The Future of Reading

ETL533: Literature in Digital Environments
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This week I read an article by Anna Burkey in Synergy (the School Library Association of Victoria’s publication), titled ‘Reading for the Future‘. In it, Burkey presents some research that validates what I’m sure many of suspected already – that 87% of Australian children and young people enjoy reading when at home (Burkey, 2014). However, there are also significant literacy challenges for young readers all around the country. Burkey calls for more detailed research that reveals “what young people are reading, why it appeals and how they choose to access it” (Burkey, 2014).

Since this article was published, some major research has already begun by a team of Deakin University academics who are working on a project titled ‘Teen Reading in the Digital Era’ (Deakin University, 2022). The research team are collecting data on reading preferences and behaviours, in terms of both physical and digital literature. Their snapshot report, released in March 2017, provides an overview of progress with data about how many minutes Australian kids and teens are spending reading for pleasure, gender differences, preferences for tablets and eBooks… the list goes on. This year they are surveying Aussie students from VIC, WA, NSW and QLD about how they find good books in the digital age. I can’t wait to see what the researchers find out!

Burkey (2014) expresses optimism about how digital technologies are transforming reading experiences. She mentions the ‘Lizzie Bennet Diaries‘ (vlogs) and ‘Nowhere Boys‘ (a ABC adaptation for TV of the popular book with a linked video game). Burkey also recommends the platform Storybird for young people wanting to create digital literature.

References: 

Burkey, A. (2014). Reading the Future. Synergy, 12(2). Retrieved from https://www.slav.vic.edu.au/index.php/Synergy/article/view/V122144

Deakin University. (2022). Teen Reading in the Digital Era. https://teenreading.net/

Rutherford, L. & Johanson, K. (2017). Teen Reading in the Digital Era [Snapshot Report]. Deakin University. https://wordpress-ms.deakin.edu.au/teenreading/wp-content/uploads/sites/175/2017/04/teen-reading-folio-report_email.pdf

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Understanding Digital Literature

ETL533: Literature in Digital Environments
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“The art of storytelling has remained unchanged and, for the most part, the stories are recycled. But the way that humans tell the stories has always evolved with pure, consistent novelty” (Sabia, 2011, 02:46)

The art of telling stories is innate to our very nature, and storytelling traditions span all cultures and time periods across human history. This quote by Joe Sabia, from his storytelling TED talk, powerfully encapsulates how stories are told has transformed due to technological advancements, but at its core, the essence of good storytelling has remained the same.

Digital technology is no doubt impacting the literature landscape, expanding opportunities for multimodal texts that increase user interactivity and redefine the scope of traditional paper-bound books (Lamb, 2011, p.13). Multimodality is defined by Walsh (2013) as “how communication occurs through different but synchronous modes: language, print, images, graphics, movement, gesture, texture, music, sound” (p. 181). Walsh distinguishes between traditional literature, which is represented in a digital format, “digital narratives” that are created digitally, and hybrid texts (2013, p. 183).

There are debates about the benefits of digital literature (e.g. eBooks) such as if it has a place in the classroom, if it threatens the publishing industry, whether the benefits are comparable to students reading paper books, and concern about additional access requirements (such as charged devices, different file types and specific literacy skills) compared to picking up a physical book, just to name a few (Sadokierski, 2013). Some people are resistant to digital literature due to nostalgia or preference for the tactile feeling of holding a book that they are reading (Jabr, 2013).

However, as Sadokierski (2013) states, “electronic books can do certain things that print books cannot, and therein lies their value.” Research suggests that “struggling readers” and students with specific learning requirements benefit from interactive texts that incorporate multimodal elements and enhanced navigation and usability options (Lamb, 2011).

How do we, as teachers, evaluate quality digital literature?

As Walsh (2013) states, “we need to consider whether the screen and audio effects enable students to understand and experience the characteristics of traditional narratives, for example, the development of plot with its climax and resolution, the struggle of good over evil, and the effect of setting” (p. 185). There are elements of quality literature, also proposed by Walsh, that can be used to evaluate all digital texts, such as: clear structure, authentic setting, developing reader empathy and imagination, exploration of ideas, age-appropriate language, and likelihood of motivating users to keep reading (2013, p. 185-187).

To this point Lamb (2011) advises, “when evaluating reading resources, consider the role of the audio, graphics, motion, and interactive elements and determine whether the navigation and support tools are easy to use and contribute to the reading experience” (p. 17). Dobler concurs, suggesting that evaluative criteria should include: “ease of use, the promotion of understanding and literary worthiness” (p. 21). In addition, it is important to remember that the content itself is key to evaluating text quality, not just the multimodal elements (Lamb, 2011, p. 17).

References

Dobler, E. (2013). Looking beyond the screen: Evaluating the quality of digital books. Reading Today, 30(5), 20-21. https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=1b2a8f5e-8ca0-46aa-b202-52209b34b771%40redis

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American, April 11. Retrieved from http://www.scientificamerican.com/article/reading-paper-screens/

Kingwell, M. (2013, December 4). Why read literature in the digital age? Retrieved from http://www.universityaffairs.ca/features/feature-article/why-read-literature-in-the-digital-age/

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Sabia, J. (2011). The technology of storytelling [Video]. TED. https://www.ted.com/talks/joe_sabia_the_technology_of_storytelling

Sadokierski, Z. (2013, November 12). What is a book in the digital age? [Blog post]. Retrieved from http://theconversation.com/what-is-a-book-in-the-digital-age-19071

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

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Assessment 2 Part B: Reflective Practice

ETL503: Resourcing the Curriculum
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Role and nature of school library collections

The subject ETL503 has expanded my understanding about how school library collections are maintained and the myriad of complex issues that emerge regarding selection, censorship, and ownership. School libraries serve an important role in equipping their user communities with access to high quality resources through physical and digital collections.  The development of vibrant, relevant collections is an ongoing process (Mitchell, 2016).

Importantly, teacher librarians must strive to develop collections that are balanced by presenting different perspectives on issues (Johnson, 2009). They must look past their own bias, which must be challenging as teacher librarians are often the ones making decisions about which resources to purchase or provide access to (Johnson, 2018). I personally take comfort in knowing that collection building is a collaborative process that does not rest on the shoulders of one individual (International Federation of Library Associations and Institutions [IFLA], 2015).

I had never previously considered the process of selecting or managing relevant collection resources in much depth. This is evident in an early blog post (McDonald, 2022, March 8), where I reflect on experiences as a staff member accessing the school library. Instead of commenting on the library collection, my reflection focuses on library staff support I have received, and the cultivation of welcoming physical environments.

I have come to realise that, as Dempsey et al. eloquently states, “libraries are not ends in themselves but serve the needs of the institutions of which they are a part” (2014, p. 398). School library collections must align with curriculum priorities, but the driving force for selection is always to meet the school community’s educational and recreational needs (Johnson, 2018, p. 137; IFLA, 2015). Teacher librarians must continually evaluate library collections to ensure that this is happening, using a combination of both quantitative and qualitative methods to provide a comprehensive picture (McDonald, 2022, May 11; Johnson, 2018).

Collection development policy as strategic documentation

A school library’s collection development policy (CDP) is an essential document, defining the user community and outlining how the collection will meet their needs (Braxton, 2022; Shaw, 2011). The policy also establishes the library’s goals, purpose, scope, and guidelines for the systematic resource selection and deselection (Johnson, 2009; Mitchell, 2016). Like the ongoing nature of collection building, this policy is a document that evolves as the collection does. Shaw (2011) cites Professor Elizabeth Futas, who describes the CDP as a “living, breathing entity… always tinkered with, and never quite finished” (p. 167). Resource selection and acquisition must take place in accordance with this policy, ensuring that resources meet selection criteria, protect user rights and freedoms, and are high quality, curriculum-aligned, and age-appropriate (Mitchell, 2016; Kerby, 2019).

I have been relieved to learn that, like collection building itself, writing and revising a CDP is a collaborative effort (McDonald, 2022, March 3; Australian School Library Association & Australian Library and Information Association, 2001). It involves the input of many different members of the school learning community, which fosters shared ownership of the policy. It also builds a strong foundation and rationale for the collection, for the present and moving forward into the future.

The CDP shows the community that collection building is strategic, not random, and can be justified (Mitchell, 2016). It also prevents impulsive decisions and wasted resources. Once the policy is reviewed and ratified by leadership it can be used to defend the selection of diverse resources and funding decision-making (Braxton, 2022; Merga, 2022). Challenges to collection resources are commonplace and a comprehensive CDP, which provides clear guidelines for dealing with challenges, is the best preparation for responding (McDonald, 2022, May 20).

Before ETL503, I had never heard of a collection development policy (CDP) and was surprised to find that my school library did not have one (McDonald, 2022, May 29). I found that this was not uncommon, however, as numerous peers mentioned on discussion forum posts that their schools also did not have a CDP (Walls, 2022, May 5). I could not find guidelines for defining or drafting collection development policies via my local education authority, the Victorian Department of Education (McDonald, 2022, March 3). I now realise that a strategic CDP is an essential tool and “insurance policy”, and school libraries should be better supported to develop and implement them (Shaw, 2011, p. 165).

Future-proofing collections through policy

There is no doubt that the contemporary information landscape has and continues to have a transformative impact on resources, collections, and the collection development process itself (McDonald, 2022, March 10). School libraries now traverse complicated digital terrain, where information keeps proliferating (McDonald, 2022, May 28). Digital resources, which now feature prominently in contemporary library collections, challenge traditional notions of ownership and access (Newsum, 2016). Collection building is now more complex not just because of the dynamic nature of online and digital content which is “being continually edited, revised and supplemented” but also because it can be user generated (Corrall, 2011, p. 17).

While this poses all sorts of challenges, it does not signal the demise of library collections. Corrall (2011) cites library scholar Michael Gorman who argues that, instead of a disastrous “revolution”, library collections are in fact growing, “with each new development representing an evolutionary step” (p. 20). Teacher librarians need to keep up to date with current information trends and rapidly changing digital content, even though this is a “thrilling, slightly terrifying, essential part of our jobs” (McDonald, 2022, March 10). This is vital to ensure resource collections match user community needs, and policy documentation must be updated accordingly.

While resource formats are changing, with expanded scope through online channels and interlibrary lending, the teacher librarian’s role in ethically selecting and providing access to these resources to meet user needs remains steadfast (Corrall, 2011). Policy documentation needs to empower teacher librarians to select resources that will support student needs for current and future use, even though curriculum will change, and both technology and digital resources will continue to develop. CDPs should be flexible so that they can be adapted in line with these changes.

I am excited to consider school library futures, as collections expand in size, inclusivity and relevance for users (McDonald, 2022, May 28). We have seen this most poignantly through the recent COVID-19 lockdowns when school libraries had to prioritise collection accessibility through online channels as we all worked from our homes. Drawing on Wade’s (2005) analogy, I am hopeful that school libraries will, like phoenixes, rise to the challenge of keeping pace with user needs and information trends. And, as school collections keep adapting, the library’s most important document, the CDP, must adapt too.

 

References 

Australian School Library Association & Australian Library and Information Association. (2001). Learning for the future: Developing information services in schools (2nd ed.). Curriculum Corporation.

Braxton, B. (2022). Sample collection policy. 500 hats: the teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/

Corrall, S. (2011). The concept of collection development in the digital world. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 3-25). Facet Publishing.

Dempsey, L., Malpas, C., & Lavoie, B. (2014). Collection directions: The evolution of library collections and collecting. Portal: Libraries and the Academy, 14(3), 393-423. https://doi.org/10.1353/pla.2014.0013

International Federation of Library Associations and Institutions. (2015). IFLA school library guidelines: 2nd revised edition. https://repository.ifla.org/handle/123456789/58

Johnson, P. (2009). Fundamentals of collection development and management (2nd ed.). ALA Editions.

Johnson, P. (2018). Fundamentals of collection development and management (4th ed.). ALA Editions.

Kerby, M. (2019). An introduction to collection development for school librarians (2nd ed.). ALA Editions.

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

Mitchell, P. (2016). Five things about digital collections. FYI: The Journal for the School Information Professional, 20(3), 4-19. https://search.informit.org/doi/10.3316/aeipt.213385

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: an initial literature review. School Libraries Worldwide, 22(1), 97–109. https://doi.org/10.14265.22.1.008

Shaw, W. (2011). Collection development policies for the digital age. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 165-180). Facet Publishing.

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

Walls, C. (2022, May 5). Policy, what policy? [Comment on “Module 6.1 Forum”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59966_1&nav=discussion_board_entry&conf_id=_122289_1&forum_id=_271032_1&message_id=_4058332_1

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School Library Futures

ETL503: Resourcing the Curriculum
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I’m excited to think about the future of school libraries, as they become more inclusive and relevant to user needs. This could include more accessible resources for students with specific learning needs, multilingual materials, and blended learning resources or information that students can access from home.

I sincerely hope that increasing digital integration and e-resource offerings will further cement the importance of school libraries as learning hubs and integral components for the school teaching and learning landscape. Like Wade’s (2005) phoenix analogy indicates, school libraries need to continuously evolve to keep pace with user needs and information trends. School libraries that become, like dodos, extinct, not utilised or not fit for purpose are such a wasted opportunity for positive impact.  As the International Federation of Library Association and Institutions’ (2018) updated Trends Report suggests that: “Libraries can adapt and respond through sharing skills, tools and ideas that empower their users” (p. 5).

Despite expanding digital collections, I think that physical resources will continue to have a place in school libraries as they serve educational purposes. In the future, there will continue to be changes to what physical library environments look like and feature too. Some examples are more flexible furniture, collaborative working areas, shelving on wheels and different zones (Curtis, 2018).

There is a lot of fearmongering that digital shifts will threaten the place of libraries and, by extension, Teacher Librarians (TLs), but this is not the case. School libraries of the future may look different, but their purpose will not waver: to equip users with the skills they need to navigate information environments, read widely and access resources from a variety of different perspectives. Teacher librarians, like wayfarers guiding users through diverse terrain (digital and physical), will always be needed, if not more than ever as information needs keep proliferating.

References

Curtis, N. (2018). School library staff share: Our wish list for the future. Access, 32(3), 32-38.

International Federation of Library Associations and Institutions. (2018). IFLA Trend Report Update. https://trends.ifla.org/files/trends/assets/documents/ifla_trend_report_2018.pdf

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

Image Credit: Photo by Hadija Saidi on Unsplash

Assignment 3 Part C: Reflective Post

ETL401: Introduction to Teacher Librarianship, Uncategorized
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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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Censorship

ETL503: Resourcing the Curriculum
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The issue of censorship is complex but juicy – and I find it fascinating! Last year I attended a session held by former Victorian CBCA Branch President Karys McEwan who spoke about this. She outlined her approach to censorship: that all the books in the collection had been carefully selected for the student community, but that doesn’t mean that all the books will be suited for each individual student. If the book isn’t quite right for that student, then just pick another one!

In theory, I think that high school students should be able to self-censor and select books that are appropriate for them. The reality, however, is probably that they still need some guidance! At our school, we have some content labels and a separate section of ‘Senior Fiction’ which is for books with mature themes (sex, drugs and rock’n’roll). This area isn’t restricted, because students can access these books, but there will be a system alert if younger students want to borrow one of these titles. Some other libraries require parent permission for students to borrow from these restricted sections, but this could potentially impact students’ rights (Jacobson, 2016).

My key takeaways from the module and readings are that: the best response to challenges is to have a clear Collection Development Policy (CDP) that outlines a process for challenging resources that community members may want censored or removed.

I found it interesting that in the 2016 Controversial Books Survey, conducted by the School Library Journal, more than 90 percent of librarians interviewed said they didn’t select a book to add to the collection because of controversial content (School Library Journal Staff, 2016). This controversial content included: “sexual content, profanity, or other non-age-appropriate material” (Jacobson, 2016, p. 21). Dawkins explains that this can become self-selection, “when a school librarian chooses not to add material to a collection for fear of a challenge” (2018, p. 8). To me, this indicates that resources that make it to the collection are selected carefully with consideration about themes, content, and appropriateness for users. This can all be justified, through selection criteria and the CDP, if challenges do indeed arise.

I also found it interesting that most challenges were came from parents, after that it was teachers or administrators and then, finally, students themselves (Jacobson, 2016). This indicates to me that parents are perhaps most likely to be making challenges about collection content.

References

Dawkins, A. M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3), 8-12.

Jacobson, L. (2016). Unnatural Selection. School Library Journal, 62(10), 20–24.

School Library Journal Staff. (2016, September 26). SLJ Controversial Books Survey Responses: Weighing Subject Matter. https://www.slj.com/story/slj-controversial-books-survey-responses-weighing-subject-matter

Image Credit: Photograph by Steve Buissinne from Pixabay

Collection Evaluation

ETL503: Resourcing the Curriculum
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Johnson (2018) emphasises that collection evaluation is an ongoing process, outlining several quantitative and qualitative methods of collection analysis that can be used to evaluate school library collections. This list is helpful as it outlines use-based and user-based approaches, as well as collection-based approaches.

A combination of quantitative and qualitative dad collection methods is best, particularly when reporting to key stakeholders (such as leadership, school council, students, staff, or parents). These stakeholders might be seeking different kinds of information, to serve a variety of purposes (e.g. circulation data to justify spending, information about collection utilisation, feedback about collection appropriateness).

For example, school leadership might preference quantitative data such as circulation statistics, e-resources use statistics, in-house use statistics, cost per use as well as collection size and growth. This data could be used to justify library budgets or plans for collection expansion, as directed by user community needs. Numerical data, however, only shows part of the picture. As noted by Brown “it’s not enough to include numbers alone. The value lies in your interpretation of what the numbers represent” (2016, p. 22).

Moreover, qualitative methods, such as user opinion surveys (e.g. Google Forms or Survey Monkey), collection mapping or observation (what books are used/read/referred to in the Library but not necessarily loaned) could be used by school library staff to garner richer data about collection use. These methods, however, are more time-consuming and maybe not performed as regularly as some quantitative data collection, particularly methods that can be performed quickly using digital library software.

Other methods, such as list-checking (e.g. comparing to CBCA lists or selection aid recommendations) and collection mapping could be used to inform school staff about what is in the school library collection (and links to curriculum). Comparisons to other school libraries could also prove insightful.

References

Brown, D. (2016). Shine a light on your library. Incite, 37(3), 22-23.

Johnson, P. (2018). Fundamentals of collection development and management. American Library Association.

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Guided Inquiry Design

ETL401: Introduction to Teacher Librarianship
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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.

Image Credit: Photo by Agustin Fernandez on Unsplash

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.

Image Credit: Photo by Tim Mossholder on Unsplash

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/

Image Credit: Photo by Claudio Schwarz on Unsplash

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