teacher librarianship – From dust jackets to digital horizons

Assignment 6 Part C: Standards and Self-Evaluation

Posted on January 19, 2023

As I have not yet worked in a school library, and I am at the beginning of my journey towards becoming a fully-fledged TL, I feel that I have so much more to learn! The ASLA/ALIA TL Professional Standards are a helpful benchmark of the knowledge and skills that are required to become a highly accomplished TL. The Standards are useful for goal-setting and professional learning, but also for self-evaluation and reflection, even if they are a little daunting (McDonald, 2022, March 24). I am about to commence my first job as a Teacher Librarian in 2023, and will continue to use these Standards as a guiding document and framework to measure my growth.

Standard 1: Professional Knowledge

Through the course subjects, particularly ETL401, my understanding of information literacy, libraries supporting lifelong learning, literature programs, and maintaining user-centred collections has expanded tenfold. As a seasoned secondary English teacher, I feel that I have a fairly solid grasp on pedagogy, assessment practices and ICT in the classroom. As for curriculum knowledge, I need to spend time exploring different curriculum areas and developmental levels for subjects other than just English. This is important so that I can support teaching and learning programs across the school.

Standard 2: Professional Practice

So far, the only opportunity I have had to apply my theoretical learnings has been on my professional placement. Cultivating a positive, classroom learning environment has always been a priority for me, but I will need to keep learning how this happens in library spaces. I also embed digital technology throughout my lessons, but will need to develop programs that more explicitly scaffold information literacy skills. Moving forward, I need to keep developing my skills in library and information management as this is all new to me (from managing library budgets to reviewing systems and policies). I think that continuous self-evaluation, collecting evidence, and reflecting is vital to being an effective TL who is aware of both triumphs and areas for improvement.

Standard 3: Professional Commitment

Through this Master of Education, it has been wonderful to be part of a dynamic community of lifelong learners from all different backgrounds and life stages. The opportunity to engage with and learn from each other has enhanced my understanding of key content and ideas. I am an active member of SLAV and ALIA, which has introduced me to a network of TL professionals and additional learning opportunities. I have one final subject for this course that I will complete in 2023. I know that this final subject, ETL504 Teacher Librarian as Leader, will support the development of skills that will be important for my career, even though I find the concept of leadership a bit intimidating. I am excited to pursue further professional development opportunities once my Masters is complete, to make sure that I am always learning, keeping abreast of current trends, and meeting other TLs who are passionate about the impact we can have on the lives of those in our school learning communities.

Reference List:

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

Image Source: Photo by Nguyen Dang Hoang Nhu on Unsplash

Assignment 6 Part B: Thematic Learning and Reflection

Posted on January 19, 2023

Introduction

Prior to starting this course, my understanding of a Teacher Librarian (TL)’s role in schools was narrow, and focused primarily on the library space and maintenance of physical resources (McDonald, 2022, March 8). Since then, I have come to realise that effective TLs wear many hats and play an essential role in school learning communities through relationship-building, leadership and advocacy (McDonald, 2022, May 25).

TLs open the door to the physical library space for students and staff to read, relax, learn and inquire, but they also open doors in the digital landscape; modelling information literacy skills, supporting learning and connecting the community with quality resources. As Hill summarises, they oversee “places where the letter ‘C’ is key: create, connect, collaborate, communicate, care and change with [their] community” (2017, p. 29). Despite fear-mongering about an uncertain future for school libraries, I am excited to see that many school libraries are adapting to cater to evolving user needs and information trends (McDonald, 2022, May 28).

This semester, I completed my professional placement at Ruyton Girls’ School, which allowed me to apply my theoretical learnings so far. As I do not currently work in a school library, throughout this reflection I will refer to experiences and observations from this professional placement as evidence. Alternatively, I will outline future plans based on my developing understandings. The three themes that have captured my learning interest by inspiring and challenging me are: diverse collections, digital literature and inquiry learning.

Collection Diversity

I had never previously considered the complex process of selecting or managing appropriate collection resources in much depth. Throughout the introductory subject ETL505 Resourcing the Curriculum, I recognised the importance of developing a “learner-centred collection” which comprises resources that meet both user needs, community needs, and the broader teaching and learning context (Hughes-Hassell & Mancall, 2005, p. 35). I also learnt that TLs must strive to develop collections that are balanced, by presenting different perspectives on issues (Johnson, 2009). This is a challenging task because TLs must try to look past their own biases, as are they often the ones making decisions about which resources to purchase or provide access to (Johnson, 2018).

Many school libraries, such as Ruyton Girls’ School Library, express support for the Australian School Library Association (ASLA)’s School Library Bill of Rights. This Bill seeks to preserve the intellectual freedom of readers and ensure that school libraries offer collection resources that present different perspectives and representative of all people (ASLA, 2018, p. 1). In addition, the School Library Association of Victoria (SLAV) mandates that school libraries support learning communities by “managing and curating equitable, inclusive and diverse physical and digital collections” (2018, p.1).

In her notable essay, Rudine Sims Bishop shared the metaphor that books can be self-reflective mirrors, or they can be windows, “offering views of worlds that may be real or imagined, familiar or strange” (1990, p. 12). I have come to realise that collection materials of both kinds, windows and mirrors, are vital to library collections. Resources that are windows show readers a view of a life that is different to their own and are, arguably, more important than ever in our multicultural society, as they hold an underlying prosocial purpose.

I have also come to realise that there are certain minority voices that have, historically, not been heard, recorded, published or prioritised in library collections. In addition, there are some collection materials that cause harm by perpetuating offensive stereotypes, ideas or language. Even though some might argue that this is censorship or even ‘cancel culture’, it is an important issue as library users need to feel safe, included and represented in collection offerings (McDonald, 2022, May 20; Merga, 2022). I guess there needs to be a judgment call made as to whether controversial resources still have value for users and their needs. If not, texts that are blatantly discriminatory or pose a threat to a collection that celebrates diversity need to be weeded and removed (McDonald, 2022, March 3).

In Australia, this is particularly relevant to the inclusion of culturally safe Aboriginal and Torres Strait Islander collection materials. It also means that libraries should be striving for collections that represent diverse perspectives, not just the Eurocentric viewpoint which has historically dominated library collections. During the Virtual Study Visit, Stephen Harris spoke about Bundaberg Regional Library’s ongoing efforts to decolonise their collection. In collaboration with First Nations consultants, they are currently working on decolonising the collection so that it is sensitive and respectful to Aboriginal and Torres Strait Islander users (S. Harris, personal communication, August 24, 2022).

I was curious to see how this would play out in reality, particularly in a school library setting. My placement at Ruyton took place in a transition phase for the Library. Due to an extensive building redevelopment project, the Library was temporarily located in a portable classroom. Most of the non-fiction collection and many other physical resources had been put in storage until the new building was ready, and a significant amount of the collection had just been weeded due to outdated content, condition or other deselection criteria outlined in their Policy Manual.

The Library team showed me that collection management is an ongoing process and spoke about the importance of continually evaluating the collection so that you can step back to get a holistic picture (McDonald, 2022, May 11). There are several quantitative and qualitative methods of collection analysis that can be used to evaluate school library collections, such as collection mapping or collection management software statistics (Johnson, 2018).

In the future, when I am hopefully working in a school library, it will be important to prioritise regular collection evaluation and deselection of resources. This has prompted me to consider questions such as: where are the gaps? Whose voices aren’t being represented? What other resources that function as either windows or mirrors, does this school learning community need It is important that minority perspectives always have a place on the shelves, both physical and virtual, and that TLs actively seek out resources that are culturally diverse and celebrate neurodivergence (Corrall, 2011). I have come to realise that collection management is a collaborative process, so it would also be worthwhile giving members of the community opportunities to raise concerns if a resource is inappropriate and recommend resources that truly celebrate diversity (McDonald, 2022, June 6).

Digital Literature

Literature is known, universally, to be the core business of Teacher Librarians, as they continually stack library shelves with high quality, physical reading material. Digital technology, however, is significantly impacting the literature landscape by expanding opportunities for multimodal texts that increase user interactivity and redefine the scope of traditional paper-bound books (Lamb, 2011; McDonald, 2022, September 5).

I had never previously given much thought to digital literature before studying ETL533 Literature in Digital Environments, and how these types of texts impact school library offerings (McDonald, 2022, August 16). To be honest, I didn’t even really know what digital literature was before completing this subject – I’d accessed some eBooks before, but did the term digital literature also refer to online comics? What about text-based films? What about video games where players made choices that changed the ending?

Throughout the subject ETL533, I learnt about and accessed many different types of digital literature, such as the eBook ‘Pop Out! The Tale of Peter Rabbit’, the enhanced eBook ‘Woonyoomboo the Night Heron’ and the landmark digital native or game-based storytelling series ‘Inanimate Alice’. I have come to realise that digital literature is complex to define due to its ambiguous, ever-changing and contested nature (Rowland, 2021).

In my opinion, digital literature is often not well understood by educators who may view it as inferior to traditional paper-based literature or are unsure of how to use it in the classroom. There are also significant debates about the benefits of digital literature (e.g. eBooks) such as if it has a place in classrooms, 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 digital literacy skills) compared to picking up a physical book, just to name a few (Sadokierski, 2013).

The reality is that young people are increasingly using devices to access literature (Sargeant, 2015). During my placement at Ruyton Girls’ College, I was amazed to see how many students were using their devices to access digital texts. The Library team commented that digital literature became a priority during Melbourne’s COVID-19 lockdowns, when the physical doors of the school library closed. It has also continued to be a priority during the building redevelopment project, as the majority of the collection is in storage. Through a partnership with Mentone Girls’ Grammar School, students have access to the platform Sora where they can easily borrow eBooks, magazines and audiobooks. Teacher Librarians scaffold digital literacy skills, so that the students know how to search for relevant content, manage loan limits and make suggestions about new digital titles to acquire.

I have come to appreciate the benefits of incorporating digital literature into school libraries and classrooms. As Sadokierski (2013) states, “electronic books can do certain things that print books cannot, and therein lies their value.” Quality digital literature supports differentiation in the classroom, as students can read at their own pace, and supports multiliteracy learning (Yokota & Teale, 2014). Research suggests that learners who find reading challenging and those with specific learning requirements actually benefit from interactive texts that incorporate multimodal elements and enhanced navigation and usability options (Lamb, 2011).

This is not to say that digital literature should replace paper-based literature, but be presented to students side-by-side. It is imperative that students are exposed to a variety of different text formats, both print and digital resources, as school libraries ever-strive to equip students for the “new learning ecology of the twenty-first century” (O’Connell et al., 2015, p. 195). All students should have opportunities to participate in multimodal reading experiences.

As part of ETL533, we also used technology to create our own digital story. Inspired by Inanimate Alice’, I created an original interactive digital text titled ‘Head to the Treehouse’ using Canva, Google Slides and Google Forms. The process was so enjoyable, and I could immediately see how students would find it an engaging way of showcasing their learnings and developing their digital literacy skills. It would be fantastic to work with students in future to create their own digital storytelling texts. It would also be a great opportunity to model ethical digital technology use in the classroom, such as obeying copyright laws and how to source appropriate audio-visual content (Serafini et al., 2015).

Inquiry Learning

As a teacher, I have found a natural affinity with inquiry learning which focuses on problem solving and investigation (McDonald, 2022, May 9a). This is because my pedagogical stance is largely social constructivist, asserting that learning and knowledge are built in positive, social learning environments (Adams, 2016). Inquiry learning embodies this approach through its focus on asking questions, researching, making real-world connections, communicating understandings, and reflecting as part of an inquiry community (Lupton, 2014). This focus on questioning and seeking answers empowers learners to inquire into their own areas of interest. It also signals a departure from a traditional classroom setup where teachers are experts who verbally impart information to seated students.

Throughout ETL401 Introduction to Teacher Librarianship, I was introduced to some different inquiry learning models and information literacy plans that could be used in schools. The framework that appealed to me the most was Guided Inquiry Design (GID), as it is a practical model that facilitates both the “design and implementation of inquiry units” (FitzGerald, 2018, p. 19). Importantly, the GID process is the only inquiry model with an empirical basis (FitzGerald, 2021; McDonald, 2022, May 9b). Underpinning the GID is decades of student learning research, conducted by Professor Carol Kuhlthau, which has led to the conceptualisation of the Information Search Process (ISP) (FitzGerald, 2015). ISP, validated by numerous studies, depicts the information seeking process on a timeline of six stages, acknowledging researchers’ “thoughts, feelings and actions” (Maniotes & Kuhlthau, 2014, p. 9; Kuhlthau et al., 2012). Importantly, GID encourages a learning team approach through collaborations between classroom teachers and teacher librarians (Kuhlthau et al., 2015; McDonald, 2022, May 25).

In the two schools I have worked at, the library has not offered services to support teachers in implementing inquiry learning units. This is such a shame, because I think that the school library has so much to offer students in terms of inquiry learning and understanding the research process, and that teacher and TL collaborations are mutually beneficial. I have also come to realise that from an advocacy point of view, it is important for TLs to continually promote their services to staff and showcase the value that school libraries provide to school learning communities (McDonald, 2022, May 28).

During my placement at Ruyton Girls’ School, I saw the TLs working closely with Junior School Staff as part of their term-long Collaborative Learning Investigation (CLI) units of inquiry. For example, the Year 3 students were completing a CLI unit about personal health and wellbeing. In small groups, the students had picked different topics, were conducting research (such as interviewing parents, accessing databases and reading books), and producing podcasts to communicate their findings. I assisted the Library team in creating a LibGuides page with links to student-friendly videos, website content and collection resources. I also went with the TLs to visit the Year 3 classrooms to support students with their investigations. In particular, I saw the TLs launch a referencing and citation-creation platform called Citationsy, which the students embraced quickly. The collaboration between the Year 3 teachers and the Library Team was heartening and resulted in exciting student learning outcomes.

In the future, I would like to design and implement an inquiry learning model such as GID that is linked with subject curricula. While studying ETL401, I designed a GID unit for a Year 7 English and Humanities extension class, which was subsequently published on Lee FitzGerald’s website. As much as I enjoyed putting the learning and teaching materials together, I would love to give the unit a test run. I am curious to see how students find the process and what might need to be amended or approached in a different way for next time.

Reference List

Adams, P. (2006). Exploring social constructivism: theories and practicalities. Education 3-13, 34(3), 243-257. https://doi.org/10.1080/03004270600898893

Australian School Library Association. (2018). Policy statement: School library bill of rights. https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Bishop, R. S. (1990). Mirrors, windows and sliding glass doors. Perspectives: Choosing Books for the Classroom, 6(3), 12-13.

Bonanno, K. & FitzGerald, L. (2015). F-10 inquiry skills scope and sequence and F-10 core skills and tools. Eduwebinar Pty Ltd. https://eduwebinar.com.au/wp-content/uploads/2015/03/curriculum_mapping_scope_sequence_skills_tools.pdf

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.

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

FitzGerald, L. (2018). Guided inquiry goes global: Evidence-based practice in action. ABC-CLIO, LLC.

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

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

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions.

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.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. ABC-CLIO, LLC.

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

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

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

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

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

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208.

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

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

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.

School Library Association of Victoria. (2018). Statement on school libraries. https://slav.org.au/resources/Documents/statement.pdf

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.

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: Photo by Brett Jordan on Unsplash

Assessment 6 Part A: Statement of Personal Philosophy

Posted on January 19, 2023

Prompt: What do you think makes an effective teacher librarian?

An effective Teacher Librarian (TL) is an educator with qualifications in librarianship, who is passionately invested in supporting the academic and recreational needs of their school learning community. They achieve this by curating and maintaining accessible, appropriate, current, high quality learning resources, both physical and digital, and through the development of engaging library programs and services. They champion literacy and collaborate closely with teaching staff and school leadership to support learning and teaching initiatives (Australian Library and Information Association [ALIA], 2016). As informational specialists, they are leaders in digital learning and information literacy (Australian School Library Association & ALIA, 2001). Through their library space, they foster a safe physical environment where everyone is welcome.

Reference List:

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

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

Image Source: Photo by Riccardo Annandale on Unsplash

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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School Library Futures

Posted on May 28, 2022

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

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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Censorship

Posted on May 20, 2022

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

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Collection Evaluation

Posted on May 11, 2022

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

Posted on May 9, 2022

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

Advantages:

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

Challenges:

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

References

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

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

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Inquiry Learning

Posted on May 9, 2022

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

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

References:

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

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

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

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