Part A: Statement of personal philosophy

Teacher librarians are the hub of academic and wellbeing support across the school ecosystem and are therefore expected to be skilled at communicating, teaching, and learning. Their nature as collaborators and guiders for both staff and students see them requiring strong interpersonal skills as well as intrapersonal skills to continue to reflect of their own learning and development to best support others especially considering they are likely the only teacher librarian in a school. This reflective ability can also be applied to their role with the analysis and synthesis of data to provide contemporary resources and services that suit ongoing and future needs within the school and community.

Part B: Critical evaluation of learning

 “Do librarians do more than help you to print a document?” was the title of my initial blog post in my journey towards being a teacher librarian through my studies (Proctor, 2022, March 13). It answered the posed question by looking at 3 observed examples from my classroom teaching perspective, when I observed the teacher librarian at my school. I must admit that these were superficial observations as a classroom teacher I still had a limited view of what a teacher librarian actually did in their role at the time. These examples have allowed me to reflectively think of my progress towards being a teacher librarian through my studies and practical placements.

Theme 1 – Teacher Librarians are teachers of learning

Development of a collection to promote literature and student engagement and learning

I had initially thought of the library as containing books that were categorised into Fiction, Non-Fiction and Reference materials and this was the extent of my understanding. I had not really engaged on a deeper level to reflect on the genres, literacy levels, and curriculum development that can go into a collection.

The development of the collection of my school library has been guided by the lack of a teacher librarian in the role for 6 years and standing orders of general young adult fiction and non-fiction titles being shelved ad hoc. My collection’s development will be guided by policies and through first using data of the current collection and usage (Proctor, 2022, May 22a). The creation of profiles of acquisitions for different parts of the collection were observed at Blacktown City Libraries giving parameters to curb misuse of funds and track the number of resources in each genre and literacy level (M. Redrup-May, personal communication, January 15, 2024). This will be a future policy to put in place to evaluate the success (through borrowing rates) of different aspects of the collection. Already I have seen the issues with digital resources such as ebooks which are costly and do not remain part of the permanent collection (Giblin et al., 2019). Nevertheless, I will be trialling and online manga collection in 2024 as it remains our most popular part of the collection.

I have also been evaluating the promotion of literature in my library through displays that connect to students and their learning. Current events, subject specific topics, and cultural focuses have informed many of the book displays in the library. This has aimed to build a social connection to students and their learning (Proctor, 2023, May 22). Displays usually include a visual element and books on display, but also interactive elements such as objects on display and quizzes. This builds interest to engage readers where one text type may limit the connection of the students (Winch and Holliday, 2014). The images below show displays of events including Reconciliation Week, Remembrance Day, ANZAC Day, and Book Week.

(Own images – Proctor 2023)

Similarly, the importance and promotion of picture books was something that I overlooked previously. I only ever saw their use for younger readers and thought the collection that existed in my library was excessive. It was not until I had the chance to build my understanding of the role picture books can play in literature appreciation and literacy (Common Ground, 2010) that I saw a greater value to this collection beyond the once-a-year visit from the child studies students. By visiting books shops such as QBD and my placement at Blacktown’s Max Webber library branch, I observed their visual merchandising I took the spine facing picture books from the corner of my library shelves and placed them on their own display, front facing, and clearly signposted. This has seen a higher level of engagement by a wider range of students (Templeton, 2020) during break times where students see a book, pick it up and read it individually or in pairs.

Picture books in my library have also evolved with the addition of First Nations authors with higher order layering of information in their postmodern style (Kwaymullina, 2016) building the capacity of learners to make multiple meanings in their interpretations (Common Ground, 2010). These additions are is part of the process towards decolonising the library collection to better reflect the voices of First Nations authors (Proctor, 2023, April 22)

Further challenges for the continued development of my library’s collection come from an effort to better reflect the users. The average age of publication of the collection is 2005 meaning approximately half are older than this. Ethical issues in collection development such as requests that contain controversial issues and the tensions that have already manifested between religious patrons and the LGBTQI+ texts (Morrisey, 2008). I am aiming to manage and build the collection with no censorship, however, need to prepare for people who may contest materials (Proctor, 2022, May 22b). Through observations during a study placement at Blacktown City Libraries I have plans to build reading programs via programs that I can run during breaks such as speed dates with books and continue to establish connections with teachers to build reading within classroom contexts.

Inquiry learning and digital literacy

The process of inquiry learning is part of the core skills for students, however as a classroom teacher I have realised that I never performed this skill to the level of detail in inquiry learning models used by teacher librarians. Inquiry learning models offer far more support through their scaffolded steps in the metalanguage, metacognition, and explicit teaching of research methods from start to end (Proctor, 2022, May 21).

My initial understanding of this guided process came from Kuhlthau’s Information Search Process (2018) which has since been adapted and expanded into a pretty shiny looking Guided Inquiry Design (Kuhltahu et al., 2012). This has been useful in expanding my understanding of how inquiry can be taught and modified to suit a range of learners. To demonstrate my learning I created an adapted version of Khultahu’s Model of Information Search Process (2018) to give myself a more detailed version of each stage in a snapshot. I have since found that this is my go to refresh my understanding and builds the metacognition of staff and senior students when attempting this process.

Adapted from Kuhlthau’s diagram demonstrating the Model of Information Search Process (2018). I have added colours to visually illustrate the emotional move through each stage and an extra row called “Voice” to clarify for teacher and students how they might be thinking or questions they might find useful to ask at each stage (inspired by School Libraries, Learning Systems, 2015, p. 9).

Digital literacy includes the important skills needed for students to succeed in the digital world (Proctor, 2022, October 4) and encompasses the knowledge and practices that are often assumed knowledge by the digital native generation – but aren’t actually. I gained new skills in my teaching of this to be more critical and analytical of sources of information online and through inquiry than I had ever been before. Oddone compares a few of the tests for the reliability and value of information sources (2022) where this has even caused my reflection on the ideal method for evaluating to be questioned! My area to improve is to ensure this is being used across subject learning areas to improve consistency, and to ensure that time is given to each step. I know that my original view of inquiry learning was more of a lets get in and out to move on to the next topic, and I am afraid it will be a long process to get most teachers on board.

Theme 2 – Teacher Librarians provide spaces for learning

(Video to encourage library use – Murphy, 2023)

Physical spaces

Principles of library design usually cover a wide range of focus areas as this such a dynamic space with many considerations. Effective library design caters for the end user, and this should be the focus of any planned changes (La Marca & Manning, 2007). My core belief in changes in my library have been with Bill Ptacek’s theory that libraries are not static spaces – they are living places where things happen including communities being built (TEDx, 2016). This was especially true when I observed the myriad of users in library spaces through online study visit and my placement at Blacktown City Libraries (Harris, 2023, M. Redrup-May, personal communication, January 23, 2024). These demonstrated the importance of library space design inside the building, but also the community connections that were just as important with outreach programs outside the physical or digital space of a branch. The photographs below show the design of services to connect as many people in the community as possible to library resources and services. I have now got this in mind for future programs with the library at my school to engage students beyond the library walls.

(Own image – Proctor 2023)

Thornburg’s model of the savannah themed library spaces and how they can promote learning was new to me, and it did take me a bit of time to wrap my head around how each space would look (Proctor, 2022, September 20). I heard about this at a conference in October 2022 when I was listening to some teachers from a private school discussing Thornburg’s model in relation to a classroom set up. It made me evaluate the layout of my library design to contain more small group opportunities which I only had a few. I had planned a layout for my new library refurbishment using some of these principles, however, I had only been in the job a few months when this was done, and coincidentally it was a part of my uni assignment at the same time. I have to say there is a difference with the clean theoretical ideals of the academic world and the lived experiences at my school which are wildly different (Proctor, 2023, May 2). The changing parameters of my refurbishment continued to change and still are.

(Own image – Proctor, 2023)

The development of my library space has seen changes from purely a blue room with red chairs to a loss of shelving and internal space with a room built inside to create a new teaching space (not part of the library however). This has been one of the challenges to design a space that engages students and provides surveyed wants such as more private study spaces. Questions have been asked of myself in terms of do we need as many books as we currently have? What can go and what needs to stay? Do changes need to be made if we don’t need them?

My first week at this school library I was told of a budget to refurbish the space, which was then reduced hampering plans (Lamb & Johnson, 2012), and the space was also reduced with a new room built. In the end brighter and comfortable seating options were chosen to replace the existing furniture. Books were analysed for their use and weeded or shelved in the stacks to free up space. But students were happy and utilised the space in greater numbers and with more positive behaviours.

(Own image – Proctor 2023)

The entry to my library contains the Library Expectations (above) – a list of rules that are simple in format so that students can feel safe and at ease in the space This format is what starts every classroom lesson to guide students at my school, so was a familiar format to build student understanding of library use and behaviour expectations, targeting safety and building boundaries to ensure that all users can feel welcomed. Social capital of libraries as a place that builds trust with the community it serves (Wojciechowska, 2021); from this point it can deliver more effective information services and access to resources. The use of consistent application or rules and expectations along with the improvements to the library spaces to suit users has seen an increase in use of my library and its resource within the last 18 months. Students have commented on positives of more private spaces such as the zig zag individual study pods.

The challenge for my own thinking when balancing the expectations of the traditional quiet library (I have been told to remove anyone who doesn’t have a book or laptop in their hands) is to always remember that libraries cater for social and emotional wellbeing as well (Korodaj, 2019, Proctor, 2023, September 29). Modern libraries, particularly those in schools, have a key role within the wellbeing support of students. Modern libraries observed through placements and study cater for diverse needs as well (B. Hillman, personal communication, January 18, 2024, Proctor, 2023, September 24) and should be adaptable to the contemporary and changing needs of users, even if not academically so. This helps to guild rapport with library users. What this means for me is some advocacy for how the library is run so that executives understand that the library provides more than just a place for study.

Theme 3 – Teacher Librarians help other teachers

Leadership

Working with teachers who do not understand the role of a teacher librarian or how they can help is something I do understand, because this was me before coming into this role (Proctor, 2023, August 1). But it is frustrating when you have a lot to offer and are not effectively utilised. The idea of needing to build relationships is evident across information agencies (Harris, 2023, Proctor, 2023, September 25, Proctor, 2023, September 26). The most effective relationships recognise and utilise leadership styles to advocate for the library and its collaboration across the school. Teacher librarians need to lead from the middle to advocate and overcome inertia and the internal and external drivers that impact the library and the ability for the expertise of the teacher librarian to be used for the benefit of student outcomes and teacher support (Farrell, 2014, Proctor, 2023, August 14). Servant leadership is what I have identified as the core style of leadership at my own school and during my placement at the Blacktown City Libraries as it focuses on operations and decisions that are focussed on relationships and the wider benefit of the organisation (Bier, 2021, M. Redrup-May, personal communication, January 23, 2024). In the organisational hierarchy diagram I created below for my school, all staff are focused on the students outcomes through the servant leadership approach. This would be a key leadership style to engage others in collaboration and persuade teachers of the benefits of the teacher librarian’s expertise.

Organisational hierarchy of Rooty Hill High School (Own image – Proctor 2023)

This collaboration and utilisation of leadership styles to influence decision making in the school is sadly needed to advocate for the library and teacher librarian, including at times preserving spaces, budgets, timetables, and implementing programs. My challenge is to better advocate for my library as a leader rather than just managing the library space (Proctor, 2023, October 4) (Proctor, 2023, July 27). I have felt the inertia that although is not from a negative place, yet still sees the library and teacher librarian as a specialised teacher being overlooked and underutilised.

I have also discovered as an early career teacher librarian that self-care is important as well. I often do not think of my own professional development when focussed on students and other staff. Working alone in an organisation, particularly as a new teacher librarian is daunting. I have reached out to local support with neighbouring teacher librarians who are experienced and have manage to complete a brief visit. It is difficult to narrow down though in a short space of time what you most need support with, so I feel the confidence in performance in this role likely comes with time, ongoing supportive networks and understanding the context of your school more intimately.

Part C: Evaluation of learning to assist in the developing your skills and attitudes as a professional teacher librarian

The Australian Library and Information Association & Australian School Library Association have set out professional standards for teacher librarians that include three domains: Professional knowledge, Professional practice, and Professional commitment (ALIA & ASLA, 2004).

Professional knowledge

The learning in the Master of Education – teacher librarian course has opened my eyes to all the roles that a teacher librarian plays within the school context and external information organisations. The standards which deal with the ongoing knowledge development of the teacher librarian, which I have engaged in through this course, placements, networking on a local and statewide basis. There is also a need for understanding the knowledge needs of students especially around literacy and ICT (ALIA & ASLA, 2004). Currently I do not have an ongoing school wide reading program. This is an area of need as now only sporadic classes will engage in reading any form of literature within class groups. I have just finished the process of genrefication in the fiction collection in hopes that this engages students towards reading, however, a reading program is still needed. To this end I have advocated for more time with Year 7 classes pointing out the benefits of literacy development and helping with the classroom teacher crisis. I have also sought advice from local teacher librarians to show successful reading programs run at their schools (Proctor, 2023, September 26).

Professional practice

So far in my role I have refurbished the library space to make it an inviting space and created competitions and events to build student enjoyment of the space. Previously there had been no teacher librarian at the school for 6 years, so the reputation had suffered. The collection development focus has been data driven, however, loans are only slightly growing throughout each term. My goal is to use my learning and placements to evaluate the programs and activities that I currently offer and ensure these are more than just curriculum focused but reach out to students to maintain a regular participation (ALIA & ASLA, 2004) and want to use the library (B. Hillman, personal communication, January 18, 2024, Gildersleeves, 2018).

I do wonder if I can answer the age-old question from staff and students “What do you do all day?” with confidence? I am still a bit unsure – even though I never stop all day! (Bates, 2020)

Professional commitment

My push so far as a teacher librarian has been to build a presence and promote what the library and its staff have to offer (ALIA & ASLA, 2004). This has included support for both staff and students in Homework Centre, Professional Development of literacy skills, and the fun and creative programs that run throughout the year inspiring students to read, or challenge themselves creatively. My ongoing challenge is the collaboration with staff (ALIA & ASLA, 2004). It is hard to connect with staff which are spread across an organisation and this will continue to be my goal moving forward as it underpins the success of a lot of library led programs and can achieve better outcomes in classrooms with collaborative involvement.

References

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