ETL401: Introduction to Teacher Librarianship

Assignment 3 Part C: Reflective Post

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The subject ETL401 has opened my eyes to the full scope of the Teacher Librarian (TL)’s role, particularly relating to literacy expertise, inquiry learning and supporting school communities to navigate complex information environments. My naivety is evident in my initial blog posts, where I focus on the resource-rich, physical environments that TLs cultivate (McDonald, 2022, March 1; McDonald, 2022, March 8). Module readings and forum discussions have since emphasised to me that managing physical collections is only one part of the TL’s multifaceted role. This reality is distilled in Barbara Braxton’s analogy of the “500 hats” that TLs wear (Braxton, n.d.).

Lynette Van Zeeland reminded our cohort that, despite competing priorities, students must always be our central focus (Van Zeeland, 2022). Students’ everyday lives are shaped by time spent in what Floridi (2007) calls the “infosphere”, and their increasing use of the internet to seek information (eSafety Commissioner, 2021). Accordingly, TLs must equip students with 21st century skills needed for their future world of work, which is driven by technological innovation and digital connection (Binkley, 2012; Tytler et al., 2019; McDonald 2022a, May 9).

TLs are expected to be specialists in this information society (McDonald, 2022a, March 15), even though just defining the word ‘information’ is difficult (Case, 2006; McDonald, 2022b, March 15). TLs must have a comprehensive understanding of the digital information landscape as it influences curriculum and resource collections, even if the ever-evolving landscape itself is both “thrilling” and “slightly terrifying” (McDonald, 2022, March 10).

Information literacy skills, defined as “being able to access, use and communicate information effectively”, are essential for all students to hone (McKeever et al., 2017, p. 51). Information literacy proficiency is linked to lifelong learning and the empowerment of citizens who are critical information consumers (Merga, 2022; Cuervo Sanchez et al., 2021). The Australian Curriculum acknowledges the importance of information literacy, through the Information and Communication Technology General Capability (Australian Curriculum, Assessment and Reporting Authority, 2015). As there is no recommended strategy for implementation, numerous information literacy models can be used (Lupton, 2014).

What I’ve come to realise is that information literacy isn’t the sole responsibility of the TL. Information literacy development spans subject curricula, underpinning all teaching and learning that takes place in schools. The TL, however, does have an important role to play as a leader, supporting the whole-school learning community in this endeavour (Merga, 2022; McDonald, 2022, March 24).

Information literacy is intrinsically liked to inquiry learning, partly because research is embedded in the process (FitzGerald, 2015; Maniotes & Kuhlthau, 2014). This is seen most prominently in Kuhlthau’s Guided Inquiry Design (GID) process and the underpinning Information Search Process (ISP) that was derived from decades of research into student learning (Kuhlthau et al., 2015).

Inquiry learning resonates with me because my pedagogical stance is largely social constructivist. I believe that students and teachers build knowledge together as a nurturing, social learning community. Inquiry learning embodies this through its focus on asking questions, researching, making real-world connections, communicating understandings, and reflecting (Lupton, 2014). The process is itself an undertaking in learning how to learn as it’s not driven by end-product creation (Maniotes & Kuhlthau, 2014). Like information literacy, the Australian Curriculum does not suggest a model for implementing inquiry learning, which is an opportunity for TLs (FitzGerald, 2015a; Lupton, 2014).

There is contention about how inquiry learning fits into school programs, particularly due to competing curriculum demands and standardised testing (McDonald, 2022a, May 9). There seems to be a critical narrative dichotomising inquiry learning and traditional learning or direct instruction which, as Kath Murdoch (2021) writes, is “ultimately simplistic and unhelpful” (p. 39). Reflecting on this, I don’t think they two are mutually exclusive, and there is still a place for explicit instruction in inquiry learning (FitzGerald, 2021). The only inquiry model I have seen used in the classroom is Kath Murdoch’s inquiry model, the ‘Cycle of Inquiry’ (Murdoch, 2021). Unfortunately, its implementation was disorganised and haphazard, which resulted in student misunderstanding and lack of motivation. Additionally, there was no TL support, which no doubt impacted outcomes, and reinforced to me that teachers need support in implementing inquiry learning programs.

Whilst there are strengths and challenges to implementing GID as an inquiry framework, I am eager to apply it to the classroom context (McDonald, 2022b, May 9). Unlike other inquiry models, it is teacher-directed at specific points, provides a scaffolded framework, is supported by research, and favoured by TLs around the globe (Lupton, 2014). Through GID, there is also a clear role for the TL to play in implementing inquiry learning units. TLs collaborate with classroom teachers throughout the unit’s design, implementation, assessment, and evaluation stages (FitzGerald, 2021). TLs can scaffold information literacy skills and assess understanding of the inquiry learning process (FitzGerald, 2021).

Reflecting on this learning, and my deepening understanding about the true role of effective TLs, continues to be an overwhelming, humbling, and exciting process. It appears that others in the cohort, such as Nerida Wayland, feel the same (Wayland, 2022). This subject has ignited my passion for what TLs can do and the profound impact they can have on whole-school learning communities.

 

References 

Australian Curriculum, Assessment and Reporting Authority. (2015). Information and communication technology capability (Version 8.4). Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Binkley, M. (2012). Defining Twenty-First Century Skills. In: P. Griffin, B. McGaw, B & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer.

Braxton, B. (n.d.). 500 hats: The teacher librarian in the 21st century. Retrieved May 20, 2022 from https://500hats.edublogs.org/500-hats/

Case, D. O. (2006). Looking for information: A survey of research on information seeking, needs, and behavior: a survey of research on information seeking, needs, and behavior. Emerald Publishing Limited.

Cuervo Sanchez, S.L., Rojo, A. F., Martinez, A. R., & Samaniego, C. M. (2021). Media and information literacy: a measurement instrument for adolescents. Educational Review, 73(4), 487-502. https://doi.org/10.1080/00131911.2019.1646708

eSafety Commissioner. (2021). The digital lives of Aussie teens. Australian Government. Retrieved April 6, 2022 from https://www.esafety.gov.au/research/digital-lives-aussie-teens

Floridi, L. (2007). A look into the future impact of ICT on our lives. Information Society, 23(1), 59–64.

FitzGerald, L. (2015a). Opportunity knocks: The Australian Curriculum and Guided Inquiry. Access, 29(2) 4-17.

FitzGerald, L. (2015b). Guided Inquiry in practice. Scan, 334(4), 16-17.

FitzGerald, L. (2021). Inquiry learning and the teacher librarian: You can’t have one without the other. Access, 35(3), 16-22.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st Century (2nd ed). Libraries Unlimited.

Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, 26(2), 12-18.

McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51–68. https://doi-org.ezproxy.csu.edu.au/10.11645/11.2.2187

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Murdoch, K. (2021). The art of inquiry teaching. Access, 35(4), 39-43.

Tytler, R., Bridgstock, R., White, P., Mather, D., Mccandless, T., Grant-Iramu, M. (2019). 100 jobs of the future. Deakin University, Australia. https://100jobsofthefuture.com/report/100jobsofthefuturereport-SCREEN.pdf

Van Zeeland, L. (2022, March 13). The TLs must prioritise the roles they play [Comment on “3.2 The role of the TL”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59964_1&nav=discussion_board_entry&conf_id=_122287_1&forum_id=_264853_1&message_id=_3905798_1

Wayland, N. (2022, May 17). Valenza highlights the power of libraries and teacher librarians [Comment on “7.1 Library Futures”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59964_1&nav=discussion_board_entry&conf_id=_122287_1&forum_id=_264858_1&message_id=_3910341_1

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Guided Inquiry Design

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The Guided Inquiry Design (GID) is a prominent information literacy model based on extensive research by Carol Kuhlthau and her earlier model the Information Search Process (Kulthau, Maniotes & Caspari, 2012). There are eight phases to the GID model: “Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate.” (Maniotes & Kuhlthau, 2014). Below are some advantages and challenges:

Advantages:

  • Students inquire into an area that piques their interest
  • Clear scaffold of steps to follow (to support the inquiry process)
  • Involves in the teacher librarian in embedding information literacy
  • The model itself is based on extensive research, conducted by Kuhlthau
  • Inquiry Learning is a priority in the Australian Curriculum
  • Can be used across different subjects

Challenges:

  • Not all schools have a teacher librarian on staff to collaborate with teachers
  • Students with specific learning needs may need additional support structures
  • It requires careful planning and prior organisation
  • Can be difficult to use the framework while meeting curriculum demands
  • It can be challenging to keep students on task and motivated as parts of the process are self-directed
  • Needs to be a whole-school approach

References

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

Maniotes, L. K., Kuhlthau, C. C. (2014) Making the shift. Knowledge Quest. 43(2) 8-17.

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Inquiry Learning

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Definition of Inquiry Learning:

“Inquiry-based learning is an education approach that focuses on investigation and problem-solving. Inquiry-based learning is different from traditional approaches because it reverses the order of learning. Instead of presenting information, or ‘the answer’, up-front, teachers start with a range of scenarios, questions and problems for students to navigate.” (Department of Education, Skills and Employment, 2021).

Definition of 21st Century Skills:

The Assessment and Teaching of 21st Century Skills (2012) partnership, headquartered at the University of Melbourne, presents the following 21st century skills, categorised into four groups, using the table below:

21st century skills

(More research and information about the list of 21st century skills are detailed in Binkley (2012)’s chapter of in Patrick Griffin’s collection ‘Assessment and Teaching of 21st Century Skills’).

I personally find discussions about inquiry learning and supporting students to acquire 21st century skills exciting! I think that inquiry learning prompts students to formulate important questions, search for answers, think critically and solve problems. The skills that they develop and refine in the process will be essential as they go beyond the school gate and enter a dynamic, transforming workforce as, ideally, passionate, inquisitive, lifelong learners.

The challenge for teachers and teacher librarians, however, is that the Australian Curriculum’s General Capabilities and Cross Curriculum Priorities, along with inquiry learning project aspirations, don’t always align with other curriculum demands. As an English teacher, who has Senior English classes studying the Victorian Certificate of Education (VCE), we are flat-out trying to cover content and prepare students for Student Assessed Coursework and Examinations, which dictate our every lesson. In middle grade English classes, we don’t always ask students to do research as the often use literature texts as their springboards for discussion, comparison, analysis, and evaluation. We also have the intrusion of standardised testing, such as NAPLAN at Years 7 and 9.

Teaching Inquiry learning and the development of 21st century skills isn’t as well as curriculum accountability/standardised testing/VCE outcomes aren’t mutually exclusive – there just isn’t always time to cover everything! It is a balance, and a tricky one at that. Some schools have launched inquiry learning units or project-based learning subjects for middle grade students, to block out specific time that can be devoted to the scaffolding of these important skills. At our school we have the Global Citizens Program for students in Year 7-9 for this very purpose. If we had a teacher librarian, it would be wonderful to get their input into this program as well!

References:

Assessment and Teaching of 21st Century Skills. (2012). 21st century skills. http://www.atc21s.org/

Department of Education, Skills and Employment. (2021). Australian Curriculum: Inquiry-based learning. Australian Government. https://www.dese.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning

Binkley, M. et al. (2012). Defining Twenty-First Century Skills. In: Griffin, P., McGaw, B., Care, E. (eds, pp. 17-66) Assessment and Teaching of 21st Century Skills. Springer.

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The Principal and the TL

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Collaborative partnerships with staff, from teaching staff to school leadership, are essential for a TL’s success as a learning leader (Haycock, 2007). A productive relationship with the Principal, and other key leadership team members, is vital for library advocacy, justifying funding/budget changes, reporting, future planning, professional development, and much more. Often the work of library staff goes unnoticed by other members of staff, especially leadership who aren’t necessarily ‘on the ground’, so it is important to make these efforts known. Communicating the essential role that school libraries play in the lives of the broader learning community, and their incredible impact, is an ongoing process. Regular collaboration meetings could be a good way of keeping the Principal informed and on-board.

A supportive Principal can enable a TL by backing their vision for the school library, providing suggestions and support, sharing leadership advice or strategies, and ensuring appropriate funding (for staff and resources). I think a supportive Principal should also trust a TL’s expertise and genuinely understand that the library is adding value to the lives of all learners through library offerings and services.

In turn, TLs can support a Principal by driving whole-school initiatives, such as reading programs, teaching skills (e.g. digital/information literacy and research), supporting literacy development, teaching classes and more (Kemp, 2017). TLs can also provide guidance about information needs, assist with curriculum development (including cross-curriculum priorities or inquiry learning projects) and support staff as they plan learning units. For independent schools, a wonderful library could also be a selling point for prospective families!

References:

Haycock, K. (2007). Collaboration: Critical Success Factors for Student Learning. School Libraries Worldwide, 13(1), 25-35.

Kemp, J. (2017). Ten ways to advocate for your role as a teacher librarian. Connections, 103, 6-7. https://www.scisdata.com/connections/issue-103/ten-ways-to-advocate-for-your-role-as-a-teacher-librarian/

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Teacher Librarianship Standards

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Looking at the evidence guide produced by ASLA for the ‘proficient career stage’ brings back stressful memories of collating my VIT portfolio of evidence, responding to all the AITSL standards (as I applied for full teacher registration). The portfolio itself ended up being more than 150 pages and the process was overwhelming – but I did learn a lot in the process! It forced me to reflect on my practice and consider areas for improvement as well as future benchmarks of success.

I think these ASLA evidence guides confirm, publicly, that teacher librarianship is primarily an education-focused role. In Victoria, it seems that schools don’t have to employ qualified teacher librarians. For example, in my current school, the sole middle/senior school librarian is not a qualified teacher and cannot assist with curriculum resourcing or pedagogical strategies. However, these evidence guides show that the work of teacher librarians can be substantiated against the AITSL standards, as the work of teachers can be.

The evidence guides also give examples of how the standards can be interpreted and practically applied. As the documentation states, the guides can be used for professional learning and goal-setting – which is how I imagine I will use them – particularly moving from the ‘proficient’ to the ‘highly accomplished’ level of career progress (ASLA, 2015). It is always helpful to have a framework to check that you are on track and also for accountability and reporting purposes (e.g. sharing your annual or term progress with school leadership). I think the guides add credibility to the profession, which is important for advocacy initiatives, particularly relating to future funding and job security.

References: 

Australian School Library Association (2015). Evidence guide for teacher librarians in the proficient career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence_guide_prof.pdf

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The Information Society

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“Information Society is a term for a society in which the creation, distribution, and manipulation of information has become the most significant economic and cultural activity. An Information Society may be contrasted with societies in which the economic underpinning is primarily Industrial or Agrarian. The machine tools of the Information Society are computers and telecommunications, rather than lathes or ploughs” (Rouse, 2005).

What do you think the term ‘information society’ means?

I think that information society is where we find ourselves and how we define ourselves right now, as part of the digital revolution. All around the world we, as a very broad group of humans, are living in the information environment (both analog and digital). Floridi calls this ever-evolving environment the “infosphere” which covers “all informational entities…their properties, interactions, processes, and mutual relations” (Floridi, 2007, p. 59). The information society is global and connected and driven by the galloping pace of digital innovation and development.

Why is it important for teacher librarians to understand the information landscape?

As Teacher Librarians, we must understand this information landscape because we live in it! More importantly, our students inhabit it too. Understanding this vast landscape is important because a significant part of our role is sifting through for quality information and resources for others to access. It is, however, also modelling best practice and scaffolding of skills so students can navigate this landscape for themselves. There is so much information that we can all easily access now online and in our physical environment, with more information being created and disseminated every second. This is an overwhelming thought – so, it is imperative we learn how to scope the landscape (and develop strategies to cope with information overload)!

Understanding the information landscape is also important because we are preparing students for futures, such as careers, that will only become more involved in this advancing, digitally driven information landscape. This website https://100jobsofthefuture.com/ is a joint project by Ford Australia, Deakin University and Griffith University, and gives an idea of what future jobs over the next few decades might look like! As David Ramadge comments in the report, “the level of technological understanding will increase for all jobs of the future, but jobs will open up for people who can successfully stand between people and machines, and who can understand people” (Tytler et al., 2019, p. 30).

References:

Floridi, L. (2007). A Look into the Future Impact of ICT on Our Lives. Information Society, 23(1), 59–64.

Rouse, M. (2005). Information Society. WhatIs.com. https://whatis.techtarget.com/definition/Information-Society

Tytler, R., Bridgstock, R., White, P., Mather, D., Mccandless, T., Grant-Iramu, M. (2019). 100 jobs of the future. Deakin University, Australia. Retrieved from https://100jobsofthefuture.com/report/100jobsofthefuturereport-SCREEN.pdf 

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Conceptualising Information

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“Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information?”

  • (T.S Eliot, 1934, p. 7)

This week in ETL401, we have been exploring the information environment. I  hadn’t really ever considered how complex even just defining ‘information’ could be, let alone variations or different ways to categorise. Theorist Donald Case explains that even just defining ‘information’ is fraught, highly contentious and can have different subject-specific meanings/interpretations. Further, if the definition is too narrow, then it is too limited for application, but if it is too broad then it “poses problems for operalization and measurement of concepts” (Case, 2006, p. 66). I imagine this could make research investigations very challenging! For the purposes of his book, Case opts for broad definitions finally concluding that information is such a base, “primitive concept” it doesn’t really need a fine-tuned definition anyway!

It helped me to better understand the concept of information through the data-knowledge continuum or the DIKW pyramid (data-information-knowledge-wisdom). This theory is a way of categorising information in a hierarchy that progresses based on meaning and understanding. Here is a short video lecture, presented by Kay Oddone, that helped me to better understand this theory:

I think it’s important for us as budding Teacher Librarians to get a grasp on ‘information’ as it is to become our dialect and is such an integral part of helping students/staff manage the ever-growing world of information. Personally I find the conceptualisation of defining ‘information’ a bit too philosophical and am far more interested in the meaning we attach to it and practical application!

Reference: 

Case, D. O. (2006). Looking for information: A survey of research on information seeking, needs, and behavior: a survey of research on information seeking, needs, and behavior. Emerald Publishing Limited.

Eliot, T. (1934). Choruses, The Rock: A Pageant Play. New York: Harcourt, Brace and Company.

Oddone, K. (2022). Data, Information, Knowledge, Wisdom [Video]. YouTube. https://youtu.be/9i3_soqoC00 

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Teacher Librarians and the Information Landscape

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“In this particular context, the term information landscape refers to textual knowledge mapping of individual cultural practices and experiences, which constitute a holistic and dynamic knowledge system.” (Savolainen, 2021).

Why it is important to have an understanding of the broader information landscape?

As a school-based teacher librarian, you are the resident expert for how to best navigate the information landscape (both digital and print). It can seem overwhelming, for both staff and students, because there is so much information out there to be filtered/appraised/sorted and so on, before it can be used for various education purposes. Not only do TLs need a good grasp on how it all works, but they need to be actively modelling how to navigate the landscape regularly, so they can keep informed. Effective TLs will always be the go-to people in school for staff and students who need help or have questions about sourcing or critiquing information.

How you think the information landscape will affect your role as a TL in a school?

I think the information landscape, particularly ever-evolving digital resources, will impact us as TLs daily! We need to make sure that we are accessing the best resources for our learning community and giving them up-to-date information to best navigate the information landscape themselves. The pace of change and vastness of digital resources means that we must keep up-to-date and be open-minded about trialling new platforms, emerging technologies, and diverse resources. It’s easy to focus on the digital information landscape, but this encompasses print information resources as well – we need to keep abreast of excellent print learning resources as well (from non-fiction resources to quality novels by local authors). The information landscape will remain a thrilling, slightly terrifying, essential part of our jobs!

References: 

Savolainen, R. (2021). Information landscapes as contexts of information practices. Journal of Librarianship and Information Science, 53(4), 655–667.

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Assignment 1: What I thought I knew

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Task Description: Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500-word piece about your understandings of the role of the TL in schools.

I first became aware of Teacher Librarians (TLs) when I undertook my two teaching placements as a Master of Teaching student in 2016 (I ended up teaching at the first placement school the following year). Both of the schools I taught at had thriving school libraries staffed with a variety of librarians and technicians but, most importantly, were headed by a passionate and qualified TL. Unfortunately, the first TL has just recently passed away from cancer. I wish I had had the opportunity to learn more from him while he was still alive. He remains the single most extraordinary person – enthusiastic, supportive, resourceful – I have met during my five years in education.

During these two placements I loved spending time in the libraries, and often took my classes for reading or research sessions. I once put on a podcast exhibition event with a Media class, supported by the library team, and we invited the whole school to attend – putting on a delicious spread and showcasing exciting student learning. On my second placement I saw the library come alive with poetry readings, music events and fierce chess competitions. Teachers often visited for support and there was a constant flow of students in and out.

I remember the TL on my second placement commenting, “I’m one of the few surviving TLs. They are as rare as hen’s teeth these days. Their expertise just isn’t appreciated any more.” Upon hearing that, I essentially dismissed becoming a TL myself, mistakenly assuming that the qualification no longer existed or was fast becoming extinct.

I look back on these experiences fondly because they showed me what an effective TL can be and the incredible impact they can have on the whole school community, through the library environment they cultivate. They open the door to the physical library space for students to read, learn and inquire, but they also open doors in the digital landscape; modelling information literacy skills, supporting student learning and connecting the community with quality resources. As Hill (2017) summarises, they oversee “places where the letter ‘C’ is key: create, connect, collaborate, communicate, care and change with your community.”

Interactions with library staff in schools who are not qualified TLs has only reinforced to me the vital role that TLs play in the school community. As the Australian Library and Information Association (2016) outlines, the “key roles of the teacher librarian are learning and teaching, management, leadership as well as collaboration and community engagement.” As the digital landscape evolves with complex information and resources, necessary for both staff and students to navigate confidently, TLs in schools are, arguably, more important than ever.

References: 

Australian Library and Information Association. (2016). Statement on Teacher Librarians in Australia. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia 

Hill, A. (2017). Australian Teacher Librarian of the Year 2017: Reaffirming and celebrating the pivotal role of teacher librarians in our school libraries. Access, 31(3), 28-29.

Maridashvili, A. (2021). Young woman in blue jacket choosing a book from a bookshelves [Photograph]. Unsplash. https://unsplash.com/photos/gqk2hoqGAL0.

In The Beginning

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Well, here we are! Day one of studying my Master of Education (Teacher Librarianship) and time to birth a new blog. I enrolled in this course because I am an avid bibliophile with a longstanding love of books and libraries. I have found school and public libraries to be places of wonder, shelter, inspiration, and comfort, particularly during stormy times. I have been an English teacher for five years and am passionate about supporting students to be lifelong readers and promoting quality Australian literature. 

I vehemently disagree with alarmist rhetoric about the ‘death’ of books and libraries. On the contrary, I believe that libraries have never been more important and am enthusiastic about the way that libraries are transforming to expand offerings, incorporate digital resources, increase collaboration, and support wellbeing. I have never wanted to be a stuffy, cardigan-clad, teen-hating librarian presiding over an immaculate, untouched collection of books anyway!

Effective Teacher Librarians are worth their weight in gold and the very best I’ve met are all dynamic, warm, supportive, inspiring education leaders. I am taking this course to hopefully become a TL myself but also learn how to equip 21st century learners, share powerful learning resources, connect with others around the globe, become a better reader and, well, just learn a whole lot more myself.

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Copyright © 2025 Emma McDonald. All rights reserved.