Monthly Archives: October 2025

A Personal Reflection

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As I draw near to the end of this degree I can’t help book look back at what has happened during the three years I have been studying.
Navigating the fallout of a global pandemic while raising two toddlers and studying part time, a flood that wiped out my town, a career change away from teaching and withdrawal from the TL course, a career change back to teaching and reenrolling in the course, my two boys being diagnosed AuDHD, a complication in my pregnancy, welcoming a third child and then a diagnosis of Cerebral Palsy and now completing my work placement at my own high school from many many years ago.

IT has been a long and tumultuous step into the world of a Teacher Librarian and information specialist but what a journey it has been.
Coming out of the other side all I can see (apart from that snazzy certificate just out of reach) is  hope.

In a previous blog post I showed the image of the Lismore Library and the mountainous pile of destroyed books from the flood.
Well as of this month, the Lismore Library has officially been reopened and as I step into this world I want to highlight the hope that comes from the sharing of knowledge.

inside Lismore Library
(Lismore City Council, 9th October 2025)

ETL504 – Reflection

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Before this subject, I used to think of leadership mainly as a formal position or title, specifically someone in an authority position. Engaging in the unit content and suggested reading, along with researching the first assignment, made me realise that teacher librarians (TLs) lead in many other ways. They lead through collaboration, advocacy, and guiding learning, not just through hierarchy (Crippen & Willows, 2019). This has really shifted how I think about my future role. Leadership can be something you do every day, not just something you are allocated. 

Working through the SWOT analysis helped me see both the strengths and the challenges of TL leadership. On the one hand, TLs have specialist knowledge, understand the curriculum, and can bridge teams across the school. We are perfectly placed to influence teaching and learning (Crippen & Willows, 2019). On the other hand, if people only see the TL as a support person, it’s easy to be overlooked when it comes to decision-making or strategic planning (Weisburg, 2020; Kumar & Sharma, 2025). That really made me think about how important advocacy is, and how much leadership is about showing your impact, not just waiting for recognition.

I also realised that TL leadership isn’t just about managing resources or running the library. It’s about guiding teachers, supporting students, and embedding library programs into the curriculum in ways that actually improve learning outcomes (Robinson, Lloyd, & Rowe, 2008). Thinking about blended leadership styles made me see that leadership is flexible. It’s about choosing the right approach for the situation and being willing to step up when needed (Bush & Glover, 2014).

Advocacy is another big piece I hadn’t thought much about before. TLs have to advocate for themselves and highlight their value, not just hope others notice it. This is something I will need to consider moving forward in my career as it is not a strength I currently possess. Gathering evidence about student engagement, digital literacy, or teacher collaboration can help position the library as a central, strategic part of the school (Lance, Rodney, & Schwarz, 2014). I now see that this kind of leadership is as much about influence and relationships as it is about formal authority.

Finally, I’ve realised how much relational leadership matters. Trust, support, and collaboration are just as important as decision-making power (Harris, 2014). If I focus on building strong relationships and sharing expertise, I can lead by influence, not just by title.

This subject has really challenged my previous assumptions and understanding of leadership within the context of schools and has changed how I see the teacher librarian role. TLs aren’t just helpers, they are leaders who guide curriculum, empower staff, advocate for the library, and make a real difference to student learning. Understanding this, and seeing the different ways leadership can be enacted, will definitely shape how I approach my future practice.

References 

Bush, T., & Glover, D. (2014). School leadership: Concepts and evidence. British Educational Leadership, Management & Administration Society.

Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), 171–180. https://doi.org/10.12806/V18/I2/T4

Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin.

Kumar, R., & Sharma, P. (2025). Barriers to effective library utilization: A qualitative study of students and teachers in educational institutions. EPRA International Journal of Multidisciplinary Research, 11(3), 120–130. https://eprajournals.com/IJCM/article/16273

Lance, K. C., Rodney, M. J., & Schwarz, B. (2014). The impact of school libraries on student achievement: Research in Indiana. Library Research Service.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509

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

 

ETL533 – Digital Storytelling Project : Critical Reflection

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My understanding of what it means to be an education professional in digital environments has shifted from viewing technology as a teaching tool to recognising it as a dynamic framework that supports collaboration, critical thinking, and creativity. Initially, I saw digital environments as functional tools to increase engagement; however, through deeper exploration of ETL533, I came to understand how they create spaces where teachers and students can collaboratively construct learning. My digital literature project reflects this shift by using Canva as a means of engaging students in the learning process, with the expectation that they will later use the same platform to create their own digital storytelling project aligned with curriculum outcomes.

One of the ways this unit has challenged my understanding of digital learning is by transforming how I viewed digital and print storytelling formats. Previously, I perceived these as opposing formats, an either/or approach to storytelling in the classroom. However, as evidenced in my reflection Evaluating Digitally Reproduced Stories in the discussion forum for Module 1.2, I acknowledged that both mediums share the capacity to evoke emotion and encourage critical thinking, whilst acknowledging that they differ in how readers navigate them (Gibbons, 2025). This shift from viewing digital and print texts as competitors to viewing them as complementary to each other, has reshaped how I engaged with concepts of digital narrative and teaching digital literacy.This idea is further developed in my Thinkspace post Finding Story in the Digital Space (Gibbons, 2025), where I reflect on how transmedia storytelling reshapes literacy learning. I came to understand that digital storytelling does not replace traditional literacy, but rather extends and enhances it, offering students opportunities to become creators as well as consumers of stories and information. This reflection reinforced my growing belief that explicitly teaching digital literacy skills, empowers learners to participate actively in the storytelling process, navigating and constructing meaning across multiple platforms.

The idea that digital storytelling enhances or extends traditional literacy was explored further in my reflections for Module 4.1. In the discussion forum I explored how video games can be used to engage student interest with learning through the example of the Assassin’s Creed: Discovery Tour (Gibbons, 2025). The digital storytelling tool not only engages students but has been used to create an interactive, experiential tool to deepen understanding of historical eras such as Ancient Egypt and Ancient Greece. This reflection helped me to recognise that digital learning environments can be used to foster curiosity and critical thinking. It was this realisation that formed the initial concept of my project, as students could move from passive consumption of information to using digital learning environments as a multimodal tool.
Peer feedback on my Digital Storytelling Proposal was particularly influential in shaping the final project. It was noted that my personal connection to Matthew Brady could make the project more relatable, and they suggested students could be encouraged to explore their own ancestral stories (Brandt, personal communication, August 25, 2025). Thomas & Manalil, stat that digital storytelling can promote a sense of belonging and personal connection for students, especially when asked to create narratives (2025). The peer feedback influenced my final project in that I included a factual biography to accompany the fictional diary entries. This allows the resource to not only model historical research but demonstrates how personal histories can be creatively represented. It also provides a template for student-generated stories aligned with the Stage 3 history outcomes (NSW Department of Education, 2024).

The feedback also encouraged consideration of the format and presentation of the diary entries, including opportunities for multimodal storytelling. To further support this concept, Yu suggests that multimodal story production supports the development of communication and digital literacy skills (2025). In the final project, I included four diary entries.These remained text-based to model traditional diary writing, whilst also incorporating audio clues to create deeper meaning. The use of the AI voice over feature was included to make the text stand out and to be more accessible (Canva n.d). This project provides a guide for how students can utilise the built-in tools and AI features that are present within Canva. By demonstrating these options, the project empowers students to experiment with multimodal storytelling, fostering creativity and critical thinking, whilst also supporting diverse learning preferences and abilities.

Throughout the unit ETL533, my professional identity has developed from that of a teacher librarian who uses technology to one who designs learning experiences within digital spaces.. By synthesising theory, practice, and peer input, I now understand that effective digital education relies on thoughtful, inclusive, and story-driven design rather than just implementing the newest and shiniest technology without purpose.

 

References
Canva. (n.d.). Create a design. https://www.canva.com/

Gibbons, G. (2025, July 16). 1.2 – Evaluating digitally reproduced stories [Online discussion post]. ETL533: Digital futures in education, Charles Sturt University.

Gibbons, G. (2025, September 17). Finding story in the digital space [Blog post]. Grace Gibbons – Thinkspace. https://thinkspace.csu.edu.au/gracegibbons/2025/09/17/finding-story-in-the-digital-space/

Gibbons, G. (2025, September 17). Digital storytelling [Online discussion post]. ETL533: Digital futures in education, Charles Sturt University.

NSW Department of Education. (2024). Curriculum K–10. https://education.nsw.gov.au/teaching-and-learning/curriculum

Thomas, S., & Manalil, P. (2025). Digital storytelling and the pedagogy of belonging: reimagining inclusion in higher education. Frontiers in Communication, 10, Article 1630596. https://doi.org/10.3389/fcomm.2025.1630596

Yu, B. (2025). Pedagogical Insights from Multimodal Digital Story Production in English as Second Language Teaching. In M. M. Gu, Y. Liu, & C. F. Huang (Eds.), Re-envisioning English-Medium Instruction in K-12 Schools (pp. 39–59). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-83002-0_3

Digital Storytelling Project – Part A: Context & Rationale

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Matthew Brady Digital Storytelling Project

Subject Area and Context
This digital storytelling project explores the life of Australian bushranger, Matthew Brady through a semi-biographical interactive website created on Canva. The project combines factual historical information with fictionalised diary entries, allowing students to engage with both the historical content and imaginative reconstruction. Petousi, et al., state that, “By engaging with interactive digital stories, students can take on the perspectives of historical figures,” (2022, p. 3). This perspective allows students to develop a deeper understanding of the past and an empathy for historical figures.

 The My Story series (Scholastic, 1999-2010) provides a precedent for blending historical events through the view point of fictional diaries. The series invites readers to empathise with the experiences of children during historical events such as the First Fleet, Eureka Stockade, and World War II. This approach supports historical inquiry skills by encouraging students to see history not just as dates and events but rather as lived human experiences. My digital storytelling project mirrors this technique of fictional diary entries to support factual information and create a more personal look at Australia’s colonial history.

The project is designed for Stage 3 learners in alignment with the History K-10 syllabus unit, The Australian Colonies (NESA, n.d.). Students are required to investigate the lives of individuals in Australia’s colonial past. Although bushrangers are not explicitly identified in the syllabus, they represent a culturally significant part of colonial life and provide an accessible entry point for students to explore broader themes such as law and order, survival, and social identity in the 1800s. This project is a jumping off point for students to research and create their own semi-biographical journal depicting the life of someone from colonial times, be that a notable person or simply a person living their day-to-day life at that time. 

Intended Purpose and Audience
The intended audience for this project is Stage 3 primary school students. The project was designed as a resource to model how students might create their own historical narratives, blending researched facts with creative narrative. The concept is to use this resource within a classroom as a part of a history unit however, it may be adapted to a library storytelling session. 

Value & Implementation of Canva
The site, Canva, serves multiple purposes in program delivery. It models digital storytelling as a learning tool and provides students with a clear example of how digital platforms can be used to create multimodal texts. The site also provides opportunities for independent learning, as students can engage with the resource prior to class discussions or activities. Importantly, the inclusion of fictional diary entries gives students a personal narrative voice to connect with, making abstract historical content more relatable while fostering empathy and curiosity. Canva was selected as the tool to create this digital storytelling project as Canva for Education is freely available to all staff and students in the NSW Department of Education and is a sanctioned tool for educators to implement. This program also aligns with the digital learning Technology 4 Learning,  digital learning policy (NSW DoE, n.d). It was also selected due to the extensive templates, I used a template by Ruangkasa Studio in Canva (n.d.). 

Support for Diverse Learning Needs
The project integrates multimodal features such as text, images and voice-over to allow for multiple access points to engage with the content. For students who may struggle with literacy, the visual and auditory elements support comprehension, while more capable readers can engage with the diary style text. The open-ended, inquiry based approach can be extended or simplified to provide scaffolding or extension depending on the differentiated learning needs within the same classroom (Anis & Khan, 2023).  Multimodal approaches like these are used to promote inclusivity, engagement and differentiation in the classroom. 

Community and Library Use
Though the resource is intended for classroom use, the digital story can be used within the library or community context to promote Australian and family history. Bushrangers such as Matthew Brady capture public imagination, and his story in particular holds personal resonance for me as part of my own family history. In the library context, the project could be incorporated into history displays, storytelling sessions or even digital literacy programs. This project can be implemented within the community to demonstrate how personal connections can be implemented as a way to explore historical resources, and to invite communities to reflect on the colonial past of our country in an informative and interactive way. 

 

References

Anis, M., & Khan, R. (2023). Integrating multimodal approaches in English language teaching for inclusive education: A pedagogical exploration. 2(3), 241.

New South Wales Department of Education. (2025). Canva for education. Technology 4 Learning. https://t4l.schools.nsw.gov.au/resources/professional-learning-resources/canva-for-education.html

NSW Education Standards Authority. (n.d.). History K–10: Stage 3 – The Australian colonies. NSW Government. https://education.nsw.gov.au/teaching-and-learning/curriculum/hsie/hsie-curriculum-resources-k-12/hsie-k-6-curriculum-resources/the-australian-colonies

Petousi, D., Katifori, A., Servi, K., Roussou, M., & Ioannidis, Y. (2022). History education done different: A collaborative interactive digital storytelling approach for remote learners. Frontiers in Education (Lausanne), 7. https://doi.org/10.3389/feduc.2022.942834

Ruangkasa Studio. (2025). Brown aesthetic scrapbook group project presentation [Canva template]. Canva. https://www.canva.com/ 

State Library of Tasmania. (ca. 1826). Sketch of James McCabe, Matthew Brady, and Patrick Bryant [Sketch]. https://www.utas.edu.au/library/companion_to_tasmanian_history/B/Matthew%20Brady.htm