Producing learning materials enables teachers and teacher librarians (TLs) to customise lessons for diverse student needs, enhancing engagement and effectiveness (IFLA, 2015). Technology significantly aids this process, offering innovative resource creation and distribution methods. Teachers can create unique visuals, such as posters and infographics using Canva, to present key concepts effectively. Tools like Screencastify facilitate instructional videos for homework, ensuring students understand their tasks. In our school, students receive online assignments via SeeSaw, which could be enriched with instructional videos. Interactive games and quizzes from WordWall or Kahoot serve as engaging introductions to new topics or fun assessment tools.
The TL plays a vital role in supporting teachers and students by curating resources, integrating technology, and promoting information literacy (Oddone et al., 2024). They provide professional development, enhance research skills, and help create engaging materials tailored to student needs. The American Library Association (2018) highlights essential skills for students and the TL’s role in fostering them. As a 21st-century TL, I aspire to stay updated on educational trends and improve my ICT skills to collaborate effectively with teachers. My goal this academic year is to integrate library lessons with at least one unit at each grade level.
When studying ETL501, I made connections with other subjects that I had already completed. For example, when learning about physical libraries in Module 2 of ETL501, I used my knowledge of collection development from ETL503 where I wrote a blog post expressing my concern about having a shared library space for primary and secondary students (Kaigotodova, 2022, Dec 17). Assessment 1 of ETL501 gave me a chance to investigate this problem more deeply and find a solution by proposing a new library design. Module 3 of ETL501 built up my understanding of the role of TLs in the digital era, which was discussed earlier in INF 506, where I identified ICT skills and teaching inquiry skills as essential for information professionals (Kaigorodova, 2023, Dec 20). Now I see teaching information literacy skills as a vital part of the TL’s job, which could support the students’ inquiry and provide them with strategies and tools for research and lifelong learning.
The process of creating a library research guide made me look at all steps of the research with children’s eyes. Puckett (2015) argued that editing texts in research guides changes the way the users understand the material. Since I work in the elementary school setting, I wrote my research guide for Grade 5 students, and I found it challenging to paraphrase the text the way young learners would understand. The Assessment 2 task also made me think of appropriate visual aids and learning objects that would scaffold the research process for my target audience. I will collaborate with Grade 5 teachers to create research guides for other historical conflicts to support their Unit of Inquiry. I would like to add a detailed assessment rubric to break down learning outcomes by ability level. I will also apply my learning in this subject to improve our information services by surveying the users’ information needs and providing wider referencing support.
Oddone, K., Harrison, N., & Waring, P. (2024). Curation of information resources [Study notes]. ETL501, Brightspace. https://learn.csu.edu.au/d2l/home/17888
A Teacher Libraian is a catalyst for learning, seamlessly integrating information literacy into the curriculum while fostering a love for reading and inquiry. They are proactive collaborators, working closely with teachers to enhance educational experiences and tailor resources to meet diverse needs. An effective teacher librarian embraces the evolving landscape of education and technology, continuously adapting to support student growth and lifelong learning. Their passion and dedication create a dynamic, inclusive learning environment.
Part B: Reflective Evaluation
Information Literacy
Information Literacy (IL) is an essential skill that involves the ability to recognize when information is needed, locate, evaluate, and effectively use the information (Lanning & Gerrity, 2022). Developing this skill from a young age sets the foundation for lifelong learning and critical thinking. I first encountered the term Information Literacy when I started ETL401. In my blog post “Information Society” (Kaigorodova, 2022, Dec 4), I discussed the demand for information services necessitated by the shift of focus from producing physical goods to generating information and services, making access to resources crucial (Mackay et al., 2023). I emphasised the role of the Teacher Librarian (TL) in navigating the complex information landscape, which includes various formats and delivery methods. I stated that Teacher Librarians must understand the information cycle to help users find reliable sources amidst the overwhelming volume of digital content. As my understanding of the TL’s role developed, I realised that it is not enough for the TL to help students find reliable sources. The TL should instil IL skills in students and equip them with essential tools and strategies necessary to navigate the vast world of information and support their lifelong learning. Saadia and Naveed (2024) argue that by learning IIL skills, students gain autonomy and confidence in their ability to seek and use information independently, which is crucial for personal and academic growth. I wrote a blog post reflecting on my initial understanding of IL emphasising that in the IB curriculum, IL is integral (Kaigorodova, 2022, Dec 16). In my blog post I described the way IL was taught in my school by the Homeroom Teachers and specified the role of the TL in supporting this learning by providing resources and guidance. During my learning in ETL401, my understanding of IL expanded and I realised the necessity of IL being taught by the TL. To design the intervention, I first observed the PYP Exhibition, a capstone project where Grade 5 students apply their PYP skills to investigate issues and effect change. I noted that students lacked a solid grasp of the research process and struggled with starting their research. Despite understanding plagiarism and the need for proper citations, they used an incorrect “Wikipedia” citation style with just web links. In response, I developed an IL unit based on the FOSIL model (FOSIL Group, n.d.) and presented it to the Grade 5 teachers and PYP coordinator.
FOSI (3.0): Framework Of Skills For Inquiry Learning. Licensed under CC BY-NC-SA 4.0
Prior to the Exhibition Grade 5 students had an additional Library lesson every week, where I explicitly taught the research cycle step by step and the students completed their digital investigative journals in SeeSaw. This integration of research skills in the curriculum resulted in the improvement of Exhibition preparation. The students learned to articulate their research questions and identify keywords for search queries. They learned the difference between search engines and library databases and practised using such databases like CREDO and Britannica School. After finding the resources the students used the CRAAP test to select the most appropriate ones. In terms of referencing, the Grade 5 students learned to include the author’s name, title of the resource and the year of publication in their reference lists. Overall, the Exhibition process went more smoothly and the IL skills enhanced students’ learning resulting in more thoughtful presentations. This year, after taking ETL501, I’m planning to replace the CRAAP test with the SIFT method which is quicker and more suited for evaluating the credibility of online content. Since our students mostly use digital resources for their research, the SIFT method’s emphasis on quick, practical verification techniques, such as investigating the source, tracing claims, and finding better coverage, makes it particularly well-suited for the fast-moving and often unregulated online environment (Sye & Thompson, 2023).
Example of a student’s reflection in SeeSaw
In Assessment 2 of ETL401, I explored how IL and teacher self-efficacy are interconnected, particularly regarding confidence in selecting information resources. I discovered that a TL’s role extends beyond the library to include involvement in classrooms, staff meetings, curriculum design, and professional development. Effective TLs build strong, supportive relationships with teachers by being visible and approachable. Offering tailored professional development and accessible resources encourages collaboration. Co-planning lessons and sharing successful outcomes highlight the value of partnership. Creating a collaborative space and being flexible with teachers’ schedules, while fostering a culture of recognition, enhances positive working relationships and encourages engagement in IL projects (ASLA, 2016).
In essence, my role is to be a guide and facilitator in the information-seeking process, helping students and teachers to become adept, confident, and critical users of information. By embedding IL into their learning experiences, I contribute to their overall academic growth and prepare them for a future where they can thrive in a complex, information-rich world.
Censorship
Censorship in libraries is a topic that often sparks debate, particularly when balancing the protection of young readers with their right to explore diverse ideas. As librarians serve as educational resources, the challenge is to navigate between safeguarding against inappropriate content and fostering intellectual freedom (Beaudry & Samek, 2023). Thus, censorship in libraries requires a careful balance between protecting young readers from potentially inappropriate content and upholding their right to access a broad range of ideas (American Library Association, 2017). Knox (2020) claimed that while protecting children from harmful material is important, it is equally crucial to provide opportunities for critical thinking and exposure to diverse perspectives.
I started thinking of censorship when I learned about collection development in ETL503. In my blog post “Thoughts on online content regulations in Kazakhstan”, I discussed the increasing regulation and censorship of digital content in Kazakhstan and its impact on citizens’ access to information and online services. It outlined how government measures, such as equating the Internet to mass media and enforcing user registration for comments, have led to self-censorship among online users (Kaigorodova, 2022, Dec 30). Reflecting on these broader issues of censorship, I began to see parallels in our own school library practices, particularly regarding the sensitive handling of certain content areas. Censorship presents an additional challenge in our library, particularly concerning LGBT content, especially for younger students. This caution is due to the cultural background of our school community, which includes 50% local Kazakhstani families with traditional beliefs and values. To avoid potential conflicts with parents, the school opts not to include LGBT books in the children’s section (Kaigorodova, 2022, Dec 17). Creating a truly balanced collection requires careful consideration of several factors. It’s crucial that the school library’s collection mirrors the diversity of both the school community and the wider world. A varied book selection can help children understand global issues and foster open-mindedness (Kaigorodova, 2022, Dec 26).
Parents play a significant role in guiding their children’s reading choices; however, imposing restrictions based on individual concerns can affect the entire student body and limit educational opportunities (Miller, 2014). Miller (2014) also claimed that offering guidance to concerned parents, while maintaining a comprehensive collection, allows for individual choice without compromising the library’s mission. There was a case in my professional practice when a parent of a first grader complained about the book “Captain Underpants and the Revolving Revenge of the Radioactive Robo-Boxers,” arguing it contained inappropriate content, such as potty humour and violent imagery. In response, I followed the library’s Collection Development Policy to address the challenge. After reviewing the book, consulting reviews, and considering its popularity and educational value, the Reconsideration Committee, which included the primary principal, head of library, the homeroom teacher and myself, decided to keep the book but adjust the recommended reading age to second graders to address concerns about literacy. I explained the decision to the parent, highlighting the importance of diverse choices in the library, and offered to assist with restricting specific books for his child if needed. I used this case as a scenario for Assessment 2 in ETL503 to show the usefulness of the Collection Development Policy (CDP) when dealing with challenged material. Clear and transparent policies for handling challenges help ensure fair decision-making and maintain professional standards (Kazakhstan International School, 2021). After dealing with a challenged book, I recognized that the CDP plays a crucial role in helping the library engage with the broader community and maintain transparency. It assists librarians in managing complex issues like censorship, contested materials, and gifts or donations. Additionally, the CDP outlines a vision for the future of collection development and upkeep (Kaigorodova, 2023, Jan 20).
While the CDP is very useful in advocating for our library collection, we understand that we need to work with parents as well, explaining the importance of diverse materials. One of my initiatives in this respect was to participate in the “Back to School Night”, where parents come to meet their new teachers and learn more about the curriculum. I set a booth for the library where parents could come to talk about their children’s library experiences at school. The parents asked a lot of questions about how small children choose books to check out and whether they have any restrictions. I talked about our library’s mission to support the diversity of students in our international community and nurture open-mindedness in students allowing for free choice. I believe that transparency is a key to effective communication, so I offered the parents to become our library patrons themselves to explore the resources available for their children and support the idea of lifelong learning being the library role models for their children.
“Back to School Night” parent library sign up
Information professional in the digital era
Mark Ray (2016) questioned whether libraries are viewed as part of the past or the future. In the digital age, information specialists and future-ready librarians are crucial for navigating complex information access and management. They must master new tools and technologies while guiding their communities in using these resources effectively. These professionals promote digital literacy, support personalized learning, and ensure equitable information access, all while adapting to the evolving demands of a connected world. Their impact lies in their ability to innovate, collaborate, and advocate, shaping the future of information and library services. During my course of Teacher Librarianship I encountered the theme of digital environment and technology integration in almost every subject and identified four areas that I incorporated in my professional practice:
Digital citizenship
ETL401 gave me an initial understanding of digital citizenship and the way it could be integrated in the curriculum. In our school students follow Bring Your Own Device (BYOD) policy as of grade 4. Reflecting on my role as a teacher librarian responsible for teaching digital citizenship to primary classes, I find it both a rewarding and challenging experience. The journey of integrating digital citizenship into the curriculum involves more than just imparting knowledge about technology—it’s about shaping the attitudes and behaviours of young students in a way that prepares them for the complexities of the digital world (Tadlaoui-Brahmi et al., 2022) . One of the most fulfilling aspects of teaching digital citizenship is witnessing the tangible impact on students’ lives. As they learn about online safety, privacy, and digital etiquette, I see them applying these principles in their daily interactions with technology. It’s particularly rewarding to observe students who initially struggled with understanding the concept of digital footprints begin to recognize the importance of their online actions.
Adapting to technological advancement
One of the most significant aspects of my role has been integrating new technologies into the library’s resources and services. For instance, the introduction of digital platforms and tools has allowed me to expand the library’s offerings beyond traditional books. I’ve incorporated the Britannica School subscription into our collection, providing students with a wider range of materials that cater to various learning preferences and needs. Although our school had access to JSTOR, CREDO, and the Economist, there was no database relevant for primary students. Bećirović (2023) argued that the integration of technology in education has also necessitated a shift in teaching strategies. For example, using digital tools like interactive whiteboards and online research databases has transformed the way I conduct lessons and support students’ research projects. Incorporating these tools requires adapting my teaching methods to ensure that students not only use the technology effectively but also understand its implications for their learning and research.
Social Media
During INF506 I faced my fear of posting content online. Since I do not use social media in my personal life, I lacked essential skills of content creation, but I understood that children in our country are massively exposed to social media without any control, thus it is crucial for me to understand their online behaviour. Omoregie and Ryall (2023) expressed concern that online content can be both created and consumed in real time with minimal oversight, given that the web was initially designed as an open platform. Although I have not started a social media page for our school library yet, I see it as a great tool for potential student engagement. In INF506 I learned about new trends in social media and the principles of content creation. I developed my demo Instagram page showcasing my library vision and the highlights that students might find useful. I am determined to create a real social media website for our library in the future after doing more research into student needs. This will expand my communication channel and will allow me to showcase library resources and programs.
Library Social Networks Demo Page
Ethical use of technology
Reflecting on the ethical use of technology as a TL, I find it crucial to balance the immense benefits of digital tools with a responsibility to uphold ethical standards. The integration of technology into the library and educational settings brings a range of opportunities but also necessitates careful consideration of various ethical issues, such as privacy and security, cyberbullying and harassment, plagiarism and the use of generative AI. In my blog post about the use of generative AI in education (Kaigorodova, 2024, Sep 2) I discussed how it offers personalised learning experiences by tailoring materials to individual needs and adjusting content difficulty. AI also supports educators by generating resources and immersive simulations, enhancing teaching efficiency. It aids students with disabilities and non-native speakers through tools like text-to-speech and real-time translation. However, challenges include data privacy concerns, over-reliance on technology, content accuracy, and ethical impacts on educators. My role as a teacher librarian in teaching the ethical use of AI encompasses educating students about AI technologies, promoting responsible and critical use, integrating AI ethics into the curriculum, facilitating discussions, supporting research, and advocating for ethical practices.
Part C: Standards of professional excellence
The Master of Education in Teacher Librarianship course has significantly enhanced my skills and attitudes as a professional teacher librarian, aligning well with the ASLA/ALIA TL professional standards. ETL 401 has deepened my understanding of the teacher librarian role, helping me to better support both students and teachers. This knowledge aids in building and sustaining effective library programs that contribute to educational improvement. These skills correlate with Standard 1: Professional knowledge and understanding of ALIA – ASLA standards (ALIA, 2024). Studying ETL503 contributed to my knowledge of library and information management (standard 1.4) by instilling skills in selecting and managing educational resources, which helps me ensure that the library’s collection is aligned with the curriculum, thereby enhancing student learning and maintaining the library’s relevance. The research skills gained in ETL 567 enable me to conduct evaluations of library programs and use evidence-based practices to improve services. This supports demonstrating the library’s impact and advocating for its role in education, contributing to the principles of lifelong learning in standard 1.1 (ALIA, 2004). Studying ETL 505 helped me gain knowledge in cataloguing and describing resources and improving the organisation of the library’s collection, making resources more accessible and searchable for students and staff. My Professional Placement in the National Library of Kazakhstan further expanded my understanding of cataloguing and classification. Social networking skills gained in INF506 will enhance my ability to communicate and collaborate with colleagues and the school community. This promotes library services and helps in building a professional network, as well as create an information-rich learning environment, contributing to standard 2.1 (ALIA, 2004). Overall, these courses have equipped me to promote lifelong learning, teach information literacy, collaborate effectively, and advocate for the teacher librarian role, thereby significantly advancing my professional practice in line with the ASLA/ALIA TL standards.
In order to achieve the status of an excellent teacher librarian in an IB (International Baccalaureate) school, I will need to focus on additional professional development areas that align with both the unique aspects of the IB program and the broader standards of excellence in teacher librarianship. I came to my PYP coordinator with a request to send me to the IB workshop called “The role of the librarian. This workshop focuses on how a library or media centre supports IB programs by aligning with IB principles, such as inquiry-based learning and international-mindedness, and fostering student-centred learning in a digital world. The library achieves this by curating resources that reflect global perspectives and evaluating materials to support interdisciplinary connections across IB programs. Additionally, according to the IB (IBO, n.d.), the library enhances its role through collaboration with teachers and school leadership, ensuring that library services and resources are effectively integrated into the curriculum and aligned with IB standards. This collaborative approach helps prioritise initiatives that impact student learning and supports the holistic development emphasised in IB education. I hope that I will have a chance to participate in this workshop to enhance my knowledge of Teacher Librarianship by IB related practices.
Beaudry, R., & Samek, T. (2023). Contemporary challenges and censorship in school libraries in Canada. Journal of Intellectual Freedom & Privacy, 8(1), 31–40. https://doi.org/10.5860/jifp.v8i1.7873
Bećirović, S. (2023). Challenges and barriers for effective integration of technologies into teaching and learning. In Digital Pedagogy (pp. 123–133). Springer. https://doi.org/10.1007/978-981-99-0444-0_10
Saadia, H., & Naveed, M. A. (2024). Effect of information literacy on lifelong learning, creativity, and work performance among journalists. Online Information Review, 48(2), 257–276. https://doi.org/10.1108/OIR-06-2022-0345
Sye, D., & Thompson, D. (2023). Tools, tests, and checklists: The evolution and future of source evaluation frameworks. Journal of New Librarianship., 8(1), 76–100. https://doi.org/10.33011/newlibs/13/9
Tadlaoui-Brahmi, A., Çuko, K., & Alvarez, L. (2022). Digital citizenship in primary education: A systematic literature review describing how it is implemented. Social Sciences & Humanities Open, 6(1), 100348-. https://doi.org/10.1016/j.ssaho.2022.100348
Generative AI, which refers to AI systems capable of creating content such as text, images, and music based on input data, is becoming increasingly relevant in education (Smith, 2022). Its integration into educational settings promises to enhance both teaching and learning by providing personalised and interactive experiences.
In my experience, generative AI is a timesaving tool when you need to create a lot of content. I personally used generative AI when I worked as a homeroom teacher and needed to write a lot of emails and announcements to parents. Generative AI helped me write email templates given certain prompts, which optimised my work time allowing more time for lesson planning.
Significant benefits of generative AI in education
Personalised learning: Generative AI can tailor learning materials to individual students’ needs, learning styles, and pace, improving engagement and understanding (Johnson & Lee, 2023). AI-driven platforms can also adjust content difficulty based on student performance, offering a more responsive learning experience (Miller, 2021).
Enhanced teaching tools: AI can assist educators by generating quizzes, lesson plans, and educational resources, thus allowing more time for creative teaching approaches (Roberts, 2023). AI can also develop virtual environments and simulations that offer immersive learning experiences (Taylor & Zhang, 2024).
Support for diverse learning needs: AI tools such as text-to-speech and speech-to-text improve accessibility for students with disabilities, making learning more inclusive (Nguyen, 2022). Real-time translation services provided by AI help non-native speakers understand course material better.
Improved engagement: AI can design engaging educational games and activities that enhance motivation and retention (Clark & Fisher, 2024).Immediate feedback on assignments helps students learn from mistakes and grasp concepts more deeply (Brown, 2022).
Challenges and potential drawbacks of generative AI in education
Data privacy and security: The use of AI involves managing large amounts of student data, raising concerns about data privacy and security (Adams, 2022).
Dependence on technology: Excessive reliance on AI tools could undermine traditional teaching methods and critical thinking skills (Green, 2022).
Quality and accuracy: AI-generated content might not always be accurate or relevant, necessitating careful monitoring by educators (Nguyen & Roberts, 2023).
Ethical considerations:The rise of AI in education might impact the role of educators, leading to concerns about job security and the nature of teaching (Clark & Lee, 2023).
The future of education with the continued integration of generative AI technologies holds exciting possibilities, but it also comes with challenges and considerations. GAI can generate content tailored to various learning needs, including materials in multiple formats (e.g., text, audio, visual) to support students with disabilities. This could mean more effective text-to-speech tools for students with visual impairments or AI-generated captions for hearing-impaired students (Nguyen, 2022). AI can create adaptive learning environments that respond to individual needs, ensuring that every student has access to resources that suit their unique learning styles and paces (Johnson & Lee, 2023). AI can develop custom learning materials based on student performance and preferences. This could include personalised quizzes, study guides, and interactive activities that target specific areas of difficulty. AI systems can design dynamic curricula that adapt as students progress, ensuring that the learning journey remains relevant and engaging (Smith, 2022).
Potential changes in teacher and student roles
As AI handles more administrative tasks like grading and content generation, teachers may shift towards roles that emphasise mentoring, emotional support, and facilitation of deeper learning experiences (Brown, 2022). Roberts (2023) suggests that educators will need to continually update their skills to effectively integrate and leverage AI tools in their teaching practices.
With AI providing personalised learning paths and resources, students might take on more responsibility for their own learning, making decisions about their study focus and pace (Williams, 2023). While AI handles routine tasks, students will need to develop critical thinking and collaborative skills to analyse and synthesise information effectively (Green, 2022).
Martin (2024) claims that the most effective learning environments will likely be those where AI and human educators work in tandem. AI can handle repetitive tasks and provide insights, while teachers provide contextual understanding and emotional support.
The integration of generative AI in education promises to transform how learning is delivered and experienced. It offers opportunities for greater accessibility, customised learning experiences, and evolving roles for both teachers and students. However, this future also requires careful consideration of ethical issues, data privacy, and the need for ongoing professional development to ensure that AI technologies enhance rather than detract from the educational experience.
References:
Adams, J. (2022). Data privacy and security in educational technology. Academic Press.
Brown, A. (2022). Immediate feedback and its impact on learning. Journal of Educational Psychology, 114(2), 245-258.
Clark, H., & Fisher, L. (2024). Gamification and AI in education: Engaging students in the digital age. International Journal of Educational Technology, 15(1), 45-60.
Clark, H., & Lee, S. (2023). AI’s impact on teaching roles and responsibilities. Teacher Education Quarterly, 50(2), 112-129.
Green, P. (2022). Balancing technology and traditional teaching methods. Journal of Modern Education, 28(3), 201-218.
Johnson, M., & Lee, C. (2023). Personalised learning through AI: Opportunities and challenges. Educational Innovations,10(2), 98-114.
Martin, K. (2024). Ensuring fairness in AI applications. AI Ethics Journal, 12(1), 33-47.
Miller, T. (2021). Adaptive learning technologies in modern classrooms. Learning Technologies Review, 19(4), 78-92.
Nguyen, T., & Roberts, D. (2023). AI and language translation in diverse classrooms. Multilingual Education Journal, 7(1), 45-60.
Nguyen, T. (2022). Accessibility in education through AI tools. Journal of Inclusive Education, 14(3), 112-127.
Roberts, D. (2023). AI tools for educators: A practical guide. Education Technology Review, 16(1), 56-72.
Smith, J. (2022). Generative AI in education: An overview. Educational Technology Insights.
Taylor, J., & Zhang, L. (2024). Creating immersive learning environments with AI. Virtual Education Journal, 22(1), 85-101.
Williams, R. (2023). Predictive analytics for educational improvement. Journal of Data Science in Education, 11(4), 143-159.
Creating an environment across the entire school that promotes and values reading can significantly change the school into a place where reading is not only encouraged and supported but also seen as a regular and essential activity (Merga, 2023). The strategies and techniques employed to foster these cultures are directly linked to heightened enthusiasm for reading and enhancements in overall literacy abilities. The development of reading culture is a key focus of our elementary school. In this blog post I want to share what we do in our library to promote reading culture among Grade 1 to 5 students.
Comfortable Reading Areas: In our school library we create cosy nooks with cushions, bean bags, or comfortable chairs where students can curl up with a book. Providing varied seating options accommodates different preferences and promotes relaxation while reading.
Diverse Book Collection: We curate a diverse collection of books that cater to different interests, reading levels, and cultural backgrounds of Grade 1 to 5 students by including a variety of genres and booktypes in our collection. The books are displayed by reading genres and book series which makes it easy for students to find and select books that appeal to them. Children’s area with thin picture books is arranged to display front covers of the books to attract students’ attention.
Interactive Displays: Every week we create thematic book displays based on seasons, holidays, or popular topics and school events that drive the students’ curiosity and encourage them to pick up books related to those themes.
Reading Challenges and Programs: Our school library organises the Book Week event every year. During the Book Week we hold various reading competitions, author visits and storytelling sessions with parents as guest readers in each classroom. We celebrate the end of the Book Week with a dress up day, when students and teachers dress like their favourite book characters.
Technology Integration: We incorporate technology by providing access to digital books or educational apps that complement the reading experience.It is important to balance traditional print materials with digital resources to cater to different learning preferences.
Student Involvement: We involve students in the library’s organisation and activities. Our passive programming sections of the library encourage students to recommend books, create book reviews or book trailers, and look up new words in a dictionary. This fosters a sense of ownership and engagement with the library.
Quiet and Reflective Spaces:The library provides areas for quiet reading and reflection. These spaces are free from distractions and conducive to concentration, allowing students to immerse themselves in their reading without interruptions.
Regular Library Lessons : All classes have a scheduled Library lesson once a week where the students can explore the library, participate in activities related to books and reading, and receive guidance from the librarian on selecting appropriate reading materials.
Fostering a reading culture in primary schools aligns with several relevant learning and wellbeing goals outlined in the General Capabilities of the Australian Curriculum. Specifically, it supports literacy development, critical thinking, personal and social capabilities, ethical understanding, intercultural understanding, and student wellbeing (Australian Curriculum, Assessment and Reporting Authority, n.d.).
Before joining ETL504 – Teacher Librarian as a Leader, I could not think that a Teacher Librarian can showcase their leadership in so many ways. I used to believe that leadership is more of a positional thing, and people who affect decision making are mostly school principals and project coordinators.
While studying the first module of this subject, I started thinking about different examples of leadership from literature and around me. One good example was the experience of Lana Read described by Vukovik (2019) which I reflected upon in the discussion forum (Kaigorodova, 2024, Mar 5). I could see the connection between Read and my Head of School. Being a transformational leader like Read, when he joined our school, he initiated the MSA accreditation process which helped him dive into all the processes and operations. I think starting such a project is a good way to identify gaps and develop a strategy.
When learning about middle leadership, I’ve noticed a shift in my mindset as I realised that there are a lot of leaders around who do not hold a leading position, but they lead by example. Farrel (2014) claims that leading from the middle is natural for school librarians as they collaborate with a larger community. I started looking at my position from the viewpoint of middle leadership and I saw ways I can contribute to the decision making process by becoming a part of a committee, so I joined the Literacy committee in my school.
Learning more about Leadership theory helped me understand different leadership styles. When working on Assessment 1, it was interesting to analyse the school organisational structure, identity leadership styles, and see connections between the roles. This task helped me better understand how my school is structured and who is responsible for what. I could clearly see where I was placed, my connections with other departments and possible ways to build new relationships, for example with the Student Support Team.
When learning about strategic and operational planning, I analysed my school’s mission and vision statement in a discussion post (Kaigorodova, 2024, Apr 25). This exercise set me into thinking about the library vision statement which does not exist in our school library. Bundy (2008) suggests that the vision statement should be inspiring and future oriented and I’m thinking about writing one for my library.
Another important aspect of leadership is the leader’s ability to manage and resolve conflicts. McNamara (2017) provided practical guidelines to problem-solving and decision making which I think I will use in my professional practice in case of a conflict. It was interesting to reflect on my conflict resolution style in a blog post (Kaigorodova, 2024, May 13). Boros et al. (2010) claim that cooperation is better in equal groups and I realised that I lack knowledge about other cultures, which could potentially help me avoid conflicts with other people.
My reflection on what 21st-century libraries should look like (Kaigorodova, 2024, May 16) transformed my understanding of the role of a TL in leading the change. Librarians are natural leaders of Information and digital literacy, technology implementation, community engagement and lifelong learning. Jones and Johnson (2020) insisted that providing new technology is a key growth driver for libraries. Harris and Smith (2018) suggest that good library programs and services determine the impact of the library in the community.
Informed by the learning from this subject I want to start showing my leadership by being visible to the school community and showcasing the initiatives that our library does to improve student learning. I have developed a program of integrated library lessons, which will allow me to co-plan and co-teach inquiry lessons with teachers to show how the library can support them and their students.
References:
Boros, S., Meslec, N., Curseu, P. L., & Emons, W. (2010). Struggles for cooperation: conflict resolution strategies in multicultural groups. Journal of Managerial Psychology, 25(5), 539-554. https://doi.org/10.1108/02683941011048418
Bundy, A. (2008). How are your library’s mission and vision statements? Australasian Public Libraries and Information Services, 21(1), 3-4.
Harris, L., & Smith, J. (2018). The importance of library programming: A user-centric approach. Library Trends, 66(1), 45-57.
Jones, K., & Johnson, S. (2020). Integrating technology into library services: Best practices for 21st-century libraries. Journal of Library Technology, 28(4), 211-224.
A 21st-century library is likely to be a dynamic, flexible, and multifunctional space that goes beyond traditional perception of a repository for books. Here’s an overview of what it might look like:
Flexible Design: 21st-century libraries provide flexible spaces that accommodate different activities, such as quiet individual study, group collaboration, digital learning, maker projects or events, as opposed to being limited by fixed shelving with endless rows of books (Smith, 2018).
Technology Integration: Libraries improve their services by implementing new technology as a key contributor to their growth (Jones & Johnson, 2020). This considers providing access to digital resources like e-books, online databases, and multimedia materials, as well as incorporating cutting-edge technologies such as augmented and virtual reality .
Collaborative Spaces: 21st century libraries become collaboration hubs, which provide necessary spaces for individuals to work on their team projects generating new ideas and learning from each other (Miller et al., 2021). This may include collaborative workstations, group study rooms, and open lounge areas.
Information and Digital Literacy: In an era of rapidly changing information landscape leading to information overload, libraries are crucial in promoting information literacy skills (Lee, 2019). They provide guidelines to help patrons critically evaluate information, navigate digital resources, and become savvy consumers and creators of information.
Maker Spaces: 21st-century libraries provide maker spaces or technology labs for patrons to create, construct and learn through inquiry. These spaces provide access to tools and equipment like 3D printers, laser cutters, robotics kits, and coding resources (Brown, 2019). Maker spaces serve as a community building element by attracting people with different socioeconomic backgrounds.
User-Centered Services: 21st-century libraries are user-centered. They offer personalized services and tailored recommendations based on user feedback and data analytics (Wilson, 2020).
Community Engagement: Libraries play an active role in fostering community engagement and lifelong learning. They offer a wide range of programs, events, and services that cater to diverse interests and demographics, from children’s storytime sessions to adult education workshops to cultural events and exhibits (Clark & Garcia, 2017).
Both the building and the activities within it are important components of a 21st-century library. The building serves as the physical infrastructure that houses library collections, spaces, and services, while the activities and programming within the space determine how effectively it meets the needs of its users. A well-designed building can enhance the user experience by providing a welcoming and functional environment that supports a wide range of activities and interactions. However, it’s the quality and relevance of the programs, services, and resources offered within that determine the library’s impact and value to its community (Harris & Smith, 2018).
Thinking of the 21st-century libraries and the library I work in, I must admit that our library is not fully a 21st-century library yet. While it went through significant changes in terms of its physical spaces going from traditional aisles of bookshelves to more engaging areas with carpets, cushions, soft furniture and passive programming stations, there is a lot to be implemented in terms of technology. It would benefit from expanding the range of technological tools used in the library and creating maker space opportunities. The school library subscribes to digital databases like JSTOR, CREDO, and Britannica but does not purchase e-books for the collection. Our school library provides good services and supports information literacy development. It engages the entire school community by organising whole-school events such as Book Week, Book Drive, and book of the year competition.
Resources:
Brown, A. (2019). The role of maker spaces in 21st-century libraries. Journal of Library Innovation, 42(3), 123-135.
Clark, R., & Garcia, M. (2017). Community engagement in public libraries: Strategies for success. Public Library Quarterly, 35(2), 87-102.
Harris, L., & Smith, J. (2018). The importance of library programming: A user-centric approach. Library Trends, 66(1), 45-57.
Jones, K., & Johnson, S. (2020). Integrating technology into library services: Best practices for 21st-century libraries. Journal of Library Technology, 28(4), 211-224.
Lee, C. (2019). Information literacy in the digital age: Challenges and opportunities for libraries. Library & Information Science Research, 41(2), 89-102.
Miller, T., et al. (2021). Collaborative spaces in academic libraries: Design considerations and user preferences. College & Research Libraries, 82(3), 145-158.
Smith, E. (2018). Flexible library design: Adapting spaces for 21st-century users. Library Management, 39(4/5), 201-215.
Wilson, A. (2020). User-centered services in modern libraries: Strategies for success. Journal of Library Administration, 60(1), 32-45.
After completing the conflict resolution questionnaire I found out that my predominant approach was Style 5, which is based on honesty and openness. This style considers looking for solutions suitable for both sides without compromising the truth at the same time. It partially matches with what I think about myself because I am a straightforward person with a high sense of justice. However when it comes to conflict, I tend to avoid being involved.
Having read the descriptions of other styles and approaches to managing conflicts, I felt that Style 3 might be suitable for me because I value the relationships a lot and I give in easily in order not to escalate the conflict and maintain good relationships with others. I hardly ever have conflicts in my personal life and I have never had conflicts at a workplace.
Since it was hard for me to remember any real examples of conflicts in my life, except those from my childhood, I tried to imagine how I would behave in a conflict situation. I think I would be good at negotiation, since I am a good listener. Being patient, I always consider the positive intent of my opponent. Nevertheless, Eunson (2011) claims that negotiation only works when the conflicts are simple and the involved opponents have equal power. In case of a conflict with a senior manager, I think I would try to use my interpersonal skills to listen, ask the right questions and make points based on evidence.
Although I did not have many conflicts myself, I was sometimes involved in conflicts as a mediator. Mediator is a third party who does not show any preference to one of the conflicting sides, and tries to find a win-win situation for both parties (Eunson, 2011). I found it very hard to mediate a conflict, because I tried to avoid being judgemental or biased by looking at the situation from different viewpoints, but the conflicting parties tried their best to make me choose their side by proving their opponents wrong, instead of looking for a compromising solution. I think I need to develop better strategies to mediate conflicts. Being a teacher, I’m sometimes involved in mediating conflicts between students, for example, when I am on duty during recess time. This also requires being calm when listening to both sides and trying to suggest multiple solutions.
Thinking of what I want to develop in terms of conflict management strategies, I would like to learn more about other cultures. As I work in a multicultural environment, I noticed that sometimes conflicts occur based on simple misunderstanding. Being open-minded and knowing how to behave with people of a certain culture helps to avoid conflicts. According to Boros et al. (2010) cooperation is better in those groups where members feel equal. I would also like to develop strategies to regulate emotions. Since I have a high sense of fairness, I get easily frustrated when I feel treated unfairly. The research showed that emotional comprehension can predict positive conflict resolution strategies (Cao et al. 2023).
References:
Eunson, B. (2011). Conflict management. John Wiley & Sons, Incorporated.
Boros, S., Meslec, N., Curseu, P. L., & Emons, W. (2010). Struggles for cooperation: conflict resolution strategies in multicultural groups. Journal of Managerial Psychology, 25(5), 539-554. https://doi.org/10.1108/02683941011048418
Cao, Y., Wang, H., Lv, Y., & Xie, D. (2023). The influence of children’s emotional comprehension on peer conflict resolution strategies. Frontiers in Psychology, 14(1142373). https://doi.org/10.3389/fpsyg.2023.1142373
Joining INF506 Social networking for Information Professionals was not an undisputable decision for me. On one hand, I was interested in learning more about evolving digital technologies, on the other hand, I did not use social networks in my personal life and I felt a bit anxious to start. Being honest, I used to use social networks in the past. Although I did not post much content, I used to follow my friends and classmates to see what was happening in their lives. However, three years ago I deleted all my social network accounts as I found it a waste of time scrolling through news threads of people I did not get in touch with in real life. This subject changed my perspective on social networking in general by showing new opportunities of professional growth. As Gruzd et al. (2017) mention, social media is very representative and can provide information specialists with valuable data about their users. They also stated that nowadays online communication is incorporated into our physical spaces reinforcing our reach of users and helping us provide better services. However, as Mon (2015) suggested, it is easy to start using social networks in the library, but it is hard to integrate it into the library life. Thinking of the right way of using social platforms in organisations and inspired by Laura Cole’s (2016) TED Talk, I looked into how the National Library of Kazakhstan embraced the Library 2.0 ethos, and reflected on their strong performance as well as areas for improvement (Kaigotodova, 2023, Dec 11).
It was interesting to see how my understanding of social networking evolved over this subject. At first, I believed social networking was only about using social media websites like Facebook or Instagram, but then I was introduced to a variety of social networking tools, such as blogs, wiki platforms, social news sites and virtual reality. I did not expect Google Docs to be a form of social networking. It made me think about how to implement these tools in my school library. I got particularly interested in blogging opportunities using WordPress. I am planning to start a blog and I even made a list of topics I would cover in my blogs, such as library statistics, reading lists and book promos, reinforcement of our Digital Citizenship and Information Literacy programs through infographics and short videos. I would also share information about my professional development and participation in conferences and workshops.
Another thing I got curious about is how our individual learning can supplement each other’s understanding of a certain topic. For example, when writing my blog post about key skills that define information professionals in the digital era, I mostly focused on skills that differentiate humans from machines and help them stay demanded (Kaigorodova, 2023, Dec 20), however the blog post written by Ryan Doble (Doble, 2024, Jan 21) showed me another perspective of adopting new technologies and showing positive reaction to embracing new tools.
An insightful activity, for me, was thinking of the components to be included into the Social Media Policy for OLJ Task 16 (Kaigorogova, 2024, Jan 18). Juneström’s suggestion of the proactive approach to risk management (2019)made me think of potential threats that social media usage might cause in school libraries. Such as student access to inappropriate information, exceeded screen time, misinformation and bias, copyright issues, and lack of balance between professional and personal social media usage. I found that Khristina (2024, Jan 17) also mentioned a proactive approach in her blog post.
The biggest challenge for me in this subject was creating my own professional social media site for Assessment 1. I found it easier to work on the theoretical part of the assignment, identifying client needs and thinking of the right platform to choose, but when it came to the practical creation of a trial site, I did not know where to start from. At that time, I felt anxious and confused. On one hand, I had clear ideas in terms of the type of content I would like to share. On the other hand, I lacked experience of posting any content on Instagram. Reflecting on the challenges I faced, I realised that it took me a lot of time to create a simple post. I had to do a little research on how to use instagram features properly. I watched a YouTube video “Social Media How To for Libraries” to grasp some ideas (Southeast Kansas Library System SEKLS, 2020). I also had to learn about hashtags and the way they are used, as well as the different types of Instagram post options. Such as boomerang, carousel, reels and stories. Looking back at that experience, I think I should have started using social media earlier to be aware of all the features and opportunities before I started working on the assessment, so it would take much less time and I could spend that time generating creative ideas for posts instead of studying the theory of manipulations to be made. Overall, I learned I need to work on my time management skills to make sure I stay on track dedicating each part of the assessment a necessary amount of time. Creating an Instagram page seemed easy for me, so I did not allocate sufficient time and ended up having less time for proofreading and checking references. In the future, I will be more proactive by starting my assessment tasks earlier.
All in all, I found this subject relevant for my current job as a Primary Teacher Librarian. I followed Instagram accounts of other libraries to be informed about what is happening there and get some insights about library related events. I also discovered Pinterset as a great resource of ideas for library displays, games and activities. I used some ideas from Pinterest when organising our Book Week event. Such as the “Tournament of books”, which was a blast in terms of the student engagement.
Figure 1. The Tournament of Books
Personally, I enjoyed this subject and look forward to engaging with social networking more in the future.
Gruzd, A., Jacobson, J., Wellman, B., & Mai, P. H. (2017). Social media and society: Introduction to the special issue. American Behavioral Scientist, 61(7), 647-652. doi:10.1177/0002764217717567
Information profession has been transformed over the last twenty years following new trends with a drastic shift in the ways people receive and communicate information. It brought new insights together with some issues that information professionals try to overcome. One of such issues is misinformation in social media.
What is misinformation
Zeng and Babwah Brennen (2023) conducted a literature review looking at the definition of misinformations. Despite a variety of definitions, many scholars agree about its falsity and inaccuracy when defining misinformation as well as the lack of intention in spreading false information. This means that people who spread misinformation do not have an intent to impact someone’s views in a negative way or change someone else’s attitudes towards something.
Research into misinformation attracted huge attention with the spread of Internet technologies and online communication. Omoregie and Ryall (2023) shared a concern that online content can be created and consumed in real time without much control since the web was originally intended to be an open platform. However, it is claimed that certain features of social media platforms facilitate misinformation (Zeng & Babwah Brennen, 2023). For example “like” and “share” features that create engagement and promote spreading of information further. This brings another concern about social media, such as its ability to affect behaviour of users and their attitudes by forming misleading beliefs, which might be harmful for their well being (Southwell et al., 2018).
How people consume and share information online
Discussing social media and misinformation, Alfred Hermida (2019) points out that when using social media, people pursue the purpose of expressing their identity and showing who they are. The majority of discussions made by people on social media are based on their self identity and what they care about. People share information to build good social connections by entertaining others. When they post something, they do not check whether the information is true or false, they think of what impression this information will make on other people. When identifying information as true or false, people rely largely on their lived experiences. Emotions and empathy are the other two components that contribute to the perception of information people encounter online. People will believe something that they can connect to in what they read and what they feel about it based on their own experience regardless of the evidence proving the information to be fake. Another thing that increases the spread of misinformation is that gossip, in general, is identified as a driver of social interactions (Anggraeni, 2019). Gossiping helps people create closer and more intimate connections as it creates a feeling of thrust between the participants.
Del Vicario et al.(2016) investigated users’ behaviour online and models of spreading misinformation and concluded that users usually gather in communities based on their interests which leads to confirmation bias and reinforcement of fake information.
According to Griefender et al. (2020), people take it for granted that those who share information have a goal of informing others, thus they consider this information truthful and unbiased by default, so people believe everything they read online unless they have a clear reason to be suspicious.
Impact of misinformation
According to a survey conducted by Statista (2024) in terms of the evolution of digital public spaces in the future, the majority of experts (70%) agreed that digital spaces are developing in ways that are positive and negative at the same time. On the positive side, we get more opportunities to collaborate with other people and learn new things, on the negative side there is misinformation in social media (Ahmadi, 2022).
Looking at the impact of misinformation on various aspects of our lives, we can highlight such fields as politics, education and healthcare. One vivid example of such an impact was the “fake news crisis” of 2016, when the amount of fake news in Facebook was higher than truthful news regarding the elections of the US president of that year (Rogers, 2023). Looking at the examples from the healthcare sector, the topic with the heist range of misinformation posted online was Caronavirus in 2020 (Statista, 2024), which created a lot of stress and anxiety.
Finally, in regards to education, the new information environment has changed the way people learn, while having access to endless streams of information and being able to interact with it in social media (Parker et al. 2023).
Implications to Teacher Librarians through Social Media Information Literacy – 200
With the spread of digital information, teacher librarians focus a lot on information literacy and digital citizenship to make sure students know how to behave online, protect their personal information, search for valuable resources and cite them properly. Now, when we look at statistics on the most popular online activities (Statista, 2021), it becomes clear that using social media outweighs working or studying. Thus, teacher librarians should focus on developing social media literacy as well. In my opinion, the biggest problem is not the number of people who create misinformation at the first instance, but the number of users who repost and share misinformation without checking it. People need to develop skills to critically evaluate the information they face in social media.
Shu et al. studied how the awareness of the three main features of fake news help people identify misinformation online. They also provided a list of abilities internet users need to obtain in order to become social media information literate:
Figure 1. Definition of social media information literacy (Shu et al. 2020).
Figure 1 shows interesting connections between the abilities and reinforces the need to evaluate and re-evaluate information. The researchers concluded that users who are able to differentiate news headlines with the text can also identify elements that are faked, including satirical elements.
Future developments hold a lot of new possibilities as well as challenges, thus, information professionals need to constantly learn about new technologies to stay up to date and become the leaders of positive change.
Anggraeni, A. (2019). Factors Influencing gossiping behaviour in social chatting platforms. In I. Chiluwa & S. Samoilenko (Eds.), Handbook of research on deception, fake news, and misinformation online (pp. 33-44). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-5225-8535-0.ch003
Definition of social media information literacy. Reprinted from Disinformation, misinformation, and fake news in social media: Emerging research challenges and opportunities (p. 217), by Shu, K., Wang, S., Lee, D., & Liu, H. (Eds.). 2020. Springer International Publishing.
Del Vicario, M., Bessi, A., Zollo, F., Petroni, F., Scala, A., Caldarelli, G., Stanley, H. E., & Quattrociocchi, W. (2016). The spreading of misinformation online. Proceedings of the National Academy of Sciences – PNAS, 113(3), 554–559. https://doi.org/10.1073/pnas.1517441113
Greifeneder, R., Jaffe, M., Newman, E., & Schwarz, N. (Eds.). (2020). The psychology of fake news: Accepting, sharing, and correcting misinformation (1st ed.). Routledge. https://doi-org.ezproxy.csu.edu.au/10.4324/9780429295379
Hermida, A. (Academic). (2019). Alfred Hermida discusses social networks and misinformation [Video]. Sage Research Methods. https://doi.org/10.4135/9781526492210
Omoregie, U., & Ryall, K. (2023). Misinformation matters : Online content and quality analysis (1st edition). CRC Press. https://doi.org/10.1201/9781003308348
Parker, L., Liu, H., Smith, K. (2023). Pedagogical implications of the new information environment. In L. Parker (eds), Education in the age of misinformation. Palgrave Macmillan, Cham.
Rogers, R. (2023). The propagation of misinformation in social media: A cross-platform analysis. Amsterdam University Press. https://doi.org/10.5117/9789463720762
Shu, K., Wang, S., Lee, D., & Liu, H. (Eds.). (2020). Disinformation, misinformation, and fake news in social media emerging research: Challenges and opportunities (1st ed.). Springer International Publishing. https://doi.org/10.1007/978-3-030-42699-6
Southwell, B. G., Thorson, E. A., & Sheble, L. (Eds.). (2018). Misinformation and mass audiences. University of Texas Press.
The rapid spread of the Internet and the development of Web 2.0 lead to flourishing of the user generated content. Social media became something libraries cannot ignore any more as it is where they can reach the majority of users. A sound Social Media Policy is a key to successful social media management in organisations. Here are some suggestions to keep in mind when developing a Social Media Policy for library workers:
Libraries should have a clear strategy on the content of posts they share online to make sure the information is relevant and appropriate. There should be a dedicated person responsible for Social Media, who knows the values of the organisation and purpose of social media presence.
Libraries are advised to have a proactive approach to risk management in case of user misconduct or complaints (Juneström, 2019). The person responsible for Social Media management should be aware of the steps to be taken in case of any emerging issues by following the crisis response protocol. The policy should focus on prevention of any issues by encouraging well thought posts without ambiguous meaning.
Personal use of social media should be addressed in the policy. Social Media became an inseparable part of everybody’s life and sometimes it is easy for workers to be carried away by their personal online interactions. Setting clear boundaries in the policy will help the library staff to be on track with their day to day operations.
Since the policy includes guidelines and expectations regarding Social Media use, the Social Media Working Group should consider including the consequences for breaching the policy to be aware of.
Security protocols should be considered to avoid any possible security risks, such as hacking or disclosure of confidential information. This could include recommending a trusted software to be used, or the frequency of password updates (James, n.d.). The policy should determine who has the access to the company social media sites and provide a schedule for using them.
Having a clear vision on what should be covered in the Social Media Policy will ensure smoothless social media interactions protecting the library and its workers from any negative experiences.
