Part A: What makes an effective Teacher Librarian?
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An effective TL is someone who is responsive, inclusive, innovative, and passionate. Student learning and wellbeing are at the core of their role. They strive to create an inclusive and welcoming library environment by considering physical spaces, identity and representation within the collection, and by maintaining supportive connections with each student and colleague. They carefully curate resource collections to enable access to engaging and inspiring resources for learning and reading pleasure. They are an inquiry guide and conduit, supporting teachers and students to grow by cultivating connections between learners and the world beyond. The TL inspires students and teachers to explore, question, and imagine.
Beaumont, L. (2026, January 6). Personal Statement [Video].
For more on my Teacher Librarian perspectives see:
A New Chapter Begins
Examining past experiences and perceptions: My reflections and understandings of the Teacher Librarian role in schools.
Information & Inquiry Specialist- Uncovering the Essence of the TL
Commonalities between the role of TL and a Specialist Librarian
Building the capacity of students and teachers in resourcing the curriculum
The Strategic TL
Part B: Library Collection Management and Development:
Moving from the reactive to strategic, proactive decision making in collection management and development.
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Initially, I understood collection development to be intuitive and reactive. I valued being of service to others, providing resources and services the community needed, responding to the requests and acquiring resources just in time for learning (Beaumont, 2023b). This reflection examines the change that occurred through my assignments, blog posts and practice. My goal is now strategic, curating an accessible, balanced collection, aligning to curriculum and catering to all ages, abilities, backgrounds and interests (IFLA/IASL, 2015). I understand that a strategic transformative leadership approach is what is required when developing the library collection.
2023- Books piled high and some weeded titles. An example of the condition of the collection at the time. (authors own photos)
In ETL503, the importance of a collection development policy (CDP) became clear. This challenged my assumption that policies were static and driven from higher up in the hierarchy. I now understood policy development as a vehicle for leadership rather than pre-determined rules. I explored balancing community demand with quality and selector bias to create a collection that serviced needs and values (Disher, 2014). Ranganthan’s (1931, cited in Opara, 2017) five laws of library science provided clarity and foundational understanding of the library’s core purpose: access for all, diverse collections, meeting community needs and efficient service. The ‘library as a growing organism’ is something I considered deeply (Beaumont, 2023a) and rather than growing, I prefer evolving or changing. The data below explains why.
Click the image to hear my interpretation of the data. (figures are author's own)
With data, I made strategic decisions on leading the collection development of the library. Developing this CDP proposal led me assist in rewriting the college CDP.
Click the link above to view the Collection Development Policy proposal created for ETL503.
Proactive, data-led collection development allowed me to curate a collection to meet strategic goals and inspire student interests and discoveries. Weeding outdated resources promoted relevant, inspiring, high-impact resources.
My first major project was in response to creating an annotated bibliography in ETL503. It raised questions about respectful representation within our library collection. This inspired me to undertake further professional learning. I critically analysed our segregated non-fiction classification of ‘Aboriginal People’ and examined each resource according to the AIATSIS guide (AIATSIS, 2022). I incorporated this into the CDP and removed any Aboriginal and Torres Strait Islander resources that were not by mob, with mob or for mob from the collection.
Note. From AIATSIS guide to evaluating and selecting education resources. AIATSIS. https://aiatsis.gov.au/publication/118125
Resource organisation can communicate values and beliefs that are inconsistent with our school and community values. Dispersing the ‘Aboriginal People’ collection communicated values of diversity, inclusion and respect.
'Decolonising the collection' author's own.
I now understand that the TL can take a strategic and proactive role in collection development (Beaumont, 2023d). Collection development and management are continuous and need to be revised regularly, enabling the collection to evolve with the community. Becoming strategic in purchasing and aligning the non-fiction collection with curriculum maps and using annotated bibliographies is my next step moving forward (see BLOG post: More is not Better). My learning in ETL503 and ETL504 has facilitated a strategic foundation in developing a collection supporting values and inspiring teaching, learning and reading.
Realising the Power of Literature.
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Initially, I had a limited understanding of literature learning within a school library context (Beaumont, 2023c) and did not understand the depth of knowledge, skill and strategy that went into building a love of literature in students. Throughout my learning and practice my thinking has shifted towards a strategic, values-based approach to embedding literature within the school, not just within the library.
In ETL402 exploring the power of fiction transformed my understandings of how fictional stories can explore and affirm identity. Telling stories is a defining part of the human existence and the emotional connection that humans have with storytelling is what makes stories memorable and therefore powerful (Gaiman, 2015). See this video How stories last (Gaiman, 2015).
Gaiman, N. (2015, June 9), How stories last. YouTube. https://youtu.be/Xn2n7N7Q2vw
This learning challenged my assumption that the value of fiction was confined to reading for pleasure, and language studies within the English curriculum (Beaumont, 2023c). Bishop’s Mirrors, windows, and sliding doors (1990) opened the door for me in seeing fiction’s capacity to shape knowledge and identity. Gaiman (2015) suggests, fictional stories embed themselves deeper in comparison to non‑fiction due to the emotive element. I examined the tension between Bishop’s metaphor and the reality of authentic representation. Botelho (2021) suggests reframing the metaphor, so it is not just about what to read but also about how to read it and stresses that meaning is derived from the reader’s critical engagement with the text. They highlight the importance of understanding that a book is a product and viewing it critically is equally important.
This raised questions about representation in the collection and the need to move beyond the text. The assignments I completed in ETL402 helped me to identify fiction resources in my library collection that support students in exploring, experiencing and identifying with diverse experiences with my main focuses being on disability inclusion and sustainability within fiction stories.
In my practice I needed to respond to my students and their world experiences, not present them with a sequence of pre-determined texts. I navigated tensions with leaders explaining why a book list was not being used and had to use skills developed in ETL504 to advocate for my selections as a TL professional.
Stories became springboards for further inquiry, with a text often running over multiple sessions, leading us into explore beyond the page.
Exploring displacement and acceptance through the Bin Chicken stories by Kate and Jol Temple
Visual representations inspired by Who's afraid of the light? by Anna McGregor
Bishop in Reading Rockets (2015, January 31), Mirrors, windows and glass sliding doors. YouTube. https://youtu.be/_AAu58SNSyc
I didn’t need to just represent my community within the collection, but I also needed them to explore communities different from their own (Bishop, 2015) which is a vital element in supporting our school values of compassion and respect.
Note. From Scotch Oakburn College, (n.d). Our Values. https://www.soc.tas.edu.au/our-values-2/
I have moved beyond literature as a tool for the English curriculum and reading for pleasure. Fiction not only helps students see themselves represented in books but also assists their community in building stronger values, but simply including these books is not enough. For genuine understandings to take place, they must be presented in a critical and wholistic context. One book is not enough (Botelho, 2021).
As a TL I take this responsibility very seriously in supporting an inclusive school community through stories, inquiry, exploration and critical discussions to initiate positive life-long compassion and respect for others. In the future I will continue this work by developing further resource kits to support values-based learning incorporating critical questions to assist teachers to dive beneath the words on the page to make meaningful connections with their students.
Transforming my Understanding of Leadership.
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I began this course with a limited understanding of the leadership role of the teacher librarian, with TLs found in only 11% of schools in Tasmania (Tasmanian Government Department of Education, 2022), TL role models were not in my community. Studying teacher librarian as leader has been pivotal, elevating the transformational impact that I feel I can now have as a TL.
Leadership and the TL was not a natural connection I made. The TL for me was a manager of spaces and resources as well as a teacher (Beaumont, 2025). Leadership was associated with formal positions. My thinking was influenced by my school context, coupled with a surface understanding of what leadership, communication, change management and strategic planning involves.
In my workplace experience at Launceston Library, I was able to learn from transformational leaders who demonstrated how values and strategy influenced community-wide and statewide cultural shifts. I realised that my understanding of the TL role was small and constrained. I was sending out communications, without results and working hard without progression. I was concerned about the library, but didn’t realise that with the right knowledge and skill, the TL can be influential in the success of the entire school. The work of the TL is so vast, that without clear direction, leadership and success become difficult.
Note. Adapted from Godfree, H. (2025, September 17). Virtual study visit presentation: Lake Tuggeranong College. [Video]. Charles Sturt Zoom. https://charlessturt.zoom.us/rec/play/jY0nRWBVK3XO84dJihAnCAo41Y7JfzkI-BB2g_RRbDX-n5i9mTdJnViAUosxQito9ndR198XZLGhsUi-.vccUiwsW8kqJfGTf?autoplay=true&startTime=1758091520000
As a leader, time prioritisation becomes important to have the greatest impact. Effective TLs prioritise working within the lower levels of the pyramid when possible, to have the greatest impact on the school community (Godfrey, 2025).
My direction became clearer through creating a vision statement. Gurley (et, al. 2015) focus on a whole school level, discussing using a vision statement to articulate desired futures and priorities. ETL504 showed me that if a TL relies only on the school’s vision or crafts a disconnected vision, driving change becomes difficult. This explains why some of my earlier initiatives were so hard to communicate and failed to capture the whole school community. I observed a real example of a school library vision statement was though the virtual study visits in ETL512. Holly Godfree from Lake Tuggeranong College shared how the vision and mission of their school library is central to their strategic direction and impact on everything they do (Godfree, 2025).
The vision statement created in ETL504 directly embedded my learning into my practice. It provided a lens through which I could make decisions, plan future directions and communicate with my community. My learning in ETL567 developed my understandings of the importance of research in the work of the TL, using data to inform practice which led to developing a strategic proposal to improve reading for pleasure engagement for students in my school.
Library Vision video author's own.
This year I will create a strategic plan to transform the reading culture amongst year 5 students in my school, which data shows is declining. This has direct links with the vision statement by targeting students who are disengaged (inclusive), encouraging lasting change (life-long), through connecting with literature (stories). I have already commenced a year 5 library captains program which has demonstrated how a clear vision can translate into a distributed leadership model having greater reaching impacts throughout the school.
The TL holds a pivotal leadership role within the school, and this learning has instigated a shift in my thinking and identity as a TL. I am now able to approach my profession as a strategic, inclusive, educational advocate for life-long learning and wellbeing.
Part C: Evaluation of Learning
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In this section I will evaluate what I have learnt throughout the course in consultation with the ALIA-ASLA Standards of Professional Excellence for Teacher Librarians (2004) and identify areas for further growth. I have completed a self-assessment to support discussion in each area linking my learning in the CSU Master of Education- Teacher Librarianship course.
Students who have access to knowledgeable and qualified library staff experience literacy benefit (Merga, 2020). The domain of professional knowledge incorporates pedagogy, curriculum, teaching and learning, and library and information management. The self-assessment shows the areas of confidence are based in the educational domain, due to my prior teaching experience. It is an expectation that TLs contribute to all areas of literacy learning and foster a school reading culture (Merga, 2020) which is why this is such a vital element. Areas for further development are centred around library and information management which I can learn about further through professional learning associated with providers such as softlink, scis, ALIA and ASLA, as well as keeping up to date with school specific professional development in literacy, assessment and curriculum.
Excellent teacher librarians must be competent in planning and teaching the array of evolving literacies that exist today and into the future (IFLA-UNESCO, 2025). The ALIA-ASLA standards (2004) include professional practice in learning and teaching incorporating the collaboration with teachers to plan and implement programs focussing on information literacy and literature. ALIA Schools (2014) include collaboration with teachers in inquiry-based tasks.
I have identified improvements to be made in collaborative planning and implementation. I have reflected on collaboration and information literacy in my blog. My learning has given me the knowledge and skills to be an effective TL collaborator however timetable constraints currently prevent this. I now must use communication and leadership skills to overcome this challenge. I will use my learning in ETL504 to create a strategic plan to facilitate TL/class teacher collaboration. I will continue to look to experienced TLs to learn about the ways they make this work within their school. A fantastic example is on the AITSL site.
Excellent TLs promote and practice lifelong learning including continual research and professional development (ALIA-ASLA, 2004). Braxton (2015), discusses how TLs pride themselves on the promotion of lifelong learning but challenges that this may not always look like TL specific training and conferences. These are important for the lifelong learning of the TL, but equally important are curriculum and pedagogical development opportunities that TLs may not recognise as relevant. In my school, yearly personalised goal setting and project based professional improvement is mandatory. I will continue to use the AITSL self-assessment and will now use it in conjunction with the AITSL Standards for teacher librarian practice (ALIA Schools, 2014) to allow me to look at these through a TL lens. Areas for improvement relate to professional networks and professional debate. Development will happen through experience, participation in professional organisations and networking with library and information service professionals. Workplace experience initiated connections within my state, through the Tasmanian School Libraries team. Continued memberships with ASLA and ALIA will also support this goal.
The course has given me a strong foundation to continue to build on throughout my career and it has given me the skills, knowledge and attitude to approach this profession with confidence, professionalism, leadership and passion.
AITSL. (2012, January 3). Short version - Professional Learning Animation AITSL. YouTube. https://www.youtube.com/watch?v=e6ZifjWftc8
References:
AIATSIS. (2022). AIATSIS guide to evaluating and selecting education resources. AIATSIS. https://aiatsis.gov.au/publication/118125
ALIA Schools (2014). AITSL Standards for teacher librarian practice. ALIA. https://alia.org.au/common/Uploaded%20files/ALIA-Docs/Communities/ALIA%20Schools/AITSL-Standards-for-teacher-librarian-practice-2014.pdf
Australian Library and Information Association & Australian School Libraries Association (ALIA). (2004). ALIA-ASLA standards of professional excellence for teacher librarians. Australian Library and Information Association. https://read.alia.org.au/sites/default/files/documents/alia_asla_standards_of_professional_excellence_for_teacher_librarians_2004.pdf
Beaumont, L. (2023a, March 4). Where to start. A Hundred Ways to Learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2023/03/04/where-to-start/
Beaumont, L. (2023b, March 12). Selecting resources through a Reggio lens. A Hundred Ways to Learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2023/03/12/29/
Beaumont, L. (2023c, March 9). Examining past experiences and perceptions: My reflections and understandings of the Teacher Librarian role in schools. A Hundred Ways to Learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2023/03/09/examining-past-experiences-and-perceptions-my-reflections-and-understandings-of-the-teacher-librarian-role-in-schools/
Beaumont, L. (2023d, June 3). The power of the collection- reflections. A Hundred Ways to Learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2023/06/03/the-power-of-the-collection-reflections/
Beaumont, L. (2025, October 14). The strategic TL. A Hundred Ways to Learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2025/10/14/the-strategic-tl/
Beaumont, L. (2026, January 10). Library Vision [Video]. Canva. https://www.canva.com/design/DAG-BJHH5oE/QyGL3Jk4PGAmRLbBg5YV6A/watch?utm_content=DAG-BJHH5oE&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h52f5027bcd
Bishop, R. S. (1990). Mirrors, windows and sliding glass doors. Perspectives. 6(3), ix-xi
Bishop in Reading Rockets (2015, January 31), Mirrors, windows and glass sliding door. YouTube. https://youtu.be/_AAu58SNSyc
Botelho, M. J. (2021). Reframing Mirrors, Windows, and Doors: A Critical Analysis of the Metaphors for Multicultural Children’s Literature. Journal of Children’s Literature, 47(1), 119–126.
Braxton, B. (2015, June 8). The professional learning hat. 500 Hats the teacher librarian in the 21st century. https://500hats.edublogs.org/2015/06/08/the-professional-learning-hat/
Disher, W. (2014). Crash course in collection development, 2nd edition. ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=1784129
Gaiman, N. in The Long Now Foundation (2015, June 9), How stories last. YouTube. https://youtu.be/Xn2n7N7Q2vw
Godfree, H. (2025, September 17). Virtual study visit presentation: Lake Tuggeranong College. [Video]. Charles Sturt Zoom. https://charlessturt.zoom.us/rec/play/jY0nRWBVK3XO84dJihAnCAo41Y7JfzkI-BB2g_RRbDX-n5i9mTdJnViAUosxQito9ndR198XZLGhsUi-.vccUiwsW8kqJfGTf?autoplay=true&startTime=1758091520000
Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217–242. https://doi.org/10.1007/s10833-014-9229-x
IFLA/IASL. (2025). IFLA school library guidelines (2nd ed.). IFLA. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
IFLA-UNESCO. (2025). IFLA-UNESCO school library manifesto 2025. IFLA. https://repository.ifla.org/rest/api/core/bitstreams/e23b5ab5-d7ff-4c17-9012-badcc46cad25/content
Merga, M. K. (2020). School Librarians as Literacy Educators Within a Complex Role. Journal of Library Administration, 60(8), 889–908. https://doi.org/10.1080/01930826.2020.1820278
Opara, U. (2017). Empowering library users through the five laws of library science. Library Philosophy and Practice, 2017(1).
Scotch Oakburn College. (n.d.) Our Values. ( https://www.soc.tas.edu.au/our-values-2/
Tasmanian Government Department of Education. (2022). Tasmanian school libraries survey results 2022. https://libraries.tas.gov.au/wp-content/uploads/2024/06/Tasmanian-Government-School-Library-Survey-2022.pdf