reflection – From dust jackets to digital horizons

Assessment 2 Part B: Critical Reflection

Posted on June 2, 2025

Growth

The subject ETL504 has magnified my understanding of leadership and how it impacts the role of Teacher Librarian. Initially, I held preconceived ideas about what it might comprise and misunderstood key terminology (McDonald, 2025, March 12). Leadership, I have come to understand, encompasses “influence, values and vision” rather than just operational efficiency (Bush & Glover, 2014, p. 553). I had also never given much thought to how schools function as organisations and the structural, cultural and societal influences that steer change (McDonald 2025, March 3; Robinson, 2010).

Constructing an organisational chart revealed a rigid hierarchical structure at my last school, due to top-tier leadership retaining all decision-making power (McDonald, 2025, March 17). I found it helpful to compare this with organisational structures shared by peers (McDonald, 2025, March 10). Previously, my attention was fixed to the top of the leadership hierarchy. Even though principals are recognisable leaders in schools, holding formal authority and an official title, they are not always the most influential (Bush & Glover, 2014; Heenan et al., 2023). The most influential leaders in schools are often those without formal leadership positions. Teacher Librarians are well-placed in schools to become leaders and exert positive influence through their strong, collaborative relationships with staff across school departments and position in the “middle” of school hierarchies (Cox & Korodaj, 2019, p. 16; Oddone, 2023).

Exploring different leadership styles, I recognised my alignment with servant leadership, characterised by empathy, team decision-making and a desire to serve others (Crippen & Willows, 2019; Fernandes, 2022; Louis et al., 2016; McDonald, 2025, March 17). I worked closely with a dynamic Director of Library for two years who embodied a transformational leadership style, motivating and empowering our library team as well as many staff (Heenan et al., 2023; McDonald, 2025, March 17). I am inspired to apply transformational elements to my own leadership practice, through empowerment and strong relationship-building (Smith, 2016).

When we started learning about strategic planning and leading change, I found myself thrust into an unexpected leadership position, managing an urgent library relocation and redevelopment project (McDonald, 2025, May 3). Ideally, there is time to prepare for change, so that consultation, collaboration and strategic planning can happen (McDonald, 2025, April 22). This, however, is not always the reality, especially in school environments. Through readings and simultaneous experience, I now understand that communication is paramount, especially when uniting diverse stakeholders and balancing priorities (Nicholls, 2023).

I have come to realise that leadership is an inevitability for Teacher Librarians but does not have to be feared. Further, we must be emboldened to lead and advocate within our school settings as well as the wider community. The danger, if we do not, is serious, as our “positions and programs become expendable” (Weisburg, 2020, p. 12). Advocacy is the responsibility of all Teacher Librarians, and we need to actively seek out opportunities to be visible and build connections (Jones, 2021).

As I conclude this subject and, with it, close the final chapter of my Master of Education, I feel like my leadership journey is just beginning. I am committed to keep learning, particularly through my professional learning networks, and feel capable of leading change (McDonald, May 19). I aspire to be a connected practitioner who continuously learns and shares, ever-striving to best support my learning communities (Oddone, 2023).

Reference List

Bush, T., & Glover, D. (2014). School leadership models: what do we know? School Leadership & Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680

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.

Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), 171-180.

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

Fernandes, D. (2022). To serve, and to be served: Servant leadership inputs on leveraging organizational performance. In M. Pressentin (Ed.), Key factors and use cases of servant leadership driving organizational performance (pp. 1-53).
IGI Global Scientific Publishing. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-8820-8.ch001

Heenan, I. W., De Paor, D., Lafferty, N., & McNamara, P. M. (2023). The impact of transformational school leadership on school staff and school culture in primary schools: A systematic review of international literature. Societies, 13(6),
133-160. https://doi.org/10.3390/soc13060133

Jones, A. (2021, June 5). School library advocacy: The time is now. Knowledge Quest. https://knowledgequest.aasl.org/school-library-advocacy-the-time-is-now/

Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348. https://doi.org/10.1177/0013161X15627678

Nicholls, J. (2023, December 7). Navigating change: A guide to successful organisational transformation. The University of Melbourne. https://study.unimelb.edu.au/study-with-us/professional-development/blog/navigating-change-a-guide-to-successful-organisational-transformation

Oddone, K. (2023). Leading the school library as a connected practitioner. Synergy, 21(1), 1-11. https://slav.vic.edu.au/index.php/Synergy/article/view/688

Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78.

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1), 12-20.

Image Source: Photo by Sushobhan Badhai on Unsplash

Assessment 4 Part D: Critical Reflection

Posted on October 10, 2022

The subject ETL533 has expanded my understanding of what digital literature is and the ever-burgeoning possibilities afforded by advancements in technology (McDonald, 2022, September 5a; Rowland, 2021). There is no doubt that digital texts are changing the way we read, write, create, and respond to literature (Weigel & Gardner, 2009). I personally think that this is exciting as digital technologies are transforming reading experiences in previously inconceivable ways (McDonald, 2022, July 28). It is, however, making it even more difficult to define digital literature due to features, like interactivity and non-linear narratives, that are edging digital texts “closer to the gaming or entertainment industry” and the rapid pace of developments (McDonald, 2022, September 5a; Serafini et al., 2015, p. 16).

At the beginning of this session, I was so naive about the huge variety of digital texts available. My experience was embarrassingly limited – mostly just to eBooks! I have found it helpful to learn about different categories of text formats, even though this can still be contentious (Serafini et al., 2015). According to theorist Allan, the three most popular formats enjoyed by young readers are: eBooks, apps and “born digital narratives” (2017, p. 22). It has been beneficial for me to experience and critique examples of each of these three formats, such as: Pop Out! The Tale of Peter Rabbit (McDonald, 2022, September 5b), Woonyoomboo and the Night Heron (McDonald, 2022, September 5c) and the first episode of Inanimate Alice (McDonald, 2022, September 5d). I have come to realise that while formats evolve and sophisticate, the time-honoured tradition of telling a good story remains and will always be innate to our very nature (McDonald, 2022, July 21).

As a classroom English teacher of six years, I have not yet seen digital literature featured in any subject booklists (McDonald, 2022, August 16a). I recall some early English Department discussions about using Inanimate Alice, but this was eventually outvoted due to staff apprehension about teaching a multimodal text instead of print literature (McDonald, 2022, August 16b). Since learning about the benefits of digital literature, particularly for students who have learning needs and are English language learners, I am surprised that digital texts in classrooms are still so rare (Lamb, 2011; McDonald, 2022, October 9). It has led me to wonder – why are teachers and teacher librarians hesitant to incorporate digital literature into classrooms and school libraries, and what can we do about this? I mean, surely it’s not just a lack of awareness?

I now understand there may be concerns about perceptions of quality (or the lack thereof) of digital literature, particularly when compared to canonical print texts. But to me, this only emphasises the need for evaluative criteria (Walsh, 2013; Yokota & Teale, 2014). For example, when evaluating quality digital literature, it is important that the digital features do not disrupt narrative comprehension and support the reading experience (Lamb, 2011; McDonald, 2022, July 21; Sargeant, 2015).

Other concerns that teachers have may involve perceptions of their own technology skill levels, choice overwhelm, access costs and the time required to feel confident (Curtis, 2022; Matthews, 2014; McDonald, 2022, August 16; McDonald, 2022, October 6). As Weigel & Gardner aptly distil, it’s true that using technology and digital texts in the classroom does require educators to take “several leaps of faith” (2009, p. 41) However, I genuinely don’t think these challenges should deter educators from upskilling and implementing digital literature in the classroom (McDonald, 2022, October 9).

In addition, I think that providing opportunities for students and staff to engage in digital storytelling, and to create digital texts of their own, is equally important (McDonald, 2022, October 9; Reid, 2013). Research suggests that digital storytelling is powerful and supports learner engagement, motivation, creativity, and expression of ideas (Sukovic, 2014; Towndrow & Kogut, 2020).

As I embarked on my first ever digital storytelling project, I felt some apprehension that my limited technical skills would limit my desired creation, as expressed in my written proposal (McDonald, 2022, September 3). Peer feedback was instrumental in shaping the development of my digital text, Head to the Treehouse, as well as bolstering my confidence and sparking new ideas. Stolz (2022, September 4) encouraged me to “be adventurous” in exploring platforms that would offer reader interactivity, where students could click on links to access different story elements (para. 3). Before this, I thought I would have to export a complete video file that was not interactive at all. I was thankful for Stolz’s encouragement because I decided to use Google Slides so I could embed video content in sections and utilise navigational, interactive elements. Building on this feedback, Cheetham (2022) encouraged me to consider incorporating puzzle-decoding elements to enhance the narrative, where protagonist Flo is hunting for and solving clues. This led me to use hyperlinks to Google Forms quizzes, so that readers could solve the clues too.

Finally, Muti (2022) endorsed my choice of Canva as a digital tool, and to utilise premium features. I had not even thought of subsequently prompting students to, as Muti says, “have a shot” at creating their own digital story (2022, para 2.). Her comment encouraged me to consider how I could model to students how to create a digital story, as an exemplar for them to make one of their own. This in turn, prompted me to develop a response task for students to create a digital story that concludes the narrative.

I am excited for the future of digital literature, which is far more sophisticated and engaging than my little story (McDonald, 2022, September 5a). We all need to keep advocating for the incorporation of digital literature and digital storytelling into classrooms and school libraries. This is not to rule out print texts, but to have them sit together side-by-side, as part of rich, diverse, multimodal resource collections offered to students (Yokota & Teale, 2014). Students need to experience a variety of texts, genres, and formats to prepare them for their reading futures and life beyond the school gates (Dobler, 2013; McDonald, 2022, September 9). Let’s keep this digital ball rolling.

Reference List

Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact? English in Australia, 52(2), 21-27.

Cheetham, J. (2022, September 7). This sounds like a wonderful and appropriate story for middle to upper primary students. [Comment on “Assessment 3: Digital storytelling proposal”]. From Dust Jackets to Digital Horizons. https://thinkspace.csu.edu.au/emmamcdonald/2022/09
/03/assessment-3-digital-storytelling-proposal/

Curtis, J. (2022, September 13). Too many to choose from. [Comment on “Module 4.2 & 5.2: Digital tools”]. Interact 2: ETL533 Discussion Board. https://interact2.csu.edu.au/webapps/
discussionboard/do/message?action=list_messages&course_id=_64104_1&conf_id=_128305_1&forum_id=_282776_1&message_id=_4253513_1&nav=discussion_board_entry

Dobler, E. (2013). Looking beyond the screen: Evaluating the quality of digital books. Reading Today, 30(5), 20-21.

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17.

Matthews, J. (2014). Voices from the heart: the use of digital storytelling in education. The Journal of the Health Visitors’ Association: Community Practitioner, 87(1), 28-30.

Muti, A. (2022, September 4). I love your proposal, Emma! [Comment on “Assessment 3: Digital storytelling proposal”]. From Dust Jackets to Digital Horizons. https://thinkspace.csu.edu.au/
emmamcdonald/2022/09/03/assessment-3-digital-storytelling-proposal/

Reid, K. (2013). Creating e-books in the classroom. In J. Bales (Ed.), E-books in learning – a beginner’s guide (pp. 37-43). Australian School Library Association.

Rowland, R. (2021, July 8). What is digital literature? Understanding the genre. Book Riot. https://bookriot.com/digital-literature/

Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary digital picture books. Children’s Literature in Education, 46(4), 454-466.

Serafini, F., Kachorsky, D., & Aguilera, E. (2015). Picture books 2.0: Transmedial features across narrative platforms. Journal of Children’s Literature, 41(2), 16-24.

Stolz, K. (2022, September 4). This sounds like a wonderful and appropriate story for middle to upper primary students. [Comment on “Assessment 3: Digital storytelling proposal”]. From Dust Jackets to Digital Horizons. https://thinkspace.csu.edu.au/emmamcdonald/2022/09/03
/assessment-3-digital-storytelling-proposal/

Sukovic, S. (2014). iTell: Transliteracy and digital storytelling. Australian Academic & Research Libraries, 45(3), 205-229.

Towndrow, P. A., & Kogut, G. (2020). Digital storytelling for educative purposes: Providing an evidence-base for classroom practice (1st ed.). Springer. https://doi.org/10.1007/978-981-15-8727-6

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp. 181-194). Primary English Teaching Association Australia.

Weigel, M., & Gardner, H. (2009). The best of both literacies. Educational Leadership, 66(6), 38-41.

Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6), 577-585.

Image Source: Image by PicJumbo from Pixabay

Assessment 2: Critical Reflection on Digital Literature

Posted on September 5, 2022

Digital technology advancements have had an extraordinary impact on storytelling possibilities and transformed traditional concepts of ‘books’ and ‘reading’ (Dobler, 2013). Many young readers now use mobile and electronic devices to access digital stories which vary widely in content, format, and quality (Sargeant, 2015; Valenza & Stephens, 2012). Up until now, I have been quite naïve about the huge variety of digital texts available!

Defining digital literature is challenging due to its ambiguous and contested nature (Rowland, 2021). Theorist Allan claims that it is near-impossible to conclusively define digital literature due the “ever-changing nature of the field” (2017, p. 21). Common definitions suggest that digital literature takes advantage of digital technologies in its design, creation, and delivery of stories (Groth, 2018; Rowland, 2021). Digital literature can feature multimodal elements and interactive features, which can blur distinctions between literature and games (Sargeant, 2015; Serafini et al., 2015).

Regardless, digital literature texts have value because they offer readers opportunities for engagement, enjoyment, and interaction that are unprecedented (McGeehan et al., 2017; Javorsky & Trainin, 2014). Compared with paper-based texts, digital literature can support multimodal comprehension, language acquisition, visual literacy skill development and personalised reading experiences (Yokota & Teale, 2014, p. 584). Digital texts also support students to develop sophisticated literacy skills as they navigate and derive meaning from layered, media-rich texts (Simpson & Walsh, 2015). Like all literature, quality can vary between digital texts, but evaluative criteria can assist in this assessment (McGeehan et al., 2017; Yokota & Teale, 2014).

As educators, we need to embrace digital literature so that we can teach students how to understand and make meaning from diverse texts (Simpson & Walsh, 2015; Allan, 2017). Some of these skills include navigating nonlinear texts, re-reading for comprehension and persisting when digital texts evolve in unexpected ways (Javorsky & Trainin, 2014). Reading digital texts is a complex undertaking because “entire information structures” need to be considered, not just typed text on a page (Hovious, 2020, p. 218). However, this is not to ignore the value of paper-based texts! Reading programs should, in fact, support encounters with a wide variety of diverse book types and formats (Dobler, 2013). To this end, Australian curriculum revisions for the subject of English are placing more emphasis on incorporating digital texts in classrooms (Simpson & Walsh, 2015).

Reading digital texts compared with print-based texts

Through my three recent blog reviews, I have had the opportunity to reflect on the value of digital literature and draw comparisons to print-based texts. Personally, I found that reading Pop Out! The Tale of Peter Rabbit (Loud Crow Interactive Inc., 2017) was not too dissimilar from reading a hardback copy of Beatrix Potter’s original text, perhaps with pull tags for pop out features. I didn’t feel like the technology enhanced my understanding of the story or added much more than the paper-based text could offer.

Comparatively, accessing the other two texts was a completely different reading experience! If I imagine reading Woonyoomboo the Night Heron (Milgin & Watson, 2018) as a paper-based text, I don’t think I would understand the story as deeply. For example, it would be difficult for me to hold a map of the Songline in my head and I couldn’t navigate between aerial photographs and listen to Songlines being sung by community elders.

Reading Inanimate Alice (Pullinger et al., 2005) was also exciting because it felt like a game, even if the interface was a little out-dated. I enjoyed piecing together the clues and the feast of visual information. At times, I did feel some sensory overload – particularly trying to read text with frenetic background sounds and music. If I imagine it as a paper-based text, Inanimate Alice would be a very short story and a lot of inferential details would be lost.

Incorporating digital texts into the English classroom

Of all three texts, Woonyoomboo the Night Heron was the most enjoyable because I learnt so much through experiencing the text. I found the multimodal features to be both immersive and instructive, bolstering my understanding of the narrative and stimulating my auditory and visual senses. I felt like I could engage with the story more fully than if it was a paper-based text, especially through watching parts of the narrative as animated videos. I also felt like I was learning the story through social interaction with Nyikina community members, whose speech and gestures have been recorded, and who have generously shared this important Dreaming story with everyone.

Woonyoomboo the Night Heron would be a wonderful text for use in the Year 7 or 8 English classroom. It could be used as a piece of literature to unpack and analyse, through exploration of character, themes, narrative structure, plot, and setting. It could also be used to provide insight in Aboriginal Torres Strait Islander voices, perspectives, and histories. Alternatively, it could be used to support the development of literacy skills associated with multimodal texts or used as a mentor text to inspire students as they create their own digital texts.

Looking forward

I am now eager to learn more about newly published digital texts, particularly those at the forefront of technological innovation. From non-linear texts to those with virtual reality components, and others that encourage participation and reader-to-reader interaction within textual worlds and beyond, there are just so many possibilities (Cowdy, 2016; Hovious, 2020; Serafini et al., 2015). It is certainly an exciting time to be an educator and a reader.

Reference List:

Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact? English in Australia, 52(2), 21-27.

Cowdy, C. (2016). Pedagogical encounters with Inanimate Alice: Digital mobility, transmedia storytelling, and transnational experiences. Jeunesse, Young People, Texts & Cultures, 8(1), 154-179.

Dobler, E. (2013). Looking beyond the screen: Evaluating the quality of digital books. Reading Today, 30(5), 20-21.

Groth, S. (2018, May 20). Still defining digital literature. The Writing Platform. http://thewritingplatform.com/2018/05/still-defining-digital-literature/

Hovious, A., Shinas, V. H., & Harper, I. (2020). The compelling nature of transmedia storytelling: Empowering twenty first century readers and writers through multimodality. Technology, Knowledge and Learning, 26(1), 215-229. https://doi.org/10.1007/s10758-020-09437-7

Javorsky, K., & Trainin, G. (2014). Teaching young readers to navigate a digital story when rules keep changing. The Reading Teacher, 67(8), 606-618. https://doi.org/10.1002/trtr.1259

Loud Crow Interactive Inc. (2017). Pop Out! The tale of Peter Rabbit (Version 1.8) [Mobile app]. App Store. https://apps.apple.com/au/app/popout-the-tale-of-peter-rabbit-potter/id397864713

McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because it’s digital, doesn’t mean it’s good: Evaluating digital picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. https://doi.org/10.1080/21532974.2017.1399488

Milgin, A. N., & Watson, D. (2018). Woonyoomboo: The Night Heron. Sharing Stories Foundation. https://books.sharingstoriesfoundation.org/nyikina/

Pullinger, K., Joseph, C., & Harper, I. (2005). Inanimate Alice: Episode 1 [Computer software]. The Bradfield Company Ltd.

Rowland, R. (2021, July 8). What is digital literature? Understanding the genre. Book Riot. https://bookriot.com/digital-literature/

Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary digital picture books. Children’s Literature in Education, 46(4), 454-466.

Serafini, F., Kachorsky, D., & Aguilera, E. (2015). Picture books 2.0: Transmedial features across narrative platforms. Journal of Children’s Literature, 41(2), 16-24.

Simpson. A., & Walsh, M. (2015), Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative? English Teaching: Practice & Critique, 14(1), 28-43.

Valenza, J. K., & Stephens, W. (2012). Reading remixed. Educational Leadership, 69(6), 75-78.

Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6), 577-585.

Header Image Source: Visual art by 0fjd125gk87 from Pixabay.

Introduction and Digital Literature Review 1: Pop Out! The Tale of Peter Rabbit

Posted on September 5, 2022

The blog posts that follow will contain reviews of three different examples of digital literature, along with a concluding critical reflection on my experiences. The three digital literature examples that I have reviewed align with the three most popular formats of digital literature for children and young people, as identified by Allan: eBooks, apps and “born digital narratives” (2017, p. 22).

It is important for educators to have criteria to evaluate the quality of digital literature (Walsh, 2013; Dobler, 2013). The evaluative criteria that I will be using is drawn from criteria established by both Yokota & Teale (2014) and McGeehan et al. (2017), which I have rephrased as statements:

Criterion 1: The text is appropriately presented in digital format (Yokota & Teale, 2014).
Criterion 2: The text takes advantage of features the digital world allows, beyond what is possible in print (Yokota & Teale, 2014).
Criterion 3: Supplementary features align with the text (McGeehan et al., 2017)
Criterion 4: Interactive features maintain the integrity of the main story (Yokota & Teale, 2014).
Criterion 5: Digital features support readers’ acquisition of words or comprehension (McGeehan et al., 2017).

I have added one additional criterion to this list, suggested by Dobler (2013):

Criterion 6: The story within the digital text has literary merit.

————————————————————————————————————————–

Pop Out! The Tale of Peter Rabbit, designed by Loud Crow Interactive Inc. (2017), is an award-winning eBook that is available as an app for mobile and tablet devices. It costs $5.99 AUD and is aimed at readers aged four and older. The eBook is a digital reconstruction of the beloved tale by Beatrix Potter and the story is unchanged (Walsh, 2013). It is one of several digital adaptations of classic Western children’s literature (Allan, 2017).

The word eBook, a contraction of ‘electronic books’, describes paper-based literature that has been digitised (Dobler, 2013; Sargeant, 2015). eBooks range in interactivity from traditional “paper-under-glass” texts, also known as direct digital replicas, to more recent digital texts that offer far more reader interaction (Allan, 2017, p. 22). This current trend is made possible by tablets and mobile devices with touch-screen technology. Pop Out! The Tale of Peter Rabbit is an example of an innovative eBook as it integrates digital elements such as navigational options, animated visuals, and interactive features (Sargeant, 2015; Serafini et al., 2015). The text is an immersive experience for young readers, incorporating sound effects (such as giggling bunnies and rustling cabbage leaves), audio narration of the text, animated illustrations, and classical piano background music (Lamb, 2011). These elements contribute to the cheerful mood of the story (Roskos et al., 2014). Pop Out! The Tale of Peter Rabbit retains the charm and whimsical nature of Potter’s original illustrated story with added digital features for a modern audience.

Evaluative criteria

	Criterion Description	Evaluation notes
1	The text is appropriately presented in digital format	The opening scene looks like the top of a writer’s desk (imitating Beatrix Potter’s), with a fountain pen, ink pot, writing samples, a sepia-toned photograph of a rabbit and a hard copy of the original story. The text is clearly laid out on each of the pages of the story, mimicking the format of the traditional storybook. For each double page spread, one side has text, and the other side has an illustration.
2	The text takes advantage of features the digital world allows, beyond what is possible in print	Many of the interactive elements, both on the opening page and within the pages of the book, are indicated with a tag which has a pointing finger. This is a digital version of a pull tab in a pop out storybook. A lot of the interactive elements are intuitive and not indicated with labels that have textual instructions. For example, if you drag the bookmark vertically down the screen, you open a navigation panel so that readers can skip to any page. These interactive features support children exploring functionality through touch-screen technology. This is playful and encourages textual discovery. Some of the icons are hard to see, however, such as a small icon that is transparent and takes readers back to the start of the page.
3	Supplementary features align with the text	The only supplementary feature is a link to the Loud Crow Interactive Inc. (2017) website.
4	Interactive features maintain the integrity of the main story	Readers can interact with the illustrations by dragging pull tabs or tapping on visual elements to animate the scenes. Examples include when readers can tap on gooseberries that swell in size or leaves that start tumbling down the screen. While visually appealing, this “eye candy” clutters the page and may distract from the story (Lamb, 2011, p.17). Young readers could have their attention diverted by the “play-based features” which interrupts their comprehension of the narrative (Sargeant, 2015). This is also a criticism noted by Yokota & Teale (2014), particularly when blackberries splash on the screen, which is not pertinent to the story.
5	Digital features support readers’ acquisition of words or comprehension	There are numerous features that would help young readers, such as the audio narration. Before starting the story, children can select to “read myself” or “read to me” which launches an audio narration by a female, English narrator with a soft voice (Loud Crow Interactive Inc., 2017). Text highlighting occurs as each word is read by the narrator (Segal-Drori et al., 2010). Even if the audio narration is disabled, by selecting “read myself”, readers can tap on individual words to hear them read aloud by the narrator (Walsh, 2013). This is helpful to “model oral fluency”, recognise words, and for vocabulary development (Dobler, 2013, p. 20; Yokota & Teale, 2014). Research suggests that these features may also assist readers who find reading independently challenging (Lamb, 2011). Unfortunately, there are no built-in word definitions, and the eBook is only available in English (Dobler, 2013).
6	The story within the digital text has literary merit	Beatrix Potter’s stories are part of the Western canon of renowned, high-quality children’s literature (Allan, 2017).

Reference List:

Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact? English in Australia, 52(2), 21-27.

Dobler, E. (2013). Looking beyond the screen: Evaluating the quality of digital books. Reading Today, 30(5), 20-21.

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17.

Loud Crow Interactive Inc. (2017). Pop Out! The tale of Peter Rabbit (Version 1.8) [Mobile app]. App Store. https://apps.apple.com/au/app/popout-the-tale-of-peter-rabbit-potter/id397864713

Roskos, K., Burstein, K., Shang, Y., & Gray, E. (2014). Young children’s engagement with e-books at school: Does device matter? SAGE Open, 4(1), 1-9. https://doi.org/10.1177/2158244013517244

Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary digital picture books. Children’s Literature in Education, 46(4), 454-466.

Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2010). Reading electronic and printed books with and without adult instruction: effects on emergent reading. Read Writ 23(8), 913-930.

Serafini, F., Kachorsky, D., & Aguilera, E. (2015). Picture books 2.0: Transmedial features across narrative platforms. Journal of Children’s Literature, 41(2), 16-24.

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp. 181-194). Primary English Teaching Association Australia.

Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6), 577-585.

Header Image Source: Figure 1. Screenshot from the eBook (Loud Crow Interactive Inc., 2017).

Assessment 2 Part B: Reflective Practice

Posted on June 6, 2022

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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Assignment 3 Part C: Reflective Post

Posted on May 25, 2022

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 21^st 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 21^st 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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