Part A: Statement of personal philosophy – What makes an effective teacher librarian?
“Libraries are the backbone of our education system”. (Slaughter, n.d., p.1)
The quote of Karen Slaughter states how important libraries are in our education system. I believe that effective teacher librarians are able to make their school libraries effective educational learning and teaching resource centres.
In my personal philosophy, effective teacher librarians as qualified information professionals should have good knowledge about national and state curricula to deliver good teaching and learning resources to the school community. They also need to acknowledge and understand the needs of their school library users to provide them with better information products and services. Teacher librarians are responsible information professionals who develop and manage the balanced print and digital library collections in their school libraries.
Reference
Slaughter, K. (n.d.). Karin Slaughter Quotes. In Brainy Quote. Retrieved from https://www.brainyquote.com
Part B: Evaluation of my learning during the teacher librarianship course
ICT use in the school library
“Information and Communication Technology (ICT) refers to the technologies and services that enable information to be accessed, stored, processed, transformed, manipulated, and disseminated”. (Australian Bureau of Statistics, 2015, p.1) In this information age, it is essential for the school library to use ICT to help the school community to access and use an overwhelming amount of information. When the school library provides teachers and students with better ICT, they can become effective information users.
I experienced the importance of ICT use in the school library from studying my chosen subject, ETL 501 The dynamic information environment. For example, teacher librarians are able to make pathfinders to connect their students and teachers to different formats of learning and teaching educational resources. Through studying the ETL 501 subject my knowledge of pathfinder has grown.
The school library also can provide teaching and learning instruction on the web. According to Smith (2010), good library instruction on the web is to “incorporate appropriate information technology and other media resources” and to “include active and collaborative activities”. (p.11) When making a pathfinder for the ETL 501 Assessment 2, I had to consider the appropriateness and usefulness of students’ print and digital learning resources for their active learning based on their reading ability.
Although it was fun for me to create a pathfinder targeting Year 3 students study of rainforests, I had to spend more time in searching for relevant and quality print and digital resources to support students’ learning and teachers’ teaching. I also had to build up my knowledge on the Australian curriculum to focus on Australian Curriculum General Capabilities: Literacy; Information and Communication Technology (ICT) Capability; and Critical and Creative Thinking for Year 3 students’ learning outcomes. When I work as a teacher librarian in the future, I really would like to create more pathfinders for my school community to use for their learning and teaching.
While I undertook the 70 hours professional placement at St.Andrews Christian College, I observed the ICT application in the school library. For example, St.Andrews provides Year 4, 5 and 6 students with Accelerated Readers (ARs) according to their reading ranges. After Year 4, 5 and 6 students finish reading each ARs book, they take AR tests in the school library on ipads or laptops for their reading comprehension. Year 7 and 8 students at St.Andrews also have to visit the Victorian Premier’s Reading Challenge (VPRC) website to find 15 books to read and add them to their reading lists for their VPRC.
After Year 7 and 8 students at St.Andrews finish reading each VPRC book, they have to write a book review and submit it to the teacher librarian or English teacher on the VPRC website to receive approval. As I mentioned from ETL 507 Professional experience and portfolio assessment 5, teacher librarians need to “ensure the effective integration of information resources and technologies into students learning”. (Australian School Library Association (ASLA), 2019, p.1) The practicum gave me the insight that students’ learning and teachers’ teaching can be enlarged when the TL integrate information resources and technologies into learning and teaching.
Prior to studying ETL 501 subject, I had not heard of flipped learning and learned that ICT products enable students to access class content at home and prepare to answer questions at school and it helps teachers to have more chances to work with students individually. (Teaching in Education, 2017, June 20) I have learned about the need to be equipped with good skills in creating resources and using technology to deliver class content and library research investigations. (https://thinkspace.csu.edu.au/eunhee/category/etl-501-the-dynamic-information-environment/) When the TL becomes responsive and effective in delivering good class content and library research investigations, students can be collaborative and independent learners through the flipped learning with the ICT use.
Through studying the subject ETL 501, I also learned how to evaluate websites in terms of educational, reliability and technical criteria. (https://thinkspace.csu.edu.au/eunhee/2020/08/16/a-table-for-website-evaluation-criteria/)
The website evaluation activity gave me a new knowledge and understanding when looking at websites. When I become a TL in the future, I would like to apply this knowledge to find good websites for my future school community.
Another way to use ICT in my future school library is to use a blog to share the school library news with students, parents, staff and the school community. My future school library news blog will inform them of library times, upcoming events, book fairs, book reviews and so on. (https://thinkspace.csu.edu.au/eunhee/2020/09/10/a-way-use-a-blog-in-the-school-library/) It is very essential to use ICT in the school library to supply the school community with updated information to enhance student learning.
Literature
While studying ETL 402 literature across the curriculum subject, I learned the difference between literary learning and literacy learning. Literary learning is when students learn through literature and literacy learning is when students learn to be literate through learning “how to read literature” and “how to deconstruct it”. (Derout, 2020, ETL 402 module 5) The definition of literary learning gave me the insight that teachers and TLs need to use literature in teaching curriculum subjects. (https://thinkspace.csu.edu.au/eunhee/2020/05/10/what-is-literary-learning/)
“All areas of the curriculum can be enriched through literature”. (Kiefer, 2010, p.14) This is a vital teaching component for TLs to remain aware of. As a future TL, I will need to increase my knowledge of the Australian and state curriculums and literature.
From completing ETL 402 subject, I learned that one major role of the TL is to use literature in education. Prior to the completion of that ETL 402 Assessment 1: Rationale for fiction, I had not thought about how fiction can support all areas of curriculum and engage students with curriculum contents by providing other perspectives. To develop a rationale for a fiction collection in the school library, I chose five war fiction examples of recent children’s literature themed on picture books for older readers.
The ETL 402 Assessment 1 changed my view about using fiction in education. It also gave me an understanding of the value of creating and managing a fiction collection in the school library. I now think that including fiction in teaching curriculum subjects is important and necessary.
In terms of school library fiction collection, my placement organisation, St.Andrews Christian College’s Junior school library arranges fiction books in general alphabetical order based on the author’s name and its Secondary school library adopts genre classification. As I mentioned in the ETL 507 Assessment 5, St.Andrews school library arranged the fiction book sections according to different genres such as adventure, animals, crime, fantasy, family, historical, humour, mystery, school, science and sport. I think genre classification is very practical for teachers and students to find the topic they are seeking easily.
Due to the development of ICT products, many students are easily exposed to digitised literature. Through studying the subject ETL 402 I heard of digital literature and learned that most children need to develop digital literacy skills although they are good at accessing digital literature on the Internet or on the digital devices. (https://thinkspace.csu.edu.au/eunhee/2020/05/07/what-is-digital-literature/) Before teaching them digital literacy skills, it is crucial to teach students traditional literacy skills and then they are able to “navigate and make meaning from text, images and multimedia on screens”. (Combes, 2016, p.1-3)
From the virtual study visit 202060 experience, I was impressed by what Krystal Gagen-Springs, a school librarian, was doing in her school library at Mount Alvernia College in Kedron in Queensland. Krystal explained although 80% of her students borrow physical books and 20% of her students borrow e-books, the demand for the e-books collection is growing because of COVID and easy access. I was also challenged by Krystal because she tried to read 132 books a year to select good books for her school community.
Krystal also said that her focus was “reading for fun”. (personal communication, August 24, 2020) She runs non-structured campfire classes for her students not for academic activities but to have reading for fun activities. One particular thing I have learned through the virtual school library visit is that it is very important for the TLs to connect their students with reading for fun because reading is such an important skill.
ETL 402 subject gave me the chance to think about how I could increase my professional knowledge of children’s literature. I suggested some strategies which are to visit the Australian curriculum website, research some issues and trends in children’s literature, refer to scholary books themed on children’s literature and read through the references on the childeren’s literature of ETL 402 subject. (https://thinkspace.csu.edu.au/eunhee/2020/03/29/childrens-literature/) There is a need for the TLs to be experts in children’s literature.
During my placement, my supervisor teacher librarian suggested me to read widely and become familiar with a range of books and authors because it helps when recommending books for children to read. The biggest challenge I found while doing my placement was that I discovered that I would have to read books widely and get to know more book titles and authors. As a TL in the future, I will need to use my physical and virtual library resources to meet the needs of my future school library users.
Leadership
Before I studied ETL 504 Teacher librarian as leader, I had never thought about TLs as leaders. ETL 504 subject provided me with the experience to see the TL as a leader. It also enlarged my knowledge in leadership theory related to the TL’s role in the school.
It was very practical to make a concept map of leadership in schools for the ETL 504 Assessment 1 in 2019. To make the concept map, I had to study how to create a concept map and how to use a mind map. The real practice of making a concept increased my techniques in using a concept mapping tool.
Through studying ETL 504 subject, my knowledge of leadership in schools and TL’s leadership practice in a school library has grown. I learned that the TL can lead from the middle to work strategically within the school. In terms of TL’s leadership, I would like to apply what I learned from the ETL 504 when I become a TL.
When I studied ETL 504, I worked through six case studies and four case studies were designed for group work. The group work discussion and individual contribution tasks gave me the chances to play both leadership and followership in a small group. I think the designed case studies in ETL 504 encouraged me to interact with others in my course in practice by exchanging our different opinions and views on the given subject topics.
It is important to have a respectful and motivational environment to increase productivity and to create value and support among staff. (Smith, 2016, p.67) The value and support among our group members in ETL 504 increased the productivity of our group works. I learned that one quality of good leaders is to create a respectful and motivational environment by showing team members they are valued and supported.
What I observed from my professional placement was that my supervisor teacher librarian showed respect and care for her library staff. She seemed to have good relationships with other staff at her school by having an open line of communication. (Smith, 2016, p.73) Other staff in the school library also seemed to feel supported by her leadership and good communication skills.
When I become a TL in the future, I would like to encourage my library staff to feel free to suggest any good recommendations or talk about issues that need to be resolved and then I will be able to lead my library team effectively. I think there are no leaders without any followers. Leaders are responsible for building a positive community to lead their teams well.
From the virtual school library visit 202060, I found out that Krystal Gagen-Springs, a school librarian at Mount Alvernia College in Kedron in Queensland gave examples of textbooks to staff and let teachers decide which books to buy. Krystal seemed to have conversations with other staff and consultations with specialists. TLs as leaders need to have good communication skills to maintain good relationships with other school staff.
According to Doucett (2011), team leader responsibilities are to “clarify who is taking on which role on a team”, “help the team clearly define its goals and figure out how it will measure success” and “keep the team moving forward”. (p.78) TLs as leaders need to give their team members clear job allocations, goals and visions to move the teams forward. They also need to display good leadership skills to lead their teams towards the visions and goals of the school community.
ETL 504 subject provided me with the experience to see the important role of TL’s leadership in the school library. The challenge for TLs is how to keep developing good leadership skills. Although my knowledge about developing leadership was limited to reading leadership books and attending professional development about leadership, Doucett (2011) suggests that TLs can develop leadership by partnering with librarians through mutual support. (p.24)
In terms of partnering, TLs can have mutual support from other library staff when they share ideas and talk about issues the library team members face. (Doucett, 2011, p.24) The term of partnering changed my view about leadership. I learned that TLs as leaders need to get mutual support from their followers to reach their library goals.
Through studying this course, my knowledge of leadership has grown. TLs as leaders need to partner with their school staff as well as lead towards the school vision. TLs as leaders are good at creating a respectful and motivational environment, showing respect and care to their team members and communicating well with other staff and partnering with them.
Reference
Australian Bureau of Statistics (ABS). Information and Communication Technology (ICT). Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4160.0.55.001~Jun%202015~Main%20Features~Information%20and%20communication%20technology~10018
Australian School Library Association (ASLA). (2019). What is a teacher librarian? Retrieved from https://asla.org.au/what-is-a-teacher-librarian
Combes, B. (2016). Digital literacy: A new flavour of literacy or something different? Synergy, 14(1). Retrieved from https://www.slav.vic.edu.au/index.php/Synergy/article/view/4/2
Doucett, E. (2011). What they don’t teach you in library school. USA: the American Library Association.
Derout, L. (2020). Literacies and Learning. In Multi-literacies. [ETL 402 module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44234_1&content_id=_3228488_1
Eun Hee Kim. (2020, August 16). A table for website evaluation criteria. [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/08/16/a-table-for-website-evaluation-criteria/
Eun Hee Kim. (2020, Sptember 10). A way I could use a blog in the school library. [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/09/10/a-way-i-could-use-a-blog-in-the-school-library/
Eun Hee Kim. (2020, March 29). Children’s literature. [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/03/29/childrens-literature/
Eun Hee Kim. (2020). ETL 501 Assessment 2: Digital library research guide critical reflection.
Eun Hee Kim. (2019). ETL 504 Assessment 1: Concept map and critical analysis.
Eun Hee Kim. (2020). ETL 507 Assessment 5: Professional placement report.
Eun Hee Kim. (2020, September 13). How flipped learning could influence program design and delivery for the classroom and library research investigations. [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/09/13/how-flipped-learning-could-influence/
Eun Hee Kim. (2020, May 7). What is digital literature? [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/05/07/what-is-digital-literature/
Eun Hee Kim. (2020, May 10). What is literary learning? [blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee/2020/05/10/what-is-literary-learning/
Kiefer, B.Z. (2010). Charlotte Huck’s Children’s Literature. (10th Ed.). New York: McGraw-Hill.
Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. Retrieved from https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1- Smith.pdf
Smith, S.S. (2010). Web-based instruction: A guide for libraries. (3rd Ed.). Chicago: American Library Association (ALA).
Teachings in Education. (2017, June 20). Flipped classroom model: Why, how and overview [Video]. YouTube. https://youtu.be/BCIxikOq73Q
Part C: An evaluation to what I have learned during this course
The ASLA/ALIA TL professional standards are stated on the three main areas of professional knowledge, professional practice and professional commitment. (ALIA, 2004) In terms of professional knowledge, this Master of Education course has enlarged my professional knowledge in Teacher Librarianship. I have also realised how ICT use in the school library is very important for students to become lifelong learners in this information age.
Excellent TLs need to “understand the role of information and communication technologies (ICTs) in lifelong learning”. (ALIA, 2004, p.3) As ICT products have been developing rapidly, I need to spend more time becoming familiar with new technologies related to the management of the school library. The role of a TL is to help students to become effective lifelong learners who can apply the ICT skills they have learned through their ICT use and experiences in the school library.
To carry out my role as an excellent curriculum leader in the future, I need to build up a detailed knowledge of national and state curriculums. When I have a thorough understanding of curriculum, I will be able to meet the information needs of my future school community. It will also enable me to plan and teach cooperatively with other colleagues for students’ better learning outcomes.
In terms of professional practice, ETL 507 Professional experience and portfolio subject gave me the chance for 70 hours of professional practicum in a school library. The experience has given me a deeper knowledge about the roles of a TL and developed my general library skills. I value the importance of creating and nurturing “an information-rich learning environment” to support student learning and teacher teaching. (ALIA, 2004, p.4)
As my practicum supervisor teacher librarian suggested, I also realised that I need to read books widely and become familiar with a range of books and authors. This will help me to suggest titles to read and answer questions related to books for patrons I will work with. It will also give me ideas to design and deliver information services of benefit to any future school community.
Throughout my course, I have reflected on my learning on my blog for two years. I think the learning blog shows how my knowledge and skills in teacher librarianship has grown. When I become a TL in the future, I would like to ask my students to make blogs for their learning journey.
In terms of professional commitment, ASLA/ALIA TL professional standards states that excellent teacher librarians “empower others in the school community to become lifelong learners” and “foster a reading culture through the active promotion of literature”. (ALIA, 2004, p.5) The challenge is how to empower others to become lifelong learners and foster a reading culture. I think I need to work on these areas and take professional development opportunities in them to undertake the roles of an excellent teacher librarian.
This course has been rewarding and challenging to me. The 70 hours professional placement gave me confidence to be a TL in the future. I would like to apply what I have learned from the teacher librarianship course to my future teacher librarian career.
Reference
Australian Library and Information Association (ALIA). (2014). ASLA/ALIA TL professional standards. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians