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

Australian Library and Information Association & Australian School Library Association. (2004). ALIA-ASLA standards of professional excellence for teacher librarians. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Bates, S. (2020). Keeping up with the School Library Evolution. The Educator Online. https://www.theeducatoronline.com/k12/news/keeping-up-with-the-school-library-evolution/274541

Bier, M. (2021). Servant leadership for schools. Journal of character education, 17(2), 27-46. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=3aea51f4-e0eb-4da3-bac2-196df38c0ac2%40redis

Common Ground. (2010, July 6). Playing with the Postmodern: Picture books for multiliteracies [Video]. YouTube. https://youtu.be/tv0_fyFbwkg

Farrell, M. (2014). Leading from the middle. Journal of Library Administration, 54(8), 691-699. https://doi.org/10.1080/01930826.2014.965099

Giblin, R., Kennedy, J., Weatherall, K., Gilbert, D. I., Thomas, J., & Petitjean, F. (2019). Available, but not accessible? Investigating publishers’ e-lending licensing practices. Information Research 24(3) 1-25.

Gildersleeves, L. (2018). 14 – The importance of service evaluation in libraries for children and schools. In C. Rankin & Brock, A. (Eds.), Challenges and opportunities in the digital age (pp. 207 – 220). Facet.

Harris, S. (2023, September 11).  Bundaberg Regional Libraries virtual study visit [online recording]. ETL512, Interact2. https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_71124_1&content_id=_6040729_1&mode=reset

Kimmel, S.C. (2014). Developing collections to empower learners. American Association of School Librarians.

Korodaj, L. (2019). The library as ‘third space’ in your school. Scan, 38. https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/the-library-as-third-space-in-your-school

Kuhlthau, C. C. (2018). Information search process. https://web.archive.org/web/20210428065707/http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: a framework for inquiry in your school. Libraries Unlimited.

Kwaymullina, A. (2016, November 16). The many worlds of Australian Indigenous children’s literature. Special Broadcasting Service [SBS]. https://www.sbs.com.au/topics/life/family/explainer/many-worlds-australian-indigenous-childrens-literature

La Marca, S. & Manning, M. (2007). The library: An essential learning environment. In S. La Marca (Ed.), Rethink! Ideas for inspiring library design (pp. 9-18). School Library Association of Victoria.

Lamb, A. & Johnson, H.L. (2012). Program administration: Budget management. The School Library Media Specialist.  http://eduscapes.com/sms/administration/budget.html

Morrisey, L. J. (2008). Ethical issues in collection development.  Journal of Library Administration, 47(3-4), 163-171. http://doi.org/10.1080/01930820802186506

Murphy, T. [All felt no filter puppets]. (2023, March 4). In breaking news: did you know there is a quiet place in your school where you can study? [Video]. Cameo. https://www.cameo.com/recipient/6401c6f18e171bbbae0c0432?

Oddone, K. (2022, June 8). Is CRAAP…crap? [Video]. YouTube. https://youtu.be/07v2Q-Cmfs0

Proctor, D. (2022, March 13). Do librarians do more than help you to print a document?. Teacher librarian – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/03/13/do-librarians-do-more-than-help-you-to-print-a-document/

Proctor, D. (2022, May 21). Inquiry Learning Models – I was doing it wrong all along!. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/05/21/inquiry-learning-models-i-was-doing-it-wrong-all-along/

Proctor, D. (2022, May 22a). Who are the guiding lights of collection development policies? – A literature review. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/05/22/who-are-the-guiding-lights-of-collection-development-policies-a-literature-review/

Proctor, D. (2022, May 22b). I didn’t do it! Censorship within library collections and avoiding backlash. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/05/22/i-didnt-do-it-censorship-within-library-collections-and-avoiding-backlash/

Proctor, D. (2022, September 20). Reading, reflecting, and eavesdropping: Thornburg’s model. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/09/20/reading-reflecting-and-eavesdropping-thornburgs-model/

Proctor, D. (2022, October 4). SIFTing through CRAAP. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2022/10/04/sifting-through-craap/

Proctor, D. (2023, April 22). Decolonising a library collection – the benefits of inclusive collections that adequately represent First Nations voices. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/04/22/decolonising-a-library-collection-the-benefits-of-inclusive-collections-that-adequately-represent-first-nations-voices/

Proctor, D. (2023, May 2). Engaging readers – wedded to ideas and challenging traditions. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/02/engaging-readers-wedded-to-ideas-and-challenging-traditions/

Proctor, D. (2023, May 14). Responding to literature – what is enough?. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/14/responding-to-literature-what-is-enough/

Proctor, D. (2023, May 22). Literature across the curriculum- a reflection. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/22/literature-across-the-curriculum-a-reflection/

Proctor, D. (2023, July 27). Managers vs leaders in the school library context. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/07/27/managers-vs-leaders-in-the-school-library-context/

Proctor, D. (2023, August 1). Teacher librarians within the organisational hierarchy. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/01/librarians-within-the-organisational-hierarchy/

Proctor, D. (2023, August 14). Change in libraries: drivers, changers and proof you have something of value to add. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/14/change-in-libraries-drivers-changers-and-proof-you-have-something-of-value-to-add/

Proctor, D. (2023, September 24). How are services and resources tailored to meet the needs of library users?. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/24/how-are-services-and-resources-tailored-to-meet-the-needs-of-library-users/

Proctor, D. (2023, September 25). What are the skills, attributes, knowledge needed in information agencies?. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/25/what-are-the-skills-attributes-knowledge-needed-in-information-agencies/

Proctor, D. (2023, September 26). A reflection on what matters as a librarian. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/26/a-reflection-on-what-matters-as-a-librarian/

Proctor, D. (2023, September 29). Teacher librarian as leader and other things – it’s a mixed bag at times. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/29/teacher-librarian-as-leader-and-other-things-its-a-mixed-bag-at-times/

Proctor, D. (2023, October 4). Teacher Librarian as Leader: a reflection. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/10/04/teacher-librarian-as-leader-a-reflection/

School Libraries, Learning Systems. (2015). Information skills in the school: Engaging in construction knowledge. State of New South Wales.  https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/infoskills.pdf

Stephens, W. S. (2011). The school librarian as leader: out of the middle, into the foreground. Knowledge quest, 39(5), 18-21. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=cb8ae161-11dc-4320-9d30-645b99c5f88f%40redis

TEDx. (2016, October 11). The library is not a place, it’s a concept [Video]. YouTube. https://www.youtube.com/watch?v=ES0zGUvZj5s

Templeton, T. (2020). Picture perfect: The role of picture books in a secondary classroom. Scan, 39. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/scan/media/documents/vol-39/39-6.pdf

Thornburg, D. D. (2004). Campfires in cyberspace: primordial metaphors for learning in the 21st century. International Journal of Instructional Technology and Distance Learning, 1(10)

Winch, G & Holliday, M. (2014). The reader and the text. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 109-128). Oxford University Press.

Wojciechowska, M. (2021). The role of public libraries in the development of social capital in local communities – a theoretical study. Library management, 43(2), 184-196. https://doi.org/10.1108/LM-10-2020-0139

I did not really know the difference between managers and leaders as discussed in my previous post Managers vs leaders in the school library context (Proctor, 2023, July 27) and this had led me to believe that what I was doing was OK. Managing the library in the way I have as a first year Teacher Librarian has so far consisted of a library refurbishment and the general library duties with some highlights being genrefication, stocktake and cycling through 2 library assistants all while competing the masters degree on the job. But this is in no way leadership (Kotter, 2013) and demonstrates a limited ability in my methods thus far to advocate for the library and its services. I can see that I have the potential capacity to work on my profile within the school and lead from the middle with literacy initiatives and next practice learning that is a school strategic focus area and a prime ground for the Teacher Librarian to flex their skills through their servant leadership in creating success for others (Potter, 2015-2017).

Leadership within an organisation to me was a vertical path and the Teacher Librarian role sat with the teachers. The informal roles of leadership that have been discussed previously Teacher Librarians within the organisational hierarchy (Proctor, 2023, August 1) show that Teacher Librarians are leaders from the middle and have an important functions and school wide influence across learning areas and if advocated for the ability to lead along the vertical leadership path I had originally envisioned (Cox & Korodaj, 2019). Advocacy is one of my areas of weakness as I am not yet accessed or utilised in my current situation. I believe the advocacy (Kaaland, 2012) and influence I need comes from leading from the middle and finding my entry point with individual teachers who will also promote my collaboration and expertise, before jumping straight into school wide strategic change.

Change occurs whether we like it or not within education and the school organisation drivers of such change have been discussed previously Change in libraries: drivers, changers and proof you have something of value to add (Proctor, 2023, August 14). The payoff from drivers of change – even the unexpected ones – is that they are opportunities to evolve and adapt to new experiences and ideas and can flow through to a new wider vision of a library to adapt to the change and ensure 21^st Century learning (Alliance for Excellent Education, 2016). This does take skill to avoid inertia and putting off people and can be overcome with relationship building and communication. The issue however can be that if no one understands your role and the benefits it has to offer, there may be a lack of uptake of Teacher Librarian skills (AASL, 2013, Bishop, 2011). This is again where advocacy becomes important along with leading through influence from the middle.

The role of the librarian as an official leader is not recognised within policy documents previously discussed Teacher librarian as leader and other things – it’s a mixed bag at times (Proctor, 2023, September 29) by government agencies, so leaves no wonder that other colleagues may not always see the greater role played by the Teacher Librarian across the school. Beyond the explicit policy document language there is hidden connotation that through collaboration and specialist roles in information literacy, Teacher Librarians can be informal leaders. I hope to build my capacity in this way through building relationships with colleagues that allow for the transfer of knowledge. Furthermore the wellbeing support in library design and spaces and academic specialist role of the Teacher Librarian means they are dynamic and there may be formal recognition of this in the future.

References

Alliance for Excellent Education (2016). Future ready librarians. Future Ready Schools. https://futureready.org/thenetwork/strands/future-ready-librarians/

American Association of School Librarians. (2013). Chapter 4: Empowering learning through leadership. In AASL, Empowering learners: Guidelines for school library programs (pp.57-63). American Library Association.

Bishop, K. (2011). Connecting libraries with classrooms. Linworth.

Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.

Kaaland, C. (2012). Developing a culture of advocacy. In D. Levitov (Ed. pp. 39-56), Activism and the school librarian: Tools for advocacy and survival. Libraries Unlimited.

Kotter, J. (2013, August 15). The key differences between leading and managing [Video]. YouTube. https://youtu.be/SEfgCqnMl5E

Potter, J. (2015-2017). The servant-leader in the library: a case study and journey towards self-transcendence. The international journal of servant-leadership, 11(1), 437-460.

Proctor, D. (2023, July 27). Managers vs leaders in the school library context. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/07/27/managers-vs-leaders-in-the-school-library-context/

Proctor, D. (2023, August 1). Teacher librarians within the organisational hierarchy. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/01/librarians-within-the-organisational-hierarchy/

Proctor, D. (2023, August 14). Change in libraries: drivers, changers and proof you have something of value to add. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/14/change-in-libraries-drivers-changers-and-proof-you-have-something-of-value-to-add/

Proctor, D. (2023, September 29). Teacher librarian as leader and other things – it’s a mixed bag at times. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/29/teacher-librarian-as-leader-and-other-things-its-a-mixed-bag-at-times/

What does a Teacher Librarian do?

Teacher Librarians seem to do it all. They really have a finger in a lot of pies and are connected across the school organisation through curriculum and extracurricular ties. The Teacher Librarian has a functional role within the school context which is outline by the NSW Department of Education (2020, February 12) acknowledging the specialist role that is played in teaching and learning. This is a dynamic role within this list of duties which deals with changes in technologies, encompasses all subjects, research, programming, strategic goals and improvement, cross curricular capabilities focused.

What is missing from this list is the social and emotional support that is offered by the Teacher Librarian and the space they lead which is equally dynamic (Capstone Publishers, 2014, October 22).

What other services do they offer… and why?

Teacher Librarians are much like any classroom teacher who has a responsibility to students in a holistic way: to see and care for the whole child. They are arguably in a better position at times to do this with the resources at their disposal as managers of collections and spaces that adapt to student needs (Grigsby, 2015). Libraries for example are wellbeing spaces for students and can be a safe space for students who need a quiet or comforting place during breaks and to get lost in books. By contrast they are also highly adaptive academic spaces where through careful planning a Teacher Librarian can pivot a space from a soft space of wellbeing to one of construction and discussion via a makerspace to ignite passion in new ideas (Daley & Child, 2015). Both of these examples offer an insight the to the role of the physical spaces that Teacher Librarians manage and lead for student benefit.

References

Capstone Publishers. (2014, October 22).  School libraries matter: the changing role of the school librarian [Video]. YouTube. https://youtu.be/6eilZJp3_h8

Daley, M. & Child, J. (2015). Makerspaces in the school library environment. Access, 29(1), 42-49.

Grigsby, S. (2015). Re-imagining the 21st century school library: From storage space to active learning space. Techtrends: Linking Research & Practice to Improve Learning, 59(3), 103-106. https://doi.org/10.1007/s11528-015-0859-5

NSW Department of Education. (2020, February 12). Policy library: Library policy – schools. NSW Government. https://policies.education.nsw.gov.au/policy-library/policies/library-policy-schools

Change in organisations such as libraries are continually experiencing change from a range of internal and external drivers (Zimmermann, 2011). Internally change comes from the continual cycles of updates in strategic improvement plans, staff attitudes, student access of library resources, and advancements in resources and equipment all revolving around 21^st century learning needs. Externally there have been some significant changers that affect education and libraries that come from global and domestic sources:

• • Digital literacy has become a global changer to standards moving beyond learner’s needs at the foundational ICT levels to a more holistic approach to digital skills required to be successful online and have future focussed and desirable employment skills (DQ Institute, 2021, International Federation of Library Associations and Institutions, 2023). Digital literacy has also been a development affecting Australian schools with ACARA updating the focus of ICT to a new capability of digital literacy, incorporating specific additions to online safety and protection (ACARA, 2021).

• • The Alice Springs (Mparntwe) Education Declaration has now superseded the Melbourne Declaration in an agreement of the Council of Australian Government Education (2019). This new agreement builds on the previous by extending targets and looking at life long and 21^st Century learning, whilst emphasising the need to focus on mental health among other key areas.

Change drivers have impacts within schools and often the practical nature of change making comes to those who have specialist roles within the organisation. Teacher Librarians occupy a special role that has them as a classroom teacher and a specialist educator prime to collaborate with all staff across the organisation where needed. For this to be effective there are certain skills or processes required to lead change from the often ‘middle’ that the Teacher Librarian occupies as their space in the organisational hierarchy:

• • Communication
  • Collaboration
  • Problem solving
  • Conflict resolution

(Zimmermann, 2011)

Change can come at a price for those leading it and this often comes from inertia and failure along with what might feel like an overloading of work (Lodge & Pymm, 2007). Teacher Librarians much like any other educator have limited time and resources, however, can also occupy that special place in colleagues and executives’ minds of do-nothings. People don’t always trust or want the help, let alone leadership from a Teacher Librarian – the sad fact is they often need convincing through advocacy of the actual role and strengths it can bring from the middle vantage point (AASL, 2013, Bishop, 2011).

References

American Association of School Librarians. (2013). Chapter 4: Empowering learning through leadership. In AASL, Empowering learners: Guidelines for school library programs (pp.57-63). American Library Association.

Australian Curriculum, Assessment and Reporting Authority. (2021). General capabilities – digital literacy (previously ICT): Consultation – introductory information and learning continua. https://www.australiancurriculum.edu.au/media/7024/gc_digital_literacy_ict_capability_consultation_curriculum.pdf

Bishop, K. (2011). Connecting libraries with classrooms. Linworth.

Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/alice-springs-mparntwe-education-declaration

DQ Institute. (2021). What is the DQ framework? global standards for digital literacy, skills, and readiness. https://www.dqinstitute.org/global-standards/

International Federation of Library Associations and Institutions. (2023). IFLA Trend Report.  http://trends.ifla.org

Lodge, D. & Pymm, B. (2007). Library managers today: The challenges. In S. J. Ferguson (Ed.), Libraries in the twenty-first century: Charting directions in information services.  https://doi.org/10.1016/B978-1-876938-43-7.50017-X

Zimmermann, N. (2011). Dynamics of Drivers of Organizational Change. Springer Gabler.

Teacher Librarians are not often considered main characters in hierarchical organisation of schools with their actual job role usually having the “Teacher” part forgotten about, except when it comes to supervision of students during free periods. So where do they belong? Are they more than a teacher? Do they get paid more? Do they hold a position of power?

Most of these answers will likely not surprise or impress you if you are looking at the role as a pioneering leader who is widely recognised and rewarded openly above that level of others within a school. But that may also be context driven by the leadership Teacher Librarians take on (Turner, 2015). Teacher Librarians do not technically sit above teachers, they also do not get paid more. However, they are a dual qualified staff member with both the “Teacher” and “Librarian” aspects to their name coming with their own unique and well-earned qualifications. This positions them often ahead of other classroom teachers in terms of qualifications and also provides a role within the school which works as a school wide leader. They are more than a classroom teacher in what they do, which is to build collaboration, advocate for student outcomes and success (Crippen & Willows, 2019), and work strategically on school wide goals in a school wide way (Zmuda & Hararda, 2008). This is a professionally recognised position, but without advocacy for this may still be a hidden one (Stephens, 2011).

References

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), pp. 171-180. https://journalofleadershiped.org/jole_articles/connecting-teacher-leadership-and-servant-leadership-a-synergistic-partnership/

Stephens, W. S. (2011). The school librarian as leader: out of the middle, into the foreground. Knowledge quest, 39(5), 18-21.

Turner, L. (2015). Becoming a library leader. ATLA Summary of Proceedings, (69), 179-185.

Zmuda, A,. & Hararda, V. H. (2008). Librarians as learning specialists: moving from the margins to the mainstream of school leadership, 36(1), 6.

What is management?

Management comes down to the fundamental skills that make the operational side of thing work within an organisation. By this I mean the budgets, planning of projects and resources, organisation and controlling of future stock (Kotter, 2013). It sounds pretty prosaic (maybe I wrote it that way for dramatic effect) but holds an important role within an organisation.

What is managed within the library context?

Teacher Librarians manage their library space, both physically and digitally, the resources within these such as furniture, ICT, books, magazines etc., and staff and students (Lamb, 2015). Much of this is complex on its own however added to this are the expectations and chaos of also being a teacher can make this a challenging role with much to manage.

What is leadership?

Leadership builds on the strategies that are used by managers to excite and motivate others to work towards planned visions of the future (Kotter, 2013). Leaders take the step further than a manager and not only deal with what is in front of them to achieve expected outcomes, leaders plan the vision of next practice and use tools at their disposal to move beyond the expected to what could be (better).

Who is a leader in the library context?

A leader within the library is, or could be, the Teacher Librarian themselves. Could be if they prove themselves beyond simple management skills. This leadership is best demonstrated with Teacher Librarians with the coaching they do, which is different from the staff management they perform to upskill staff through professional development opportunities (AITSL, 2017, July 24). Teacher Librarians lead from the middle though as many do not occupy formal positions within the organisational structure and more likely to influence colleagues on roughly a similar level (Farrell, 2014). This can have its advantages as it is a less intimidating way of sharing and guiding others.

What is the best type of leadership for a Teacher Librarian?

In my opinion I would suggest that servant leadership is the natural leadership style of anyone in this role. The nature of servant leaders is to collaborate, build relationships and work towards successful outcomes of others (Potter, 2015-2017). The Teacher Librarian has a natural empathy and expectation in their role as the hub of information services and a specialist teacher within the school organisation to collaborate across normal boundaries found in schools such as subject differences to build staff to reach new capabilities in the information sphere (Cox & Korodaj, 2019). Similarly, the Teacher Librarian connects with all students through interactions in the library spaces and within lesson content they have likely collaborated on with teachers.

References

AITSL. (2017, July 24). Are you a teacher that also leads? [Video]. YouTube. https://youtu.be/lq4Zt_k6cq4

Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.

Farrell, M. (2014). Leading from the middle. Journal of Library Administration, 54(8), 691-699. https:doi.org/10.1080/01930826.2014.965099

Kotter, J. (2013, August 15). The key differences between leading and managing [Video]. YouTube. https://youtu.be/SEfgCqnMl5E

Lamb, A. (2015). A Century of Change: The Evolution of School Library Resources, 1915–2015. Knowledge Quest, 43(4), 62-70.

Potter, J. (2015-2017). The servant-leader in the library: a case study and journey towards self-transcendence. The international journal of servant-leadership, 11(1), 437-460.

Literary learning

My understanding of literature in learning was limited prior to this topic and I have tried to show my understanding and changes towards this in my blog post “Responding to literature – what is enough?” (Proctor, 2023, May 14) where I spew some inflammatory comments about the absurdity of literature in my content area, only to read, reflect and build an understanding of how it can support the learning I was already developing in my students. As a teacher librarian I feel that this is something I can help support teachers with, even if I am still not an expert in literary response strategies yet. I feel I am getting used to the simplicity of some ideas like bento boxes which can have layered meaning beyond their surface (Valenza 2019), and the complex language and theories that underpin the pedagogy of literary learning.

Social and cultural issues as they apply to the use of literature in education

In reflecting on the cultural issues that are involved in literature my main focus came via the lack of First Nations books in the collection at my school (Proctor, 2023, April 22). This led me to seek ways to build the collection that decolonised the library and made students feel that their voices and stories were valued and reflected in their space (ASLA, 2018). The growth in queer fiction at my school has been exciting for some students and thrown up challenges as well, with a new prayer room being made inside the library space. Some students of different faiths have expressed disapproval of these new books and sparked conversations around inclusion, acceptance and literature with many students and staff (Oltmann, 2016).

Role of librarian in promoting literature across the curriculum

I am only new to the role of librarian and have been on a mission to promote formats other than Manga including the library space to encourage reading in a safe and engaging space (Proctor, 2023, May 2). There are a vast variety of text types in the literature that can be used to promote literature in the curriculum and for the enjoyment of a range of readers (Winch and Holliday, 2014). My own awakening with this came through the format of picture books, which as a secondary teacher only new to the role I had never engaged in this format before deciding it was too simplistic for the needs of my learners and beneath me to indulge. In fact they can be an entry point to literature analysis for all readers where postmodern pictures books have multiliteracies and layered meaning created through the interaction of the reader and the text (Goldstone, 2001/2002), but similarly still operate as short narratives and images supporting text.

References

Australian School Library Association. (2018). ALIA-ASLA policy on school library resource provision. https://read.alia.org.au/alia-asla-policy-school-library-resource-provision

Oltmann, S. M. (2016). “They kind of rely on the library”: School librarian serving LGBT students. Journal of Research on Libraries and Young Adults, 7(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2016/03/Oltmann_They-Kind-of-Rely-on-the-Library.pdf

Proctor, D. (2023, April 22). Decolonising a library collection – the benefits of inclusive collections that adequately represent First Nations voices. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/04/22/decolonising-a-library-collection-the-benefits-of-inclusive-collections-that-adequately-represent-first-nations-voices/

Proctor, D. (2023, May 2). Engaging readers – wedded to ideas and challenging traditions. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/02/engaging-readers-wedded-to-ideas-and-challenging-traditions/

Proctor, D. (2023, May 14). Responding to literature – what is enough?. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/14/responding-to-literature-what-is-enough/

Valenza, J. (2019, May 4). Building beautiful book bentos. School library journals. https://blogs.slj.com/neverendingsearch/2019/05/04/building-beautiful-book-bentos/

Winch, G & Holliday, M. (2014). The reader and the text. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 109-128). Oxford University Press.