelling. Retrieved from https://library.educause.edu/resources/2007/1/7-things-you-should-know-about-digital-storytelling

Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning. Retrieved from https://dune.une.edu/cgi/viewcontent.cgi?article=1120&context=theses

Howell, J. (2014). Popularising History: Re-igniting pre-service teacher and student interest in history via historical fiction. Australian Journal of Teacher Education, 39(12). doi: 10.14221/ajte.2014v39n12.1

Jisc. (2015, October 9). Transforming assessment and feedback: peer review. Retrieved from https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/peer-review#

Laflen, A. (2013). Putting Wikis to Work in the Literature Classroom. Modern Language Studies, 43(1), 54-73. Retrieved from http://www.jstor.org/stable/24616720

Lamb, A., & Johnson, L. (2010). Divergent convergence part 2: Teaching and learning in a transmedia world. Teacher Librarian, 38(1), 64-69. Retrieved from https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/808408775?accountid=10344

Loera, M. & Sinclair, H. (2019). 5 reasons to integrate digital storytelling into your teaching. Retrieved from https://www.eschoolnews.com/2019/08/29/5-reasons-to-integrate-digital-storytelling-into-your-teaching/2/

Lorenz, T. (2019, October 19). High Schools to TikTok: We’re Catching Feelings. The New York Times. Retrieved from https://www.nytimes.com/2019/10/19/style/high-school-tiktok-clubs.html

Sliwka, C. (2008). Connecting to history through historical fiction. Language arts journal of Michigan, 23(2). Retrieved from https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1125&context=lajm

Mills, K. & Levido, A. (2011). iPed pedagogy for digital production. The Reading Teacher, 65(1), 80-91. doi: 10.1598/RT.65.1.11

Murdoch, K. (2015, October 26). Inspiring inquiry through picture books [Blog post]. Retrieved from https://www.kathmurdoch.com.au/blog/2015/10/26/bo3tpx8qkbkn6vwtemuj674amslke8

Pledger Consulting. (2020). ReadPlus. Retrieved from https://www.readplus.com.au/booksearch.php

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1). doi: 10.1186/s40561-014-0006-3

State of New South Wales [Department of Education]. (2020). Copyright and creative commons. Retrieved from https://www.digitalcitizenship.nsw.edu.au/articles/copyright-and-creative-commons

Tobin, M. (2012) Digital storytelling: Reinventing literature circles. Fischler College of Education: Faculty Articles. 1. Retrieved from https://nsuworks.nova.edu/fse_facarticles/1

Victoria State Government. (2019). Literacy teaching toolkit: multimodal literacy. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusmultimodal.aspx

Schwartzbach-Kang, A. & Kang, E. (2019). CSI Verona: Science and Literature Combine. Edutopia. Retrieved from

https://www.edutopia.org/article/csi-verona-science-and-literature-combine

Wyman, K. (2020). Why Teachers Need to Embrace Digital Storytelling. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/digital-storytelling/

Part B – Reflective Blog Post.

At the beginning of my ETL 402 journey, I will admit I had very little understanding of the difference between literacy learning and literary learning or the importance of selecting books to engage students in sustained enjoyable reading (Dunn, 2020a). This subject has allowed me to develop a very strong appreciation of the importance of literary learning across curriculum units to provide greater choices, to motivate students in their engagement with literacy and ultimately assisting students to learn ‘through’ literature. I noted it was important that educators are dealing with individuals who are reading in a vastly changed literature landscape and that the more ‘traditional’ reading of the past may not provide the same enjoyment and engagement with students of today (Dunn, 2020b).

I am now very excited to use the knowledge gained from assignment one to highlight the importance of various fiction collections within the library and how I can incorporated fiction into a variety of curriculum units. While assignment two has provided me with a greater understanding of the opportunities available to collaborate with classroom teachers and engage students with Literature Response Strategies within units of work. It is through our role as Teacher Librarians (TL) that we are able to provide relevant and engaging reading opportunities for students (Gibbons, 2020) as well as decreasing the anxiety of teachers of using technology with their classes; ultimately, through our role, we are able to bring new ideas about the use of technology and teaching strategies into the school (Dunn, 2020c).

I have already planned collaboratively with our HSIE faculty to implement the literary learning program, created for assignment two, with our Year 10 cohort when they are completing the depth study Rights and Freedoms 1945-present (ACARA, 2010) later this year. The students will be creating their own book bentos following the steps outlined in assignment two; this will involve collaboration between the HSIE faculty and myself. Collaboration will provide classroom teachers with a greater understanding of literary response strategies, use of historical fiction and non-fiction in the history classroom and the use of technology as a motivational and engagement strategy for students.

I am looking forward to spending more time developing further literary learning programs for our school and working collaboratively across curriculum areas to team teach units of work using a variety of literary response strategies. A large number of excellent examples of literary response strategies have been highlighted in our discussion forums (Murphy, 2020; Templeton, 2020). It has been an exciting journey discovering new aspects of children’s and young adult’s literature which I had a limited understanding of; applying literature to new learning experiences for students to engage and motivate reading at our school and ultimately create the bibliophiles of the future.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010, Year 10 content descriptions. Retrieved from Australian Curriculum, Assessment and Reporting Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

Dunn, B (2020a, March 20). Childrens literature [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bellid/2020/03/20/childrens-literature/

Dunn, B (2020b, March 6). The changing of the book [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bellid/2020/03/06/the-changing-of-the-book/

Dunn, B (2020c, April 29). Re: 4.2 Reading from the screen [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181938_1&message_id=_2862910_1

Gibbons, S (2020, May 2). Re: 4.2 Reading from the screen [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181938_1&message_id=_2862910_1

Murphy, D (2020, May 14).  6.3 Literature Circles in History [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2937474_1

Templeton, T. (2020, May 10). Book Trailers – [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2920970_1

Graphic Novels – The Superheroes of the Library Collection.

Abstract

In the past, graphic novels were seen as the comic book character Robin of the fiction world, however, today graphic novels are now gaining their own spotlight as a popular genre in library collections and more importantly as a multimodal teaching strategy. In the High School setting graphic novels are now included as suggested texts for English by the NSW Board of Studies.

This article discusses the importance of the inclusion of graphic novels in the high school library. The article also considers the use of graphic novels as multimodal instructional examples and cross curricular learning aids through collaborative practices between the teacher librarian and classroom teachers.

Introduction

It is essential that school libraries support the diverse needs of the community through a well-resourced and managed space, providing material which promotes recreational reading has been shown to have cognitive and social benefits in addition to improved literacy outcomes (Rutherford et al. 2018).

Graphic novels are a form of multimodal literacy which supports students and provides engaging teaching strategy opportunities for students in Stages 4-6 through collaboration between the Teacher Librarian and classroom teachers. Graphic novels are often limited in school libraries or not successfully promoted to ensure engagement with students and staff.

Key Issues

Graphic novels have gained popularity with young adult readers since the late twentieth century and are now seen as an important inclusion in educational settings (Babee, 2017, p.1; Botzakis, 2018, p.140). Graphic novels have strong visual cues and multimodal features, this appeals to and motivates the learning of 21st Century students, as these individuals are constantly exposed to visual images in their daily lives through various automated formats (Gray, 2014, p.6; Short, 2018, p.289). The use of graphic novels in the educational setting has also been shown to motivate reluctant readers and students with low literacy due to the visual elements and contextual clues (IAPWE, 2019; Scholastic, 2018).

With the inclusion of graphic novels as recommended texts in the Australian Curriculum, it is paramount that educators include graphic novels in their teaching programs and that they are freely available for students to access in the school library. Graphic novels provide new teaching and learning opportunities for educators as they assist in the development of multi-literacies, due to their multimodal nature and provide students with the ability to make sense of an increasingly visual textual landscape which they are faced with during their daily lives (Laycock, 2019). It has been found that the selection of compulsory fiction texts can have a powerful impact on students’ attitudes and enjoyment of reading (Manuel & Carter, 2015. p.122). Graphic novels can be used to supplement and provide support for students that struggle with the compulsory reading of traditional longer text fiction books which are often used in Year 10 and 11 Advanced English.

The graphic novel adaptations of The Handmaid’s Tale (Nault, 2019) and To Kill a Mockingbird (Fordham, 2018) provide visual aids to supplement the written text which engages and empowers students and ultimately assists in their understanding of the concepts that are often difficult to grasp from the written text alone. Both graphic novels enable students to identify key concepts and analysis of characters through the use of highly evocative illustrations, framing, line, colour and facial expressions to provide students with an understanding of the text which they would not have been achieved through the written text alone.

Graphic novels can also support the cross curriculum priority areas of Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s engagement with Asia in Stage 4 and 5 (ACARA, 2016). Ubby’s Underdogs: The legend of the phoenix dragon (McKenna, 2011) provides educators the opportunity to use the book to meet both cross curriculum priority areas; as it considers both Aboriginal and Chinese beliefs and cultures, as well as Australia’s connection and history with China. The book is written in a Japanese manga style that encourages readers through its style and storyline (Thomas, 2019). Webcomics and online graphic novels are becoming increasingly popular and provide a stimulating reading experience for students of the 21st Century; webcomics have been found to enhance comprehension, engagement and understanding (Ahamed & Harun, 2016, p.259). The Boat (Huynh, 2015) is an example of an online interactive graphic novel which uses technology to bring a story to life. The Boat (Huynh, 2015) immerses students with a rich story experience and an emotive understanding of the perils of refugees (Bowler et al 2012, p. 35) as well as considering the impact of War and Australia’s engagement with Asia. The Boat (Huynh, 2015) uses a range of techniques including limited colour, strong evocative sounds, songs, movement, drawings and photographs to evoke the struggle and fear faced by individuals and groups fleeing their homelands as refugees. The Boat (Huynh, 2015) could also be utilised as an example of multimodal text for Stage 6 English Standard school based assessment requirements (NESA, 2018, p. 6-7).

Graphic novels in the form of historical fiction are also an important addition to the curriculum and school library. White Bird (Palacio, 2019), whilst a work of fiction, is set in France during World War II and provides a deep understanding of the life and plight of Jewish people during the time period. This graphic novel would seamlessly fit into the Stage 5 History Curriculum and also Stage 6 Modern History. Historical fiction novels provide students with deeper, more meaningful topic exploration and allows students to consider the impact of events through the eyes of the characters in the novels (Rodwell, 2013), White Bird (Palacio, 2019) is a powerful example of this.

Value to Collection

Graphic novels are currently lacking in our library collection; this area needs resourcing with carefully selected texts that will engage patrons and be valuable resources for teachers to embed into curriculum programs. Graphic novels provide the opportunity for teachers to enhance the curriculum by either using a graphic novel adaptation of a current fiction novel used in class or using a graphic novel as a stand-alone teaching strategy. Graphic novels assist in expanding students’ understanding of key concepts and increases engagement with reading, while building on student’s multimodal knowledge and understanding by combining visual representations with text. (Beavis, 2013; Scott et al., 2017, p.127).

English Advanced classes in Year 10 can use the graphic adaptation of To Kill a Mockingbird (Fordham, 2018) and in Year 11 the graphic adaptation of The Handmaid’s Tale (Nault, 2019) to provide students with a greater understanding of what is often considered complex texts. Both graphic novels, while remaining true to the original story, improve comprehension of the novel and provide students with a greater appreciation and understanding of the key concepts and themes of the novels through visual representation (Chilton, 2018; Scott et al., 2017, p.127). To Kill a Mockingbird (Fordham, 2018) and The Handmaid’s Tale (Nault, 2019) are both significantly shorter than the original novels, however, through the emotive, graphic and outstandingly artistic imagery used within the graphic novels they both successfully convey the major plot lines and overall story of the text novels (Chilton, 2018 & Siwark, 2019). The outstanding art work in both of the novels assists readers throughout the stories; The Handmaid’s Tale’s (Nault, 2019) panels are vivid and immersive, with each hand painted watercolour illustration (Yarde, 2019) providing the reader a greater understanding of the characters and plot. While in To Kill a Mockingbird (Fordham, 2018) the artist uses limited colours with the drawings displaying an almost vintage feel (Lyons, nd), which transport the reader to the 1930’s Deep South.

By integrating graphic novels, teachers can enhance an existing curriculum and build on students’ multimodal knowledge as required in the Australian Curriculum. A number of graphic novels can also be used to meet Cross Curriculum Priorities. Ubby’s Underdogs: The legend of the phoenix dragon (McKenna, 2011) is an engaging novel for Stage 4 students and involves students in a manga style reading encompassing both Aboriginal and Chinese culture. The author of Ubby’s Underdogs: The legend of the phoenix dragon (McKenna, 2011) intertwines the long standing cultural relationship between Australia and China as well as providing an understanding of the traditional philosophy of both cultures (Thomas, 2019). The novel also considers Australia as a multicultural nation through the depth of characters introduced throughout the story. Ubby’s Underdogs: The legend of the phoenix dragon (McKenna, 2011) will assist readers who struggle with literacy, reluctant readers and English as a Second Language students as it provides an engaging storyline. The novel is easily accessible in its language and will assist in reading skill development through building vocabulary, visual literacy and is ultimately a less intimidating reading experience when compared to a traditional novel (Alverson, & Rycroft, 2014).

The Boat (Huynh, 2015), is an online interactive graphic novel adapted from Nam Le’s literary award winning anthology of the same name. The Boat (Huynh, 2015) provides the audience with a deep understanding of the perils of individuals who have to flee their homelands due to war or persecution. This novel will be used to assist with addressing the cross curriculum priority of Australia’s Engagement with Asia, as it explores a number of issues including  Australia’s involvement in the Vietnam War; as well as Vietnamese refugees seeking asylum in Australia during the 1970’s, which is brought to ‘vivid, harrowing life’ (Meares, 2015) unapologetically within this interactive graphic novel. The Boat (Huynh, 2015) delivers its story in a very different way to how it was originally written, viewers scroll through the story at their own pace with the text and images swaying and jolting in unison to the movement of the boat (George, 2015), which provides an immersive feeling of being a part of the story through sight and sound. Opportunities to further develop an empathetic and meaningful understanding of the struggles of refugees is provided through the use of side stories with archival photos and footage which delve into the character’s memories (George, 2015; Meares, 2015).

The inclusion of historical fiction into the library collection provides patrons with a deeper understanding and empathy of historical events than may not be achieved through the purely theory based study of events. Historical fiction novels can assist students to learn through making past events come to life in an often engaging and personal way (Diamond, 2017). White Bird (Palacio, 2019) successfully tells the story of the impacts of WWII on Jewish families living in occupied France and allows students to critically examine the events and history of WWII throughout the story (Scholastic, 2018). The book itself is broken into parts, with each part beginning with significant and relevant quotes from Muriel Rukeyser, Anne Frank and George Santayana, which provides readers with other significant writers of the time period (Daley, 2019). There is also a glossary, suggested reading list and bibliography at the end of the book which provides students with further avenues of study related to The Holocaust.

Role of the Teacher Librarian

The Teacher Librarian (TL) holds a pivotal role in the High School to develop, create and promote a library space and collection that encourages reading, creativity, inquiry and imagination (IFLA, 2015, p.25), while meeting the needs and desires of the patrons with engaging titles to promote not only reading for pleasure but also the inclusion of fiction into the curriculum. Hughes (2013) found that a contributing factor to students achieving their true potential was an adequately and consistently resourced school library; at this stage the school library is lacking in its collection of graphic novels. The TL must ensure that graphic novel titles are selected, organised, and presented using their professional and expert knowledge. The TL is responsible for curating the collection to ensure that they are selecting titles which will most benefit the patrons of the school library and meet the diverse needs of the school community.

It is essential that the TL manages the collection of graphic novels through acquisition, labelling, shelving and promotion of the novels. It is crucial that the graphic novel collection is shelved within its own area in the library (NLNZ, 2010), to ensure that the collection does not get lost within the fiction collection and to ensure that patrons are aware of the graphic novel collection. Creating displays at the entrance of the library that are eye-catching, colourful and encourage students to consider reading graphic novels is paramount when introducing graphic novels into the library to ensure that patrons are aware of the collection and motivated to engage with graphic novels (Suffield, 2019). The TL will also develop, write and publish materials (ASLA, 2016a, p.1) that will promote graphic novels through posters, the school newsletter and social media avenues such as the school’s Facebook and the library’s Instagram page, to ensure the wider school community has an understanding of the importance and value of including graphic novels into the library and to further motivate patrons to engage with the new area of the collection.

The TL, through their unique role has an in-depth knowledge of subjects and curriculum content through the completion of dual degrees in teaching and librarianship (ASLA, 2019). The TL is a curriculum leader and will utilise this knowledge to support and work openly and collaboratively with classroom teachers. Through collaboration the TL will work with classroom teachers, faculties and school curriculum committees (ASLA, 2019) to develop units of work, teaching strategies and activities that will incorporate the inclusion of graphic novels into subject areas. The TL will assist in the implementation of the units of work through team teaching within the well-resourced library spaces and evaluate the outcomes of the programs in consultation with faculties. This will ultimately create positive and productive learning environments that not only meet curriculum outcomes, but also engage students in reading; which ultimately assists in developing a culture of reading at the school. (AITSL, 2018, p.8; ASLA, 2016b, p.1). The provision and promotion of high quality graphic novels by the TL within the school library will develop and support student’s pleasure for reading and ultimately create connections and improve student outcomes through enriching student’s intellectual, cultural and emotional growth (NLNZ, 2020; Rashidah, 2017).

Conclusion

Inclusion of graphic novels into the school library collection will lead to positive learning experiences and increased motivation for recreational reading for the patrons of the school library. The graphic novels provide 21st Century students the opportunity to be exposed to a variety of multimodal styles to assist in their knowledge and understanding across a number of curriculum areas.

Bibliography of Literature

Fordham, F. (2018). To kill a mockingbird: a graphic novel. London: Penguin Random House.

Huynh, M. (2015). The boat. SBS Australia. Retrieved from http://www.sbs.com.au/theboat/

McKenna, B. (2011). Ubby’s underdogs: the legend of the phoenix dragon. Broome: Magabala Books

Nault, R. (2019). The handmaid’s tale: the graphic novel. London: Penguin Random House.

Palacio, R. (2019). White bird. London: Penguin Random House.

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References

Ahamed, A., & Harun, R. (2016). The Principles Adopted In Designing the Webcomics to Assist Lower Secondary Students with Reading Comprehension. International Journal of Research in Business and Social Sciences, 6(11). (pp. 255-260). doi: 10.6007/ijarbss/v6-i11/2458

Alverson, B. (2014, September 08). [Blog Post]. Teaching With Graphic Novels. School Library Journal. Retrieved from https://www.slj.com/?detailStory=the-graphic-advantage-teaching-with-graphic-novels

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Cross-curriculum priorities. Retrieved from https://www.acara.edu.au/curriculum/foundation-year-10/cross-curriculum-priorities

Australian Institute for Teaching and School Leadership [AITSL]. (2018). Australian professional standards for teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Australian School Library Association [ASLA]. (2019). What is a teacher librarian. Retrieved from https://asla.org.au/what-is-a-teacher-librarian

Australian School Library Association [ASLA]. (2016a). Statement on Library and Information Services in Schools. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Library_Information_Services.pdf

Australian School Library Association [ASLA]. (2016b).Statement on teacher librarians in Australia. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf

Babaee, R. (2017). Realities of Graphic Novels: An Interview with Frederick Aldama. International Journal of Comparative Literature and Translation Studies, 5(3), (pp. 1-4). doi:http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.1

Beavis, C. (2013, June 23). Teaching graphic novels as literature: The complete Maus enters the curriculum. [Blog post]. Retrieved from https://theconversation.com/teaching-graphic-novels-as-literature-the-complete-maus-enters-the-curriculum-13852

Botzakis, S. (2018). Comics in the Classroom. In Wooten, D. A., Liang, L. A., & Cullinan, B. E. (Eds.). Children’s literature in the reading program, fifth edition: Engaging young readers in the 21st century. (pp. 140-152). Retrieved from https://ebookcentral.proquest.com

Bowler, L., Morris, R., Cheng, I., AlIssa, R., Romine, B., & Leiberling, L. (2012). Multimodal stories: LIS students explore reading, literacy, and library service through the lens of the 39 clues. Journal of Education for Library and Information Science, 53(1), 32-48. Retrieved from https://www.jstor.org/stable/23249095

Chilton, M. (2018, October 27). The rise of graphic novels, from Sabrina to To Kill a Mockingbird. The Independent. Retrieved from https://www.independent.co.uk/arts-entertainment/books/features/sabrina-graphic-novels-booker-prize-to-kill-a-mocking-bird-a8604136.html

Daley, M. (2019, October 9). Review of White Bird. Children’s books daily. Retrieved from https://childrensbooksdaily.com/book_reviews/review-of-white-bird/

Diamond, A. (2017, February 21). Using Historical Fiction to Connect Past and Present. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2017/02/using-historical-fiction-to-connect-past-and-present/516543/

George, S. (2015, April 29). The sound and vision of The Boat. SBS. Retrieved from https://www.sbs.com.au/movies/article/2015/04/27/sound-and-vision-boat

Gray, K. (2014). Graphic novels: providing a different perspective. Connections, (91), 6-7. Retrieved from https://www.scisdata.com/connections/issue-91/graphic-novels-providing-a-different-perspective

Hughes, H. (2013). School libraries and teacher-librarians: evidence of their contribution to student literacy and learning. Curriculum & Leadership Journal, 11(12). Retrieved from http://www.curriculum.edu.au/leader/school_libraries_and_tls,36453.html?issueID=12777

International Association of Professional Writers and Editors [IAPWE]. (2019).Graphic Novels Are Gaining in Popularity. Retrieved from https://iapwe.org/graphic-novels-are-gaining-in-popularity/

International Federation of Library Associations and Institutions [IFLA]. (2015). IFLA school library guidelines. Retrieved from: https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Laycock, D. (2019). Pilgrims in a foreign land: Teachers using graphic novels as classroom texts. Scan 38(2). Retrieved from https://search.informit.com.au/documentSummary;dn=904766889735342;res=IELHSS

Lyons, C. (nd). To Kill a Mocking Bird (Fordham, 2018) a graphic novel. New Journal of Books. Retrieved from https://www.nyjournalofbooks.com/book-review/kill-mockingbird

Manuel, J. & Carter, D. (2015). Current and historical perspectives on Australian teenagers’ reading practices and preferences [online]. The Australian Journal of Language and Literacy, 38(2), 115-128. Retrieved from <https://search.informit.com.au/documentSummary;dn=209867285696838;res=IELAPA>

Meares, J. (2015, April 28). SBS’s interactive graphic novel The Boat brings Vietnamese refugee experience to life. The Sydney Morning Herald. Retrieved from https://www.smh.com.au/entertainment/books/sbss-interactive-graphic-novel-the-boat-brings-vietnamese-refugee-experience-to-life-20150428-1muwo7.html

National Library of New Zealand. [NLNZ]. (2020). Why school libraries matter. Retrieved from https://natlib.govt.nz/schools/school-libraries/understanding-school-libraries/why-school-libraries-matter

National Library of New Zealand. [NLNZ]. (2010). Graphic novels. Retrieved from https://natlib.govt.nz/schools/reading-engagement/childrens-and-youth-literature/graphic-novels

NSW Education Standards Authority. [NESA]. (2018). English standard stage 6 syllabus. Retrieved from NSW Education Standards Authority website: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english/english-standard-2017

Rashidah. (2017, August 24). The Importance of school library and knowledge SAFSMS Blog. Retrieved from https://safsms.com/blog/importance-academic-library-schools/

Rodwell, G. (2013). Understanding the Past through Historical Fiction. In Whose History?: Engaging History Students through Historical Fiction 151-170. South Australia: University of Adelaide Press. Retrieved from www.jstor.org/stable/10.20851/j.ctt1t304sf.16

Rutherford, L., Merga, M., and Singleton, A. (2018). Influences on Australian adolescents’ recreational reading. The Australian Journal of Language and Literacy, 41(1), 44-56. Retrieved from https://search.informit.com.au/documentSummary;dn=321113384699281;res=IELHSS

Rycroft, K. (2014). Graphic Novels: Preparing for a Mulitmodal and Multiliterate World. Inquiries Journal/Student Pulse, 6(8). Retrieved from http://www.inquiriesjournal.com/a?id=907

Scott. C, Taylor. C, Buhlman. B, Dunne. A, Garmon. C, Lopez. N & Miles. A. (2017). Review of WHAM! Teaching with Graphic Novels Across the Curriculum. Journal of Language and Literacy Education 13(1) 125-130. Retrieved from https://www.researchgate.net/publication/321171237_Review_of_WHAM_Teaching_with_Graphic_Novels_Across_the_Curriculum

Scholastic (2018). A guide to using graphic novels with children and teens. Retrieved from https://www.scholastic.com/content/dam/teachers/lesson-plans/18-19/Graphic-Novel-Discussion-Guide-2018.pdf

Short, K. G. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2036727382?accountid=10344

Siwak, M. (2019, April 9). Graphic novel illustrations bring reverence to ‘Handmaid’s Tale’. The Pop Insider. Retrieved from https://thepopinsider.com/reviews/books/the-handmaids-tale-graphic-novel-review/

Suffield, E. (2019). Promoting reading for pleasure in school libraries. School Catalogue Information Service, 108(1), 1-3. Retrieved from https://www.scisdata.com/media/1806/connections108.pdf

Thomas, J. (2019). Ubby’s underdogs, a new vision for Australia and the future of English teaching [online]. English in Australia, 54(1), 53-58. Retrieved from <https://search.informit.com.au/documentSummary;dn=679196140149235;res=IELIAC>

Yarde, A. (2019, March 26). Book Review: The Handmaid’s Tale (The Graphic Novel) by Margaret Atwood *Art & Adaptation by Renee Nault Nan A. Tales / Doubleday. The Good Men Project. Retrieved from https://goodmenproject.com/featured-content/456808-xela/

At its most basic children’s literature is any form of literature that has been written with the intended audience of children in mind. Within this classification there are inevitably various groupings including books for babies, young children, middle grade and young adults. My knowledge of Children’s literature at this stage could be considered somewhat lacking with only a small exposure to what children like and enjoy reading – I am hoping this unit will assist in my learning journey to be better equipped to select and suggest targeted literature to high school students and teachers in order to assist in creating lifelong readers.

Some strategies I am currently using to increase my professional knowledge include:

• Young Adult section on Goodreads
• LoveOzYa
• Australian Standing Orders
• Various Facebook groups such as Your Kids Next Read
• Reading Blogs such as the Bottom Shelf by Barbara Branxton
• Articles related to children’s reading and literature.

Ferguson, D. (2020). in her article states that ‘children today are reading less and finding less enjoyment from reading than in previous generations’, this is a contradiction to author Khyiah Angel (as cited in Taylor, 2018) where she found ‘that children are reading more, they are just reading differently’. It is important to note though that we are dealing with individuals who are reading in a vastly changed literature landscape and that the more ‘traditional’ reading of the past may not provide the same enjoyment and engagement with students of today.  Students have early access to mobile devices and the internet in their everyday lives and are often termed ‘digital natives’ due to the high exposure to digital technology in their lives (Helsper & Eynon, 2010, p.503). The children’s book market is adapting to meet the demands within the childrens and young adult categories of literature and providing young people with a greater range and innovation than ever before. Audio and Ebooks provide the opportunity to have access to reading material at any point in time and the formats can be adapted to meet the reading style of the individual to ensure the greatest level of accessibility, engagement and enjoyment. As Short (2018), highlights visual imagery is an important facet in the children’s book market due to the changing nature of the audience and that images assist in students making meaning from reading material. Authors are also changing their style of delivery of reading material, with a standout being ‘I know why you run’ by Khyiah Angel where a traditional print book incorporates technology through the use of augmented reality – allowing the reader to be immersed in the story and to also create their own plots as part of the reading experience. The future will continue to see an adaptation of the traditional book to meet the changing preferences of children and young adults and to ensure they have greater access to books in various formats which engage and excite the reader. 

References

Angel, K. (2018). I know why you run. [mbook]. Australia: Typology Tech.

Ferguson, D. (2020, February 29). Children are reading less than ever before, research reveals. The Guardian. Retrieved from https://www.theguardian.com/education/2020/feb/29/children-reading-less-says-new-research

Helsper, E., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503-520. Retrieved from http://www.jstor.org/stable/27823621

Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287- 298. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2036727382/fulltextPDF/A6666AC515B942C1PQ/1?accountid=10344

Taylor, A. (2018, September 16). ‘Technology can bring books alive’: Harry Potter inspires novel with moving images. The Sydney Morning Herald. Retrieved from https://www.smh.com.au/entertainment/books/technology-can-bring-books-alive-harry-potter-inspires-novel-with-moving-images-20180915-p50407.html