Professional Reflective Portfolio

Part A

Personal Philosophy

Teacher librarians are passionate, innovative educators with the overarching goals of equity and access of information. Teacher librarians reflect an educational philosophy that reinforces the vision of the school and community, through the provision of engaging and authentic learning experiences where students are supported to become creative, critical and transliterate lifelong learners. They immerse students in an information and literacy rich environment, building connections and providing the skills and scaffolds for 21st century learning. Teacher librarians are transformational and instructional leaders in their workplace, guiding from the middle, to collaborate and empower colleagues in best practice, whilst curating relevant, accurate and high-quality resources for teaching and learning. They provide a supportive, respectful and inclusive space – the heart of the school – displaying empathy and care for the diverse needs of the school community.

Figure 1: School Library Association of Victoria. (2018). What a school library can do for you [Interactive resource].

Part B

The reflective nature of the subjects within this course has ensured that I am continually examining the current teaching and learning context and identifying and integrating information into my goal setting for future practice. Notable areas of self-development included collection metadata elements; information and search strategies; censorship and ethics; accessing, analysing and evaluating evidence-based literature; and a tremendous amount of referencing.

Figure 2: @r/memes. (2019, May 6). Cite your sources fellas [Digital image]. Reddit.

Pleasingly, there were clear links between the learning in each subject, reflecting the role of the teacher librarian (TL) and the pedagogical landscape we are in. These connections emphasised the inclusive aim of the school library, which can be seen throughout the three themes of The Information Environment, Resourcing the Library and The Role of the TL.

The Information Environment

The dynamic information and digital landscape have been at the forefront of our learning throughout the course, providing pedagogical context for trends, teaching and learning strategies, and strategic decision-making. Early, in subject ETL401: Introduction to Teacher Librarianship, I learnt about the evolution of libraries, technology integration, the information environment, and how society influences our learning experiences (Holland, 2022g). The nature of information, with the volume, availability and access across multiple platforms and formats, is a complex concept for navigation. Thus, being information literate is a powerful tool to possess. Information literacy recognises the role of critical thinking and the study of information for effective communication and lifelong learning (United Nations Educational, Scientific and Cultural Organisation, 2023).

Prominent learning revolved around information literacy and information seeking models as a guide to implementing inquiry learning in schools. In ETL401 I researched both information literacy and information fluency- defining, analysing and comparing the terms. I discovered through professional literature that information fluency encompasses and builds on information literacy, digital literacy and critical thinking, to develop deeper understandings and capabilities across learning areas and platforms (New South Wales [NSW] Department of Education, 2021, p. 4). Also of note was the Information Fluency Framework (IFF) (NSW Department of Education, 2022), formed to provide TLs accountability, consistency in learning approaches, and demonstration of their expertise in today’s information environment (Wall, 2022, p. 16). The IFF guides pedagogy through information progressions linked to the Australian Curriculum’s General Capabilities and the NSW Curriculum.

The General Capabilities support learners in developing 21^st century skills (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010 to present) and are referenced and reflected through inquiry learning, for example, through project-based learning or guided inquiry. At the foundation of inquiry learning is the active construction of knowledge through autonomous, constructivist learning, where students think critically, be informed, take responsibility, and become active citizens (Gazibara, 2018, para. 3). Effective TLs enhance student learning through embedding innovation, technologies and information processes with collegial collaborative partnerships, thus supporting metacognition and the transference of skills across the curriculum (Herring & Bush, 2011, pp. 123-124). In my post on information literacy, I raised several challenges for the TL in integrating the collaborative approach to inquiry instruction within schools, for example, staffing, timetabling and misconceptions of the TL’s role (Holland, 2022e).

Figure 3: MacKenzie. T. & Bathurst-Hunt, R. (2019, March 18). Teacher librarian: Your inquiry superhero [Digital image]. Canadian School Libraries Journal.

In the 21^st century, learners must be able to transform information into knowledge. The Data-Knowledge Continuum (Ackoff, 1989) emphasises the idea of advancing student understanding to a higher echelon, leading to wisdom over the attainment of mere facts. This wisdom level of knowledge symbolises using information for critical judgements and informed decision making. Information and digital literacies are essential skills for students in this information landscape. Assisting our students to critically analyse and apply these skills is imperative for success in school and throughout life. Combining this new knowledge of the continuum with my prior understandings on cognitive student learning, for example Bloom’s Taxonomy (Bloom et. al., 1956), has enhanced my program design and teaching strategies. Furthermore, this understanding of student learning and cognitive skills has evolved to incorporate additional digital applications, including Bloom’s Digital Taxonomy (Churches, 2008), for evaluating the complexity, purpose and authenticity of technology integration into classrooms.

Figure 4: Common Sense Education. (2016, July 13). What is Bloom’s Digital Taxonomy? [Online video]. YouTube.

Overall, learning about the information environment and information literacy has transformed my pedagogy. I now look to how I can support the development of transliteracy skills for students, for their transference of capabilities across a range of contexts and formats. Since ETL401, I explicitly teach the information literacy process, and plan, implement and assess my HASS and Science units at school using Guided Inquiry learning frameworks.

Figure 5: Holland, J. (2022, June 16). Year 6 GID inquiry program [Digital file]. Adobe PDF.

Additionally, I have incorporated the teaching of media literacy and the critical evaluation of information into my programming, reflecting the General Capabilities of digital literacy, ethical understanding, critical and creative thinking, and literacy (ACARA, 2010 to present). Further to this, I aim to go deeper into digital citizenship with our students, examining intellectual property, plagiarism and cybersafe practices, to build their capacity to be responsible digital citizens and information users. To do this I will utilise specialised programs like Common Sense Education, agencies such as eSafety and their resources, organisations like News Literacy Project, and mentor TLs for support and any questions. My blog reflection of the subject surmised the information environment, information literacy models and processes, and the benefits of collaboration (Holland, 2022c).

Resourcing the Library

Another area of notable learning that has been applicable throughout the course was effectively resourcing the library to support teaching and learning. In the information environment, library collections have transformed, with the aim to provide balanced, hybrid resources that respond to the range of formats on offer (Holland, 2022d, para. 1 & 3). The hybrid collection contains a range of print and digital mediums. This integration extends the learning environment, creating opportunities for wide reading and providing continued access to digital information, which influences teaching approaches and supports student learning styles (Newsum, 2016, p. 98). Building and maintaining these dynamic library collections, with free access to diverse information and inclusive service provision, are core components of the library and information professional’s role (Australian Library and Information Association (ALIA), 2021, p. 8). The collection is a reflection of the community it serves, with active community engagement, supporting the vision of the school, and catering for the needs and interests of the students, staff and caregivers, all vital components for responsive, quality school libraries (Holland, 2022f).

TLs curate diverse, equitable and inclusive physical and digital resources, to foster and encourage reading for pleasure and drive learning through the Australian Curriculum. This collection development and management involves consideration and analysis of learner needs, the environment, curriculum, and teaching resourcing requirements (Newsum, 2016, p. 98). During ETL503: Resourcing the Curriculum, I provided insight into assessing and understanding the information needs of the school community through collection and curriculum mapping (Holland, 2022a). Applying this learning in my school context is an area I wish to examine further in the near future. By creating a collection map of our library, I will gain deeper insights into our current collection of physical and digital resources. This is particularly necessary as we are near completion of our redevelopment. Additionally, as the library is a relatively small space that is also a thoroughfare to the classrooms, maintaining a concise, relevant and engaging collection is imperative. An interest area for collection management is completing a diversity audit, to ensure a range of voices are presented in our collection. This focus area stems from our studies during ETL402: Literature Across the Curriculum, where I analysed multicultural perspectives through sophisticated picture books (Holland, 2023b). To be global citizens and 21st century learners, students need to develop multifaceted perspectives on social issues. (Lafferty, 2014, p. 208). A diverse and inclusive school library collection is a key source for nurturing empathy, compassion and respect, promoting authentic connections for developing understanding and acceptance of perspectives and differences.

Figure 6: Surkont, M. (2023). This is a good metaphor… [Digital image]. LinkedIn. Note. Original edit @brooke_bking.

Building on the digital image above, I would add the phrase: ‘Accessibility is getting a book in the format that supports your needs’. During my work experience placement at ACT Libraries I was impressed by the public information sector’s aim to provide a balanced, inclusive range of texts (Holland, 2024g, para. 9). Following this example, I endeavour to add to our school library collection various accessibility formats of print resources. These include dyslexia-friendly print, large fonts texts, as well as updating and extending our bilingual collection.

As a primary school educator, I am passionate about children’s literature and promoting a culture of reading through our library collection. In a past blog post, I contemplated trends in children’s literature, including graphic novels, social satire and visual design formats (Holland, 2023a). Recently I attended the panel discussion at Goulburn Mulwaree Library’s Book Fest 2024, where the audience heard directly from some of Australia’s most prominent writers spanning multiple genres- about their drive, writing process, research for their books, and views on Australia’s literature climate (Goulburn Mulwaree Library, 2024). After the event, I was fortunate to meet with Mem Fox personally, where I asked her about her quote in a recent news article:

“We, as adults, are so desperate to give kids messages, but the purpose of children’s books is to entertain and soothe — it’s comfort.” (Reich, 2024, para. 36-37).

Mem clarified that too often authors feel they need to include a message and impart a lesson to the readers. She explained that successful authors like herself, Julia Donaldson and Lynley Dodd use perfect syllabic structure in their books and that children preferred “Rhythm, rhyme and repetition” in their stories (M. Fox, personal communication, September 13, 2024). Personally, I hold the opinion somewhere in the middle– that picture books can be effective and enjoyable, connecting readers with characters and their journeys, while reinforcing deeper concepts. In any case, in the words of a Kindergarten student at my school: “More, more, more books!”.

Figure 7: Anonymous Kinder Student. (n.d.). Personal note from student [Screenshot]. Personal Communication.

The Role of the Teacher Librarian

The role of the TL was a fundamental concept explored throughout each subject of the course. This placed the emphasis on us and how we could influence, shape and support our learners in their educational journey. In ETL401, this role explored the dual qualifications of TLs and how the TL must embrace the multi-faceted aspects of their roles that of curriculum leaders, information specialists and information managers (Herring, 2007, pp. 30-31). TLs collaborate with colleagues to promote literacy outcomes and instil a love of reading; to scaffold and teach information literacy and inquiry learning, critical analysis, and effective information access and use; in addition to managing the library collection, evaluating student and curriculum needs, and responsive servicing of the community. Beginning with my emergent understanding of the role of the TL and consideration of my own context at the start of my studies I have developed a deeper appreciation of the juggle of a multitude of tasks that TLs undertake daily (Holland 2022b). The value and diverse scope of the role is evident in the content analysis of the 40 job descriptions of a TL, in the study by Merga (2020, pp. 894-901).

Figure 8: TeachThought. (2024). A diagram of 21st century pedagogy [Digital image].

Towards the end of the course, I undertook ETL504: Teacher Librarian as Leader. This subject grew my understanding of the role of the TL exponentially. The term ‘leading from the middle’ became part of our discourse, explaining the position and role of the expert TL and their skillsets, influence, leadership and values within a school setting (Holland, 2024e). A valuable task was the analysis of our school contexts, to create a concept map of the leadership structure, placing the TL in the middle of the hierarchical diagram. My initial chart was simplistic- representing our school teams and allocating leadership styles using colour coding (Holland, 2024d):

Figure 9: Holland, J. (2024, March 20). Leadership hierarchy model [Flowchart image]. Microsoft Word.

This basic image was extended to include external and internal influences, TL leadership tasks and included the overall goal of improving student outcomes and supporting wellbeing. This leadership hierarchy chart proved more difficult to design but showed my deeper understanding of leadership and how the TL is perfectly positioned to impact learning and change (Holland, 2024b, para. 1). Employing a combination of leadership styles may be necessary for successful leadership, as we adjust communication styles and methods to suit the audience, setting, situation and goal (Bender, 2005, p. 19).

Figure 10: Holland, J. (2024, April 5). Hawker leadership hierarchy [Flowchart image]. Microsoft Visio.

The TL must future proof the library by building its profile and advocating for their role within the school and wider community. Of particular interest was observing how Libraries ACT uses digital technologies and social media to build their engagement and promote resources and services. Evident has been the employment of social media and pop-culture trends to market the library for greater community impact. The adoption of social media and marketing tools ensures connections are created between the library and the community, facilitating active contributions and links (Joo et al., 2018, pp. 940-941).

Figure 11: Libraries ACT. (2024, August 23). If celebrities dressed up as Children’s Book Week [Screenshot]. Facebook.

This is an area I aim to harness with the school library, as the creation of an online presence will bolster advocacy and increase community interaction (Gosling et al., 2009, pp. 846, 854). Perception and support are key to the library role and can directly influence the culture and environment, staffing and budgeting.

Figure 12: Anonymous. (2024, August 22). Personal email of thanks [Screenshot]. Personal Communication.

Figure 13&14: Travers, M. (n.d.) Personal notes of thanks from school Principal [Screenshots]. Personal Communication.

Looking forward, after applying for an ACT Directorate funded teacher librarianship position earlier this year, we recently received news that our school was successful (Holland, 2024b, para. 4 & 6). This is a significant boost for our library, school and community, resulting in my role evolving from a release teaching arrangement to an instructional leader and collaborator, working alongside staff and supporting students in their literature passions, information fluency and critical digital literacy skills– the ideal promoted from our readings, modules and professional literature over the past two years of teacher librarianship learning.

Figure 15: Berry, Y. (2024, July 8). School email of successful application [Screenshot]. Personal Communication.

Part C

Professional Development and Future Foci

From my first foray into blog writing over two years ago with my welcome post, I ruminated on my teaching journey into the library, motivational daily dealings, and undertaking this course for growth and development (Holland, 2022h). From my initial commentaries to one of my final posts on professional goals, self-reflection and analysis, my understanding of the knowledge, skills and attributes of a teacher librarian has evolved and advanced immensely (Holland, 2024a). This deepening of learning and reflection has been aided by the statement of professional standards for teacher librarians, on the values and excellence in practice for achieving optimal student outcomes (ALIA, 2004).

Professional Knowledge

This course has contributed to my professional knowledge of learning and teaching across the curriculum. Content modules and assessments ensured I thoroughly explored the Australian Curriculum and its achievement standards for educational pedagogy, embracing and connecting information literacy, literature and the importance of reading (1.3, ALIA, 2004). Most notably, analysis of the General Capabilities have highlighted their imperative links to the development of 21^st century skills for learners, for which I am implementing relevant elements into my programming.

Figure 16: Holland, J. (2024, February 27). HASS planning document [Screenshot]. Google Docs.

Additionally, participating in the online study visits directly emphasised the knowledge, skills and attributes that information professionals valued in future colleagues (Holland, 2024f). Specifically, common traits stated for professional excellence in the LIS sector included being passionate, possessing analytical skills, and building information and technological knowledge, for transference to library management and information use (1.4, ALIA, 2004).

Professional Practice

The evaluation of library resources is an area I currently implement systematically through the Library Management System (LMS) data. Collection and use studies of circulation, resource collections and user subsets are applied to data, to inform collection development and maintenance around acquisitions, deselection, book promotions, and teaching and learning programs (2.4, ALIA, 2004). An area of development in my library management is ensuring resource metadata is accurate and reflects the school’s context (2.3, ALIA, 2004). Cataloguing using consistent, suitable and appropriate collection metadata will assist the evaluation of resources and identification of incomplete or incorrect bibliographic records. In a reflective blog post, I discussed the future application of resource description and cataloguing in our school library, including using resource collections, tags, notes, subject headings, and developing a user-friendly LMS interface (Holland, 2023c, para. 9 & 11).

Professional Commitment

For continued lifelong learning, I aim to conduct formal research within my school community (3.1, ALIA, 2004). This will allow the gathering and review of information based on our school context, with a focus on qualitative methods that incorporate user perspectives. The results will inform future professional practice, library policy development, resourcing, and the provision of dynamic services. Further detail into this aspiration and my learning on formal research for decision making and strategic planning is outlined in a post for ETL567: Research in Practice (Holland, 2024c).

Figure 17: Holland, J. (2024, September 7). Your Hawker library – opinion board [Digital image]. Canva.

In my future role as teacher librarian, I hold a commitment to active participation in wider professional communities (3.4, ALIA, 2004). Locally, a valuable step will be to support and actively contribute to the ACT library network through termly meetings and email database. Beneficial to my professional development will be the continued membership to library and information service networks, such as ALIA and School Libraries in Victoria (SLAV), for maintaining knowledge on relevant, contemporary resources and professional learning events. Additionally, I aspire to join the advocacy and promotion of Schools Need School Libraries, by regularly sharing evidence-based research and information with our school community through the school’s social media and news avenues.

A Last Note

A message about the power of reading: “We all need these skills to defend, to preserve our own minds.”

Figure 18: Millutin, L. (2015, November 12). Detachment – a powerful lesson from Henry Barthes [Online video]. YouTube.

References

Australian Curriculum, Assessment and Reporting Authority. (2010 to present). General capabilities (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/downloads/general-capabilities

Reich, H. (2024, Mazy 25). Where is the green sheep? is 20 years old but to writer Mem Fox and illustrator Judy Horacek it still feels as fresh as ever. ABC News. https://www.abc.net.au/news/2024-05-25/where-is-the-green-sheep-mem-fox-judy-horacek/103885208?utm_source=abc_news_web&utm_medium=content_shared&utm_campaign=abc_news_web

Ackoff, R. L. (1989). From data to wisdom. Journal of Applied Systems Analysis, 16(39).

Australian Library and Information Association. (2021). Standards and guidelines for Australian public libraries. APLA-ALIA. https://read.alia.org.au/apla-alia-standards-and-guidelines-australian-public-libraries-may-2021

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

Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues and administrators. Nomad Press.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Vol. Handbook I: Cognitive domain. New York: David McKay Company.

Churches, Andrew. (2008). Bloom’s Digital Taxonomy. https://www.researchgate.net/publication/228381038_Bloom’s_Digital_Taxonomy

Gazibara, S. (2018). Constructivist active learning environments from the students’ perspective. 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2018, 18 (3.4), 183-190. https://doi.org/10.5593/sgemsocial2018/3.4/S13.023

Gosling, M., Harper, G., & McLean, M. (2009). Public library 2.0: Some Australian experiences. Electronic Library, 27(5), 846–855. https://doi.org/10.1108/02640470910998560

Goulburn Mulwaree Library. (2024, September 13-14). Panel discussion chaired by Tim Ayliffe [Event presentation]. Book Fest 2024, Goulburn, NSW, Australia.

Herring, J., & Bush, S. J. (2011). Information literacy and transfer in schools: Implications for teacher librarians. Australian Library Journal, 60(2), 123-132.

Herring J. (2007). Teacher librarians and the school library. In Ferguson S. J. (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27–42). Chandos Publishing.

Holland, J. [Jennifer.Holland] (2024a, April 26). Delving deeply into self-reflection and analysis mode. Jennifer’s reflections ‘through the looking glass’.

Delving deeply into self-reflection and analysis mode

Holland, J. [Jennifer.Holland] (2024b, June 13). ETL504: Leadership and strategic planning reflection. Jennifer’s reflections ‘through the looking glass’.

ETL504: Leadership and Strategic Planning Reflection

Holland, J. [Jennifer.Holland] (2024c, June 13). ETL567 – Reflection of formal research learning. Jennifer’s reflections ‘through the looking glass’.

ETL567 – Reflection of Formal Research learning

Holland, J. [Jennifer.Holland] (2024d, March 26). Example hierarchical diagram. Jennifer’s reflections ‘through the looking glass’.

Example Hierarchical Diagram

Holland, J. [Jennifer.Holland] (2024e, March 26). Leading from the middle. Jennifer’s reflections ‘through the looking glass’.

Leading from the middle

Holland, J. [Jennifer.Holland] (2024f, May 21). Online study visits. Jennifer’s reflections ‘through the looking glass’.

Online Study Visits

Holland, J. [Jennifer.Holland] (2024g, September 9). Professional placement report. Jennifer’s reflections ‘through the looking glass’.

Professional Placement Report

Holland, J. [Jennifer.Holland] (2023a, January 7). Children’s literature. Jennifer’s reflections ‘through the looking glass’.

Children’s Literature

Holland, J. [Jennifer.Holland] (2023b, January 18). ETL402 assessment 2: Reflective practice. Jennifer’s reflections ‘through the looking glass’.

ETL402 Assessment 2: Reflective Practice

Holland, J. [Jennifer.Holland] (2023c, July 20). ETL505 – Reflection of description resourcing and analysis learning. Jennifer’s reflections ‘through the looking glass’.

ETL505 – Reflection of Descriptive Resourcing and Analysis learning

Holland, J. [Jennifer.Holland] (2022a, October 5). Acquisitions and evaluation of resources. Jennifer’s reflections ‘through the looking glass’.

Acquisitions and evaluation of resources

Holland, J. [Jennifer.Holland] (2022b, May 23). ETL401 assessment 1: The role of the teacher librarian. Jennifer’s reflections ‘through the looking glass’.

ETL401 Assessment 1: The role of the Teacher Librarian

Holland, J. [Jennifer.Holland] (2022c, May 23). ETL401 assessment 3: Information literacy plan and reflective practice. Jennifer’s reflections ‘through the looking glass’.

ETL401 Assessment 3: Information Literacy Plan & Reflective Practice

Holland, J. [Jennifer.Holland] (2022d, October 14). ETL503 assessment 2: Reflective practice. Jennifer’s reflections ‘through the looking glass’.

ETL 503 Assessment 2: Reflective Practice

Holland, J. [Jennifer.Holland] (2022e, May 1). Information literacy. Jennifer’s reflections ‘through the looking glass’.

Information Literacy

Holland, J. [Jennifer.Holland] (2022f, October 2). Resource selection in the school library. Jennifer’s reflections ‘through the looking glass’.

Resource selection in the school library

Holland, J. [Jennifer.Holland] (2022g, March 13). The information environment. Jennifer’s reflections ‘through the looking glass’.

The Information Environment

Holland, J. [Jennifer.Holland] (2022h, March 13). Welcome. Jennifer’s reflections ‘through the looking glass’.

Welcome

Joo, S., Choi, N., & Baek, T. H. (2018). Library marketing via social media: The relationships between Facebook content and user engagement in public libraries. Online Information Review, 42(6), 940-955. https://doi.org/10.1108/OIR-10-2017-0288

Lafferty, K. E. (2014). “What are you reading?”: How school libraries can promote racial diversity in multicultural literature. Multicultural Perspectives, 16(4), 203-209.

Merga, M. (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

New South Wales Department of Education (2022). The Information Process (Version 1.1). https://education.nsw.gov.au/teaching-and-learning/curriculum/school-libraries-new/teaching-and-learning

New South Wales Department of Education (2021). Information fluency framework. https://education.nsw.gov.au/content/dam/main-education/ teaching-and-learning/curriculum/ media/documents/ Information_fluency_framework.pdf

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109.

United Nations Educational, Scientific and Cultural Organisation. (2023). Information Literacy. https://www.unesco.org/en/ifap/information-literacy

Wall, J. (2022). Information fluency: A framework for teacher Librarians as expert practitioners. Access, 36(1), 15-23.

Professional Placement Report

About the placement organisation

Libraries ACT consists of nine branches across the ACT, in addition to the specialist ACT Heritage Library. Libraries ACT aims to provide a high level of service within its branches to the approximately two million visitors each year, through respectful and efficient staff, and the provision of inclusive and diverse resources and programs, all within accessible and inviting spaces (Libraries ACT, n.d.). The Customer Service Charter outlines Libraries ACT’s vision, purpose and values for servicing the community. Of the nine branches within ACT, three are joint use libraries, that is, they share part of their space with an ACT College (year 11 and 12 students).

There are over 2.5 million physical collection items, ranging from fiction and non-fiction books, serials, large print texts, dyslexia friendly resources, DVDs, CDs, and audio books. Libraries ACT also holds a large range of digital resources that cater for all demographics and learning requirements. This includes eBooks, eAudiobooks and eMagazines; Kids eResources; language learning apps; research, history and ancestry; and film and music resources. Libraries ACT has a designated courier who transports the reservations and inter-branch loans daily between the branches, as well as caters for the home library service. The meeting rooms, computers, photocopier, printer and scanner are highly utilised by patrons of all ages, and the self-checkout machines are efficient, intuitive and easy to use.

Libraries ACT cater for and promote services to a large range of patron demographics. For the older generation, several programs have been initiated with differing success. One is a digital literacy program, which evolved to 1:1 sessions due to use and accessibility. Another program is regular Book Clubs. At three branches there is a partnership with academics as part of a research project to provide a social connection building and wellness program based on fitness. Additionally, Libraries ACT provides a Home Delivery Service for patrons with health or age-related conditions or impairments. This is a customised service in which large print texts and audio books are popular choices. During COVID restrictions, a Mystery Box delivery service was created where librarians choose a range of texts for patrons, reflecting broad genres or age relevancy. This has been continued due to interest and high usage. (J. Beer, July 9, 2024).

Children are well catered for through Libraries ACT. The physical items are diverse and plentiful, including board books, easy junior fiction and non-fiction, junior fiction and non-fiction, junior graphic novels, and DVDs, CDs and audio books. The regular Giggle and Wiggle (0–2-years-old), Storytime (2-5-years old), and weekly Bilingual Storytime programs, are renowned, with a large attendance at each session. Additionally, there are thematic programs and events run throughout the school holidays.

More specifically, observations made at the Gungahlin Branch ranged from general browsing, borrowing and reservations; serials, daily newspapers and magazines perusal; patrons utilising the free computer Wi-Fi, printing, scanning and photocopying resources; regular baby and toddler stories, songs and craft, including bilingual Storytime; holiday programs for children including movies, Lego or library scavenger hunts; to the provision of a warm space for meetings or hobbies, such as sewing, music or language groups.

Holland, J. (2024, July 13). *Gungahlin library branch self check out* [Photograph].

Theory into practice

During my professional experience placement at Libraries ACT, there were several key links to the learning content throughout the Master of Education (Teacher Librarianship) course. In particular, the subject ETL503 Resourcing the Curriculum, was critical in placing my learning into practical context. Even though this subject revolved around the school library, the content was still applicable to the public library setting. This was evident in my learning about the changing needs of libraries, collection development, and providing balanced, hybrid collections. Global factors and trends driving and shaping the future of the library and information sector are outlined in the International Federation of Library Associations and Institutions (IFLA) Trend Report (IFLA, 2023), which are relevant to public and school libraries.

At Libraries ACT there is a Collections Team who select, acquire and manage the collections across all branches. I was fortunate to have a meeting with a Collections Librarian, Mel Couper. From this meeting I was able to address several of my professional goals in more detail, specifically around acquisitions, accessibility and digital resourcing.

Libraries ACT aims to provide and maintain a contemporary, inclusive and balanced collection (Libraries ACT, 2024; Libraries ACT, n.d.). Responding to the needs of the community is paramount, and the Collaborative Access Environment is a framework for implementing a learner-centred model of collection development (Hughes-Hassell & Mancall, 2005). This model outlines the dynamic process of collection policies, budgeting, selection, and understanding of resources, contexts, partnerships and demographics (Hughes-Hassell & Mancall, 2004, p.14). The Libraries ACT Collection Development Policy (CPD) covers topics for consideration and reference, including selection, formats, donations and more. It is a working document currently under review, however the selection principals and guidelines are accessible for perusal. From my meeting with the Collections Librarian, I learnt that the budget is set by the ACT Government and covers all branches. Branches then divide the budget into the different collections for focus. If money is overspent in one collection area, staff can apply to obtain additional funds, or alternatively, contracts are multi-year, therefore money may be taken out of the next year’s budget (M. Couper, July 22, 2024).

To ensure the Collection Team purchases texts that reflect the patrons’ interests, they employ several selection aids such as book review sites and patron driven acquisitions. The main collections within the branches employ a profile system for each individual collection, allowing information to be gathered on what the community wants and how many copies are required from standing orders. For smaller collections, such as the accessibility large print or dyslexia friendly texts, the Collections Team contact outreach personnel to determine needs. For example, recently Vision Australia provided the team with statistics of readers who use braille in the ACT and their preference for audio books or other methods. For patron driven suggestions, the community is encouraged to refer to the selection principals and guidelines, and the Collections Team uses the CDP to inform possible acquisitions.

Libraries ACT maintains a balanced, hybrid collection to promote accessible and diverse resources in a variety of resource types, formats and containers. For popular physical resources, the library adopts a 1:8 ratio, that is, one copy per eight reservations. There is also a Hot Pick collection for in demand books and series at each branch, with a short one-week only loan period and no reservations. To ensure equity of access and to reflect the rapid growth of the digital environment, Libraires ACT have implemented a large digital literature and resource collection (see section one). These are mainly subscription-based services including BorrowBox and OverDrive. Resources within these platforms are generally access-based subscription, for example, OverDrive has multiple access titles which are negotiated with publishers. With the increasing amounts of digital content, libraries are developing workflow models for managing digital resources (Johnson, 2013, p. 19). At Libraries ACT, a Subscriptions Officer manages the digital collection, the user interface layout, and digital features, as well as print serials such as magazines and newspapers.

On a final note, sustainability during the deselection and weeding process is currently being considered. There are systematic deselection methods in place that reflect the age of resources and circulation and usage data (for example, publication date over 10 years or not borrowed in the last 2 years). Additionally, spot weeding is managed within individual branches of damaged resources. From discussions with library staff, I was informed that it was more cost effective to buy new copies rather than the time and resourcing for repairing damaged items. However, policies around weeding are being reviewed, as there is a possibility that too many books are being deselected with only slight damage, and consideration needs to be placed on sustainability and the disposal of the large volume of weeded resources (M. Couper, July 19, 2024). As the emphasis on our environmental footprint has strengthened, multiple avenues for recycling, repurposing for artwork or displays, or rehoming deselected books have risen (Connell, 2010, p. 4). Unfortunately, within the public sector, this has been observed to be an area filled with policies and restrictions.

Holland, J. (2024, July 13). *Gungahlin library computer terminals* [Photograph].

Critical reflection

Over the course of the two weeks at Libraries ACT, I was fortunate to be actively involved in a multitude of activities, programs and further learning opportunities. I was able to observe and conduct daily tasks, such as returns, reservations and customer services; plan and run a Storytime session; participate in Libraries ACT and Gungahlin Branch staff meetings; and have in-depth learning discussions with several staff, including Branch Manager, Jaz Beer, and Collections Librarian, Mel Couper. My supervisor, Jaz, was aware of my professional goals, which we regularly reflected on. Undertaking my professional learning experience in the school holidays was beneficial as a large spectrum of patrons visited the library and utilised the services (see section one).

I have found value in critically reflecting on this placement in the public library sector and comparing it to my experiences in a school setting. Through analysing and reflecting on numerous teaching and information professional standards, I identified several key elements for my future development (Holland, 2024). Of note, reflecting my career stage of being an experienced primary teacher of 17 years, with 8 years as a specialist library teacher, is 2.4 Evaluate student learning and library programs and services to inform professional practice and 3.3 Demonstrate leadership within school and professional communities (Australian Library and Information Association, 2004). I annotated how the public library constantly collected data to inform professional practice and the future provision of services. This included program attendance, circulation, and resource booking data, with all statistics input into the library management system, Spydus. This is an area I can continue to build on in the school library – reporting to executive and the community for advocacy and information. Additionally, as evident in my supervisor’s feedback, I showed leadership and duty of care, flagging a couple of texts that had been accessioned into junior easy fiction (junior picture books) when they contained more mature or sophisticated themes for an older audience. This was an interesting change process to note, as the branch would need to contact the Collection Team and wait for them to amend the resource metadata in the catalogue. This is on contrast to my position as the solo practitioner in my school library, where I possess the freedom and trust from executive to be the change agent and middle leader, to make any revisions I deem necessary for our school context.

Through this placement reflection, I have been able to connect prior knowledge of student learning styles, such as Gardner’s (1983) Multiple Intelligences (MI), to theories encompassing adult education. Through reflecting deeper on my Libraries ACT placement experience, I can further distinguish my learning style to be one of multimodal learning, incorporating a combination of textual learning and active kinaesthetic learning (VARK, 2024). I have been able to draw comparisons and parallels during my professional placement experience, to identify that I prefer to listen to information and instructions then summarise and create lists for action, and additionally, combine this with concrete kinaesthetic output, which is characteristic with learning from active participation in tasks. By applying Honey and Mumford’s model (Honey & Mumford, 1986, as cited in Bitesize Learning, n.d.), I am a reflector, learning by observations and collecting information, and a pragmatist, putting my methodical learning into real-world practice. This was evident in my mentor’s feedback, commending my initiative in recognising tasks to be undertaken and a willingness to complete them; and asking questions where necessary, to be able to achieve success. Adopting this style and a positive mindset when interacting with library patrons allowed me to converse easily with the community to assist them in their needs. Additionally, using a reflective manner when relating to colleagues was important, to acknowledge their professional knowledge and support their personal traits.

Overall, the professional placement was an extremely positive experience with Libraries ACT. I gained an in-depth and practical knowledge of the inner workings on a public library, the services and programs provided, demographic influences, as well as collection development and management. These experiences will be highly valuable for my own professional development as a teacher librarian. The professional contacts made during this placement will benefit my school context as I look to enhance our hybrid collection, the diversity of resources, the promotion of community outreach programs, and social media links.

Placement Review Meeting Record

References

Bitesize Learning. (n.d.). Honey & Mumford’s learning style explained. https://www.bitesizelearning.co.uk/resources/honey-mumford-learning-styles

Connell, V. (2010). Greening the library: Collection development decisions. The Journal of the New Members Roundtable, 1(1), 1-15.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Holland, J. [Jennifer.Holland] (April 26, 2024). Delving deeply into self-reflection and analysis mode. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/04/26/delving-deeply-into-self-reflection-and-analysis-mode/

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions.

International Federation of Library Associations and Institutions. (2023). IFLA trend report: Realising libraries’ potential as partners for development (Update 2023). https://trends.ifla.org/update-2023

Johnson, P. (2013). Developing and managing electronic collections: The essentials. American Library Association.

Libraries ACT. (2024). Libraries ACT collection selection principles and guidelines. https://www.library.act.gov.au/__data/assets/pdf_file/0010/2395279/Collection-Selection-Principles-and-Guidelines-2024.pdf

Libraries ACT. (n.d.). About. https://www.library.act.gov.au/about

VARK. (2024). VARK questionnaire (Version 8.02) [Online questionnaire]. VARK Learn Limited. https://vark-learn.com/the-vark-questionnaire/?p=results

ETL504: Leadership and Strategic Planning Reflection

What an exciting (and somewhat overwhelming) time we are teaching in! The proliferation of digital platforms, content and resources along with the rise of social media has resulted in an abundance of information to process and engage with daily in our personal and professional lives. Even with the uncertainty, stereotyping and perceived redundancy hanging over the role of the library and information professional (International Federation of Library Associations and Institutions [IFLA], 2023), the evolving global developments and demographics commands the requirement for information and digital competencies in education agendas now more than ever (IFLA, 2019, p. 10). The teacher librarian is perfectly positioned to impact this education shift as middle leaders of a school, correlating their teaching qualifications and experience with their expert knowledge of information, systems and transliteracy fluencies.

This subject has been an educating balance of building impactful knowledge and understanding of leadership and change management, with practical tasks for future implementation. The focus on leadership styles and identifying those in our own school contexts has been beneficial in gaining insight into how schools operate and the people within the roles. The initial creation of visual diagrams depicting our school hierarchy which I uploaded to the blog post ‘Example Hierarchical Diagram’ (Holland, 2024-a), allowed me to understand the leadership styles in a practical manner. The first assessment built on this concept, delving deeper into realising our potential influence as middle leaders of a school.

Additionally, the learning provided a chance to reflect on our own styles and how we see our position as teacher librarians within the school. This has been a particular focus as I am in a professional transition period after returning from maternity leave to a role much different to when I left. It is clear in my discussion responses reflecting on our school contexts (Holland, 2024-d) that I became a little disillusioned; unclear of my standing and feeling undervalued. What was highlighted from these discussions was the impact of external influences and the need for advocacy – for our libraries and for ourselves. This theme has been a significant part of my journey back into the school library this term. This subject has prompted me to act; to begin my transformation into a middle leader. I reflected on my pedagogical aims and started to implement a few goals in my post ‘Leading from the middle’ (Holland, 2024-b). Thus far at school this year I have:

Designed and shared a promotional presentation for executive based on the value of teacher librarians supported by literature and research. This was well received, and the result was some timetabling changes to include class collaboration time, library management time and an extension reading group.
Created and facilitated a whole school professional learning presentation on information literacy in the 21^st century. Staff provided me with positive feedback, promoting my role in the school.
Collaborated with the school principal to apply for an ACT Education Teacher Librarian funded position for 2025.

Holland, J. (2024). Information literacy for 21st century learners [Screenshot]

Holland, J. (2024). The case for teacher librarians [Screenshot]

The leading from the middle blog above demonstrates my introduction to leadership styles; an area I have developed my knowledge significantly in during the subject. Listening to 5 traits of a leader (Ezard, 2015), I recognised that I am a transactional and situational leader – always placing emphasis on consideration, empowerment, support and promoting those around me.

Finally, the second assessment has been extremely practical for my school context. It was interesting to read back over my blog posts from ETL504 and note that in ‘Using the AITSL standards to support the TL as a Leader’ (Holland, 2024-c), the Australian Institute for Teaching and School Leadership (AITSL) standard I chose to develop was Focus Area 3.3: Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking (AITSL, 2017). Serendipitously, this outcome was part of my plan focus and strategies for assessment two. This assessment has resulted in me discussing with our principal my future role at the school. I am pleased to report that it looks positive for next year! If we are successful with a TL funded position, I will be enacting our learning from this degree – a role as a middle leader, collaborating daily with class teachers for effectual change and preparing our students for 21^st century, lifelong learning.

References

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/teach/standards

Ezard, T. [BastowInstitute]. (2015, July 27). Building trust and collaboration – Tracey Ezard [Video]. YouTube. https://youtu.be/kUkseAdKyek

Holland, J. [Jennifer.Holland] (2024, March 26-a). Example hierarchical diagram. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/03/26/example-hierarchical-diagram/

Holland, J. [Jennifer.Holland] (2024, March 26-b). Leading from the middle. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/03/26/leading-from-the-middle/

Holland, J. [Jennifer.Holland] (2024, April 30-c). Using the AITSL standards to support the TL as a leader. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/04/30/using-the-aitsl-standards-to-support-the-tl-as-a-leader/

Holland, J. [jennifer.holland] (2024, March 19-d). Module 2.1, 2.2 & 2.3 – Primary sector [Online discussion comment]. Interact 2. https://bit.ly/43FzLVa

International Federation of Library Associations and Institutions. (2019). Riding the waves or caught in the tide? Navigating the evolving information environment. https://trends.ifla.org/insights-document

Online Study Visits

Range of services and resources

Library and Information Science (LIS) organisations centre on connecting society to information, as well as connecting people to each other, by providing a range of services and resources. Community building is becoming increasingly important in the 21st century with global developments and changing social demographics. Libraries form an integral part of supporting an individual’s personal and professional development, their networks and connections (Huysmans & Oomes, 2013, p. 168 & p. 175). All LIS agencies presented the objective to promote and cultivate equitable access to resources and technology. With the evolving client needs and reduction of physical resources in most LIS agencies, modern libraries are developing their spaces into innovative and social places for establishing a sense of community. A recent example of this was evident in the transformation of the Albury Wodonga Health Library, meeting the needs of the clientele by identifying the overall goal of providing high-quality patient care. The specialist librarian archived the outdated historical collection and curated relevant, current digital literature resources, in addition to leading the refurbishment of the physical space, with the aim being increased usability, specifically for meeting use and access to information technologies (Griffith, 2024). In the research study by the Library Board of Victoria and the Victoria Public Library (State Library of Victoria, 2005), several key areas were identified as fundamental contributions of libraries to the community. These consisted of providing equitable access to information; fostering relationships, connections and social capital; creating informed and skilled citizens; and the supportive ethos and freedom of libraries (State Library of Victoria, 2005, pp. 13-22). Moreover, it can be asserted that the whole premise of libraries is to support diversity, inclusion and equity (Harris, 2024).

Public libraries particularly are becoming community and cultural hubs within local council jurisdictions (Harris, 2024), with client support services and resources an integral provision and contribution for people of all ages, backgrounds and needs. Linking with the community can form beneficial partnerships to assist and promote services, education, guidance and equitable access to a wide range of people. The ever-changing nature of how people access, find and use information highlights the imperative need for LIS agencies to support their clients with efficient and effective information processes, digital competencies and equitable resource access. Libraries Tasmania formed an adult literacy and numeracy program called 26TEN to combat low literacy levels in the state (Roberts, 2024). This initiative has grown over almost two decades to provide a network of individuals and organisations offering a range of work-based skills and training across numerous sectors, including disability, aged care, education, health and government (Tasmanian Government, n.d.). In addition to being part of this high profile and valuable program, Libraries Tasmania has volunteer tutors and literacy coordinators across the branches, facilitating free, individual and small group sessions for improving reading, writing, maths and English speaking skills (Roberts, 2024). Bundaberg Regional Libraries also deliver a range of future focused programs to the community, where outreach with local organisations are important relationships to foster. A range of adult educational programs are offered, supporting information, media and digital literacies, as well as health, finance and tax assistance (Harris, 2024). In Stephen Harris’ role as an Information Services Librarian, he designs and facilitates popular digital literacy and technology-based activities for clients from children to senior citizens (Harris, 2024).

Knowledge, skills and attributes

Building transferable skills is essential as employees progress through their careers. These core skill sets are desirable to employers and can further career options and support employment transitions. Transferable skills were a common theme throughout the LIS agency presentations, from organisational and communication, to people and leadership skills. LIS professionals require transferable skills that complement specialist knowledge areas, building their capabilities over time in their careers (Australian Library and Information Association (ALIA), 2020). The premise of learning and developing on the job was discussed by Anna Griffith of the Albury Wodonga Health Library. Griffith explained that it takes time and persistence to become experts in specialised information agencies, however, workflow management, analytical and information-based skills, including research and database use were transferable (Griffith, 2024). Stephen Harris emphasised the importance of developing a sustained passion for information, stating that as information professionals, no matter the career sector, “information is information” (Harris, 2024, 16:03), and by linking to transferable skills, confidence will be strengthened. Zena Ghosn regarded transferable skills from a TAFE perspective, identifying technological competencies as a high priority, as well as maintaining a proactive approach to independent and on-the-job learning, particularly in regards to the specialised vocational context (Ghosn, 2024).

Collaboration is a key characteristic involved with the LIS role, with the librarian a relationship builder; viewed as approachable, knowledgeable and clear communicators. At Charles Sturt University library, collaborative skills for an academic librarian are integral as they are often a trusted advisor and source of information to both scholars and students (De Chesne, 2024). In the study by Kerrigan et al. (2015), LIS collaboration was explored within libraries and organisations, with both tangible and intangible benefits identified. These included building academic and archival avenues, development of the clienteles’ transferable skills, cost reduction, provision of digital services, and resource sharing (Kerrigan et al., 2015, pp. 16-17). Collaborations at Bundaberg Regional Libraries have seen beneficial connections for First Nations Peoples, LGBTQIA+ families, the homeless community, and senior citizens (Harris, 2024). Successful collaboration between Libraries Tasmania and Hobart City Council was recognised with the designation of Hobart being a UNESCO City of Literature (Roberts, 2024; City of Hobart, 2023).

A commitment to lifelong learning and professional development is an essential attribute for LIS professionals. Linking with professional networks allows librarians to empower themselves and others, fostering collaboration, driving innovation and advocating for positive change within the information landscape. Harris (2024) reports that in order to maintain currency with trends, becoming involved through conferences, volunteering and professional memberships are advantageous actions. Griffith (2024) also noted that networking, attending meetings and conferences, and becoming active in associations, supports your professional development and curiosity.

Collaboration, transferable outcomes and the active commitment to professional learning and networks are endorsed through the statement of standards of professional excellence for teacher librarians (ALIA, 2004), specifically:

2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes;
3.1 Model and promote lifelong learning;
3.3 Demonstrate leadership within school and professional communities; and
3.4 Actively participate in education and library professional networks (ALIA, 2004).

Additionally, a multitude of elements relating to collaboration, partnerships, aligning values and goals with other sectors and organisations, expanding professional knowledge, and building transferable skills are contained in the Foundation knowledge, skills and attributes document (ALIA, 2020).

Reflection of the study visit

The virtual presentations were informative and inspiring, extending my knowledge on a range of topics related to the specialised LIS contexts. Particularly beneficial was linking the theoretical knowledge gained throughout our studies to the technical aspects of libraries. The presentations produced clarity, where I was able to place learning content into a practical context. Examples included the explanation of the vital and expanding role of metadata services (De Chesne, 2024), reinforcing the concepts learned throughout ETL505: Describing and Analysing Education Resources; or the discussion on the impact of digital technologies programs at Bundaberg Regional Libraries (Harris, 2024), showcasing some of the formats explored during ETL533: Literature in Digital Environments.

Following the presentations, I have highlighted and noted various specific ideas for my future directions. Part of future proofing the library and the teacher librarian role includes building the library’s profile and impact within the setting and wider community. The positive community outreach programs at Bundaberg Regional Libraries were presented, providing inspiration and encouragement for an area I wish to develop in my role (Harris, 2024). Advocacy is integral for cultivating the perception of libraries, which influences the culture, environment, staffing and budgeting. Several presenters highlighted the need to demonstrate the return on investments through advocacy initiatives. This included aligning the library strategy to the organisation’s strategic plan, marketing the library through sites, articles and newsletters, and documenting the library’s impact. All LIS agencies outlined various evidence-based decisions and how they used impact data in their contexts, such as circulation data, hold reports, client driven acquisitions, door counters or research metrics. These tools can be transferred to my context to gain statistical data for library user and resource reports, to improve services and evaluate reach and effectiveness. Formulating a library plan to reflect the school’s strategic directions will also be a future task.

Finally, articulation of the solo practitioner role at Albury Wodonga Health Library and the effect this has had on decision making (Griffith, 2024) particularly resonated with me as the solo librarian at my school without a team, including future goals of being proactive and building library networks.

Holland, J. (2016). *[Photograph: Rainbow Reflection]*. Murrumbateman, N.S.W.

References

Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

City of Hobart. (2023, November 1). Hobart successfully nominated as a city of literature. https://www.hobartcity.com.au/Council/News-publications-and-announcements/Media-centre/Hobart-successfully-nominated-as-a-City-of-Literature

De Chesne, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Ghosn, Z. (2024, May 7). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Griffith, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Harris, S. (2024, May 3). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Huysmans, F., & Oomes, M. (2013). Measuring the public library’s societal value: A methodological research program. IFLA Journal. 39(2), 168-177. https://doi.org/10.1177/0340035213486412

Kerrigan, C. E., Velasquez, D., & Evans, N. (2015). Collaboration in libraries. University of South Australia. https://doi.org/10.13140/RG.2.2.31463.29602

Roberts, E. (2024, May 1). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

State Library of Victoria. (2005). Libraries building communities. Report one: Setting the scene. https://www.slv.vic.gov.au/sites/default/files/Libraries-building-communities-report-1.pdf

Tasmanian Government. (n.d.). About 26TEN. 26TEN. https://26ten.tas.gov.au/about-26ten/

Using the AITSL standards to support the TL as a Leader

Teacher Librarians are experienced experts who reflect the Australian Institute for Teaching and School Leadership (AITSL) Highly Accomplished and Lead standards of professional practice (Uther and Pickworth, 2014, p. 21). To assist with career planning and development, The Australian School Library Association (ALSA) collaborated with AITSL to produce standards for teacher librarians addressing the proficient and highly accomplished stages (ASLA, 2014). These documents map standards and descriptors with example evidence and role statements of teacher librarians, to provide a means for self-reflection, goal-setting and professional learning planning. In my recent blog post for ETL 512, I explored the concepts of reflective practice and self-analysis and undertook a number of steps for personal development and career planning. Additionally, the Australian Library and Information Association (ALIA) also has a plethora of information to support teacher librarians, including a useful Career Development Kit. This kit supports professional development planning for identifying potential opportunities for growth and broadening knowledge and skill areas. The worksheets assist you in identifying goals, objectives, skills bases and timeframes for priorities and development strategies (ALIA, 2017).

ALIA. (2017). PD planning process [Screenshot]. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/2021/ALIA-Career-Development-Kit.pdf

In reviewing these documents, the descriptor I identified for personal development and further exploration for advancing my professional leadership in the workplace is the 3.3 Lead Standard: Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking (AITSL, 2017).

3.3 Use teaching strategies
Highly Accomplished	Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Lead	Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking

Figure: AITSL Focus Area 3:3 Use teaching strategies (AITSL, 2017).

I have chosen this focus area because it specifically states working alongside colleagues for teaching and learning of problem solving and critical and creative thinking. Teacher librarians are perfectly positioned and qualified to embed these pedagogical strategies and learning skills through collaborative partnerships (Sharratt & Fullan, 2012, p. 118). This focus area addresses two personal goals relating to my current school position: fostering collaboration and building 21st century skills. These two focus areas are imperative in my future teaching directions in the school library to ensure my positive impact in supporting students and developing teacher efficacy.

Actions to plan and implement include:

Advocacy – engaging the staff and students with the library and identifying ways to be visible and interact; keep fostering the support of staff and students and have them pass on their advocacy to executive and community members
Perception – proactive and positive approach to increase the school library’s perception to all stakeholders
Marketing – sell my services and benefits; create a promotional video or dynamic school library site; change the stereotypical image of a library and librarian
Modelling – best practice, teaching strategies, Australian Curriculum knowledge and resourcing, providing staff professional development, being a proactive team collaborator
Planning and teaching – use the Australian Curriculum and Information Fluency Framework (IFF) to plan, collaborate, deliver and assess quality teaching programs for students

NSW Department of Education. (2021). IFF [Screenshot]. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

References

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/teach/standards

Australian School Library Association. (2017). Career Development Kit. ALIA. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/2021/ALIA-Career-Development-Kit.pdf

Australian School Library Association. (2014). Evidence guide for teacher librarians in the highly accomplished career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence-guide_ha.pdf

Holland, J. [Jennifer.Holland] (2024, April 26). Delving deeply into self-reflection and analysis mode. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/04/26/delving-deeply-into-self-reflection-and-analysis-mode/

NSW Department of Education. (2021). Information fluency framework (v 1.1). NSW Government. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Sharratt, L. & Fullan, M. (2012). Putting FACES on the data: What great leaders do! Corwin Press.

Uther, J., & Pickworth, M. (2014). TLs as leaders: Are you a highly accomplished teacher librarian? Access, 28(1), 20-25

Delving deeply into self-reflection and analysis mode

With the upcoming study visit and planning my professional placement, it was time to look inward at my professional skills, knowledge, strengths and weaknesses. This is also a timely task as I am on teacher transfer at the end of 2024, which means writing a CV and application for a new school position. I am a permanent teacher in the ACT public education system, but this year will be the first time I will be applying for teacher librarian positions not classroom teacher positions. With my Masters in Teacher Librarianship hopefully being achieved by October with the completion of ETL 512, the universe may align for me to begin my new chapter in my teaching career.

The first step was to review myself using the Foundation Knowledge, Skills and Attributes relevant to Information Professionals working in Archives, Libraries and Records Management (Australian Library and Information Association (ALIA), 2020). I highlighted some key elements amongst the 6 main principles, which from these, I colour coded similar attributes to form 4 ideals for my future development. They centred on partnerships, marketing and user interfaces, patron needs, and digital literacy and technologies.

Holland, J. (2024). *Foundation Knowledge, Skills and Attributes: key elements for personal consideration* [Screenshot]

Then I looked at the CSU Careers and Skills Hub at their resources and services to assist in analysing my confidence in seeking employment and opportunities. It was identified that I was less confident in CV and job application writing, which is accurate as I have not written a job application for over 9 years as I have been at the same school since 2015. I reviewed multiple videos and tips provided by LinkedIn Learning. Some notable areas were to:

Have clear sections with standard headings, such as work experience, education, and skills
Save it as a .doc file as it is compatible for ATS readers
Use personal descriptors (adaptable, resourceful) and powerful action words (coordinated, performed)

I uploaded my revised CV to the CV360 tool and received instant feedback on the structure, language and attributes in my CV. I re-edited and refined, adding in personal descriptors and simplifying the layout and sections. I then uploaded it once again, with the end result a clear and well-structured CV.

Next, I read through the Australian professional standards for teacher librarians (ALIA, 2004). Through the three domains of Professional Knowledge, Professional Practice and Professional Commitment, I identified several future areas to focus my development on:

1.4 Have a specialist knowledge of information, resources, technology and library management
2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes
2.4 Evaluate student learning and library programs and services to inform professional practice
3.3 Demonstrate leadership within school and professional communities
3.4 Actively participate in education and library professional networks (Australian Library and Information Association, 2004).

Condensing and synthesising it all together, my three professional goals are:

Identify and support individual and community needs through Libraries ACT’s collection development and services (acquisition and accessibility)
Explore Libraries ACT’s partnerships with the community and investigate the promotion and engagement of a diversity of users (advocacy and marketing)
Understand how Libraries ACT is responding to digital transformation and the use of digital technologies in connecting with users (digital literacies and technologies)

Finally, thinking about these goals, my current work context, personal living situation and possible future aspirations, I researched Libraries ACT to see if my goals would align with their organisation. From reading their service commitment and charter, a placement experience with Libraries ACT would be beneficial. I am particularly drawn to learning more about their community engagement, marketing, programs and events, and how they respond to patron needs with their collection development, digital system and interface. Fingers crossed I am accepted to undertake my placement here!

References

ETL567 – Reflection of Formal Research learning

What is research?

The subject focus was on formal research, that is, gathering and reviewing information that is intentional and systematic, with the objective to understand a phenomenon, answer questions, acquire new knowledge and communicate findings. The purpose of research is to provide evidence-based library and information practices that assist in informing decision making or strategic directions from a pragmatic background.

Some major learning areas were centred on what quality research literature looks like and applying this to our analysis of formal research papers on library and information sector topics. This analysis of professional literature deepened my knowledge and confidence in conducting formal research in my own school context. I also believe this subject could have been beneficial near the beginning of the Masters degree, as I have already noticed my critical eye reviewing research papers and literature for my current subject, Teacher Librarian as Leader. As much as it was a technical subject with a lot of specific terminology to discern and processes to consider, the assessments were practical and realistic for consideration and application towards future practices.

At the very heart of formal research is the research design. Methodology is the foundation of research design, encompassing the paradigm, methods and tools applied to the study (Williamson, 2017, p. 4). The paradigm is the set of beliefs, world views or way of thinking on the subject. The research paradigm provides the framework for understanding the phenomena and influences the approach to gathering information.

While reading and analysing research studies, certain aspects stood out as necessary for a clear, well-documented article:

Background literature – contextualisation of the research that expresses the relevancy of the study. This section provided interesting information and further reading opportunities into the subject being studied.
Identification of the need for the research, that is, the gap in knowledge or practice.
Research questions – clearly stated hypothesis which frames and guides the research.
Paradigm – a defined paradigm by authors was beneficial in understanding their viewpoint.
Methodology – detailed and systematic design plan that outlines the research process.
Sampling – adequate and proper sampling techniques.
Conclusions – clear and insightful with implications for future practice or research.
Limitations.

I created the following diagrams to illustrate some particular concepts for my future reference:

Dissemination and audience

Sharing the research completes the process. Dissemination may be small and within the school community, or more widely distributed within the teaching profession such as in conference papers or scholarly or professional journals. Ethical considerations should always be adhered to during the research and dissemination process. When reporting on research findings, we would apply either internal or external reporting. Most research projects conducted by education practitioners are reported to key stakeholders through internal research reports, presentations or blogs. Working within the school environment, I would require formal ethics approval if disseminating the findings beyond the school.

Future application

The knowledge and skills from this subject will assist me in engaging in formal research within my school community to address issues, raise awareness or provide direction. Future research ideas to apply in my professional workplace include:

· User needs, perceptions and behaviour – student and staff information engagement and information needs

· Increasing the reach and advocacy of the library within the school community

These research areas would incorporate user perspectives to inform practice and policy, as well as maintain dynamic and relevant services. In addition, I believe evidence-based research would assist advocacy and promotion of the library and its services to the school executive, staff and community.

References

Williamson, K. (2017). Research concepts. In K. Williamson & G. Johanson (Eds.), Research methods: Information, systems and contexts (2nd ed., pp. 3-25). Elsevier Science.

Example Hierarchical Diagram

Fewings, N. [jannerboy62]. (January 17, 2022). *Team Lead Succeed.* [Photograph]. Unsplash. https://unsplash.com/photos/scrabbled-scrabble-tiles-with-words-on-them-EkyuhD7uwSM

This is just me having a practise at a leadership structure concept map before Assessment 1 is due.

The depicted diagram (see bottom of post) begins by grouping the education setting’s teams. Leadership styles were shown using the coloured arrows reflecting the style key/legend at the bottom of the diagram.

* The executive team – in my assignment I will individualise these roles, but I was aware of only showing a handful of components here for this example. Their majority of leadership is instructional to build and lead from the front. I indicated that executive use a distributed style to the administration team. I also included situational leadership for the students and community as their leadership styles are dependent on the dealings and outcomes desired.
* The teaching teams – after reading module 2 I debated the teaching staff’s leadership style as a whole and purpose. I would like to believe overall that teachers are transformational leaders for our students and colleagues.
* The specialist team – our school has these specialist roles. We used to have our own “team” and would meet but now are more spread to be in the “junior” or “senior” teams for meetings. Transformational leadership was chosen as these staff members are integral in inspiring and supporting other staff, teaching teams and students.
* The administration team – extremely important in the day to day running of the school and assisting all staff members, and thus I generally showed them in a reciprocal transactional role with teaching staff, transactional leadership with the school community and servant leadership with the students.

I also included:

* The school community (parents, caregivers, suburb neighbours, ex-students etc.). Our school community is very involved and positive overall. I showed this group having a servant leadership role with the students.
* The students – are why we are in the teaching profession! All teams link to the students and display differing leadership styles that influence and support their learning outcomes.

What I believe I need to think about is the external and internal factors, how to show the leadership styles more clearly and how to depict roles that have multiple leadership styles depending on the staff member or objective, as well as breaking up the teams to be able to be more specific on the types of leadership.

Holland, J. (2024). *Leadership Hierarchy Model* [Image]. Microsoft Word.

Leading from the middle

Holland, J. (2018). [Photograph of The Shire – Middle Earth]. Matamata, Waikato, New Zealand.

The modules and tasks in ETL504 have promoted an abundance of self-reflection from the outset of the subject. Discussions, readings and assessments have me thinking about my own school context and where I fit into the setting. I ruminated on the role of the TL and the need for advocacy (Holland, 2022, para. 3 & 4) early on in my Masters degree as I was taking maternity leave from my school to have our boy, Archie. I was certainly very optimistic (possibly even a little naïve) about how I was leaving the library and the role I would be coming back to (H o lland, 2024).

Ultimately, everyone likes to feel valued, appreciated and respected, no matter your field of work, role, experience, or personality type. I believe leaders must always remember the person behind the worker and that everyone will have their own personal influences that impact and shape their day. The recent International Federation of Library Associations and Institutions (IFLA) interview with Dr. Aisha M. Johnson (2024) supports this belief, with Dr. Johnson stating that she aspires to have a “toolbelt” for people leading using a situational leadership style that advocates for valuing people and professional development (para. 2 & 3).

Bing. (2024). *Bing Chat* (March 24 version) [Teacher librarian leading from the middle]. https://www.bing.com/chat

Influences have been a notable learning experience for me during the modules thus far – namely internal and external influences – which have the potential for strengthening or weakening school effectiveness (Coleman & Collinge, 1991, p. 262). Considering, reflecting and acknowledging influences on education settings and leadership roles is imperative as it may assist staff to understand potential impacts on decision making and strategic directions of the school.

Another prominent learning outcome has been around building trust with colleagues. Ezard’s 5 key traits of a leader (2015) discusses how leaders should:

Discover – ask people questions, build curiosity
Admit our mistakes – taking risks, making failures, show vulnerability
Appreciate – spend time appreciating people, specific commenting, value people
Evolve – taking responsibility, accountability
Align – be authentic, what you think and what you say is aligned in congruence with what you feel and do.

In my school context of a relatively smaller sized primary school, I must embrace my ability to exhibit leadership, infuse values and influence change despite being the lone library practitioner in the school. My goal is to continue to build on being a literacy and literary leader – the person to go to for knowledge of curriculum, resourcing, literature, information literacy and inquiry skills. As I edge closer to the completion of the Masters to gain my formal qualification in Teacher Librarianship, I aim to:

Reflect on and develop my personal and professional educational goals
Maintain my belief in lifelong learning by continuing to identify areas of professional learning needs and reading relevant evidence-based research
Identify my collegial strengths and leaderships style
Collaborate with other teacher librarians, with the goal to becoming a leader in the library community within the ACT
Continue to advocate for the inclusion of a qualified TL in schools for positive student outcomes and wellbeing.

Looking to the immediate future, I will be developing an application for our school to hopefully be a recipient of one of 17 ACT Government funded TL positions to be fulfilled over the next few years. A successful application will most definitely be a positive external influence on our school, students and community.

ACT Education Directorate. (2024). *Teacher Librarian funded positions* [Screenshot]. ACT Government

References

Coleman, P., & Collinge, J. (1991). In the web: Internal and external influences affecting school improvement. School Effectiveness and School Improvement, 2(4), 262–285. https://doi.org/10.1080/0924345910020402

Ezard, T. [BastowInstitute]. (2015, July 27). Building trust and collaboration – Tracey Ezard [Video]. YouTube. https://youtu.be/kUkseAdKyek

Holland, J. [jennifer.holland] (2022, March 13). ETL401 Assessment 1: The role of the Teacher Librarian. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2022/03/13/the-role-of-the-teacher-librarian/

Holland, J. [jennifer.holland] (2024, March 19). Module 2.1, 2.2 & 2.3 – Primary Sector [Online discussion comment]. Interact 2. https://bit.ly/43FzLVa

International Federation of Library Associations and Institutions. (2024, February 6). An Interview with Dr. Aisha M. Johnson, advocate, educator, & scholar. Continuing Professional Development and Workplace Learning. https://blogs.ifla.org/cpdwl/2024/02/06/an-interview-with-dr-aisha-m-johnson-advocate-educator-scholar/

Digital Storytelling: Critical Reflection (Part D)

Bing. (2023). Bing Chat [Gremlin with rubbish]. https://www.bing.com

From evaluating information from modules, readings and additional literature during research, it has been clear that digital literature use in the education environment provides many benefits for both teachers and students. Expressing understanding of learning content, formulating points of view, creative thinking skills, and digital technology capabilities, are a few of the advantages of incorporating digital storytelling into the classroom. By engaging in digital storytelling and tools, students are able to become active information literacy consumers and media creators, rather than passively observing it (Shelby-Caffey et al., 2014, p199, as cited in Robin, 2016, p. 20). Studies have shown that students who participate in digital storytelling opportunities are more confident writers, even influencing their development in other learning areas during the creation process (Foley, 2013, as cited in Robin, 2016, p.20).

During this subject my knowledge has transformed and grown significantly. When reflecting on my initial understanding of digital literature (Holland, 2023-b), it is clear that I was just beginning my journey when I cited the use of e-books in my school. From readings and subject modules, I now understand that this format is not classified as digital literature due to the absence of enhanced features or interactivity (Wiesen, 2023, para. 2 & Rowland, 2021, para. 4). I noted a goal of investigating the learning versus health implications of digital literature (Holland, 2023-b, para. 9). Examination of professional literature on possible health issues has been debated and less distinct (Mataftsi et al., 2023, pp. 4-5, & Coombes, 2019, p. 3), leading me to formulate my own opinion based on my personal experiences and teaching observations – that the positive benefits that digital literature provides from authentic and meaningful learning opportunities, outweigh any apparent health constraints. Moreover, restricting the use of digital literature tools in our digital world will develop adverse effects and a reduction in 21st century skills and student motivation (O’Connell et al., 2015, p. 195).

The practicality of the second assignment provided a major learning opportunity. From the beginning adjustments were required, as I was thinking too broad and big picture when proposing a whole school learning activity with digital tools (Holland, 2023-c). Upon receiving feedback from our lecturer and my peers (Croft, 2023, September 7), I restructured my project to create a digital story aimed at year 3 and 4 students with an overarching environmental message relevant to our school (Holland, 2023-e). While writing the interactive story, I modified the story tone and characterisation of the central character, Garbage Gremlin, from an antagonist causing havoc around the school, to one of positive learning and growth, to suit the audience and theme. Additionally, I reduced the number of digital tools I would incorporate into the story, simplifying and enriching the learner’s adventure.

[Screenshot of Eco Warriors example story path]. (2023). Author’s own photo.

The platform choice to suit the interactive format and non-linear structure of my digital story required a vast amount of critical analysis and trial and error. After researching possible tools and considering the connection they provide students in achieving the learning outcomes using the digital artefact, I trialled three possible platforms. I settled on using Twine, with my reasoning outlined in a discussion on digital creation tools (Holland, 2023-d). It is the go-to-tool for creating interactive digital narrative experiences (Berge et al., 2022, p. 500). Twine proved to be suitable for embedding interactive features, such as hyperlinked text, reveals, and font animations. However, I discovered it requires a high level of knowledge of coding and web tools for adding additional media. Referencing was a challenge, with limited formatting capabilities available. Upon completion, I had an uploading issue, with WordPress unable to upload the Hyper Text Markup Language (HTML) file. A major drawback of Twine for classroom application is accessibility. It appears that Twine has limited accessibility features, relying on those built into web browsers such as Read&Write for Google Chrome. Additionally, usability for students would be a steep learning curve, as even though the platform has a clear note style interface which displays visually connected links, the background coding for interactivity is difficult to grasp. For use in the classroom and ease of student access to support a range of abilities, I would consider using Sway, PowerPoint or Slides. To enhance my story further, I would add soundscapes and a readability option.

[Screenshot of Eco Warriors Twine coding]. (2023). Author’s own photo.

The creation of my digital storytelling artefact has been a profound learning transformation and has provided the opportunity to become more confident in digital storytelling platforms and digital literacy tools. As this subject concludes, I feel optimistic and content for my own lifelong learning and future teaching applications, as digital literature was an identified personal goal early in in my studies (Holland, 2023-a, para. 5). There is a long journey of learning and discovery ahead, however I am more equipped to incorporate digital storytelling tools for the benefit of our students.

References

Berge, P., Cox, D., Murray, J., & Salter, A. (n.d.). Adventures in TwineSpace: An augmented reality story format for Twine. In Interactive Storytelling (pp. 499–512). Springer International Publishing. https://doi.org/10.1007/978-3-031-22298-6_32

Combes, B. (2019). Digital Literacy: A new flavour of literacy or something different?. Synergy, 14(1). https://slav.vic.edu.au/index.php/Synergy/article/view/v14120163

Holland, J. [jennifer.holland] (2023-a, January 18). ETL402 assessment 2: Reflective practice. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/18/etl402-assessment-2-reflective-practice/

Holland, J. [jennifer.holland] (2023-b, July 23). A journey into digital literature. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/07/26/a-journey-into-digital-literature/

Holland, J. [jennifer.holland] (2023-c, September 1). Digital storytelling topic proposal: Eco warriors. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/

Holland, J. [jennifer.holland] (2023-d, September 29). Digital creation tools [Online discussion comment]. Interact 2. https://bit.ly/45gSfKO

Holland, J. [jennifer.holland] (2023-e, October 3). Digital storytelling: Eco warriors context (Part A). Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/10/03/digital-storytelling-eco-warriors-context-part-a/

Interactive Fiction Foundation. (2023). Twine: An open-source tool for telling interactive, nonlinear stories. (Version 2.7.1) [Computer software]. http://twinery.org/

Mataftsi, A., Seliniotaki, A. K., Moutzouri, S., Prousali, E., Darusman, K. R., Adio, A. O., Haidich, A.-B., & Nischal, K. K. (2023). Digital eye strain in young screen users: A systematic review. Preventive Medicine, 170, 107493–107493. https://doi.org/10.1016/j.ypmed.2023.107493

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. https://doi.org/10.1080/00049670.2015.1048043

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://doi.org/10.1344/der.2016.30.17-29

Rowland, R. (2021, July 8). What is digital literature? Understanding the genre. Book Riot. https://bookriot.com/digital-literature/

tcroft. (2023, September 7). This sounds like an worthy idea, Jennifer, and your proposal demonstrates a clear purpose for the proposed digital product created. [Comment on blog post “Digital storytelling: Eco warriors context (Part A)”]. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/#comment-8

Wiesen, G. (2022). What is electronic literature? Language Humanities. https://www.languagehumanities.org/what-is-electronic-literature.htm