Part A: Statement of Personal Philosophy

 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. 

References

American Library Association. (2017). Library Bill of Rights. https://www.ala.org/advocacy/intfreedom/librarybill

Australian Library and Information Association (ALIA) (2004). Standards for Professional Excellence for Teacher Librarians.  https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Australian School Library Association (ASLA). (2016, October). Evidence guide for teacher librarians in the proficient career stage: Australian professional standards for teachers. ASLA. https://asla.org.au/resources/Documents/Website%20Documents/evidence_guide_prof.pdf

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

FOSIL Group. (n.d.). FOSIL cycle. FOSIL. https://fosil.org.uk/fosil-cycle/

International Baccalaureate Organization (IBO) (n.d.). Ideal libraries: The guide for schools. International Baccalaureate.https://resources.ibo.org/ib/resource/11162-47982?lang=en

Kazakhstan International School. (2021). Kazakhstan International School Library Collection Development, Challenge, and Reconsideration Policy.

Knox, E. J. M. (2020). Books, censorship, and anti-intellectualism in schools. Phi Delta Kappan, 101(7), 28-32. https://doi-org.ezproxy.csu.edu.au/10.1177/0031721720917526

Lanning, S., & Gerrity, C. (2022). Concise guide to information literacy (Third edition.). ABC-CLIO, LLC.

Mackay, H., Maples, W., & Reynolds, P. (2003). Investigating information society. Taylor & Francis Group.

Miller, D. (2014). Reading in the wild: The book whisperer’s keys to cultivating lifelong reading habits. Jossey-Bass.

Omoregie, U., & Ryall, K. (2023). Misinformation matters : Online content and quality analysis (1st edition). CRC Press. https://doi.org/10.1201/9781003308348

Ray, M. (2016). Changing the conversation about librarians [Video file]. YouTube. https://www.youtube.com/watch?v=IniFUB7worY&t=3s

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