Jennifer's reflections 'through the looking glass' – Page 3 – In the quest of knowledge and understanding into the world of Teacher Librarianship

Multicultural literature in schools

Literature plays an important role in our education settings, from storytelling to escapism, to fostering literary experiences and imagination. Children and young adults are able to build connections, empathise and explore through narratives. Multicultural literature allows students and teachers to engage with events and diverse viewpoints of cultural groups from around the world.

Cultural diversity and inclusive education is at the forefront of 21st century education. Recognising and respecting cultural values, languages and heritage in our multicultural society begins in early childhood settings and curriculum. The Early Years Learning Framework outlines how children can participate with communities, including responding to diversity with respect, and being aware of fairness and bias, as well as how educators can promote this learning (Department of Education and Training, 2019). In the Australian Curriculum, the general capabilities and the cross-curriculum priorities (CCP) support student learning, inquiry, and interconnected skills and knowledge (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010 to present). This includes the CCP area of Asia and Australia’s engagement with Asia, which focuses on students developing their knowledge, experiences and perspectives of diverse backgrounds. The general capabilities of Intercultural Understanding, Ethical Understanding and Personal and Social capability all support students gaining understanding and empathy for the interconnections of our world and global citizenship.

There have been numerous studies into children’s literature and the inclusive narration of multicultural viewpoints. A recent research paper focused on the authenticity of literature in kindergarten and early childhood settings in Western Australia (Adam, 2021). This study highlighted the value of children’s literature in exploring diversity and inclusion, and the role of educators in mediating and facilitating culturally responsive lessons and exposure. The analysis found three key findings: book collections tend to include monocultural literature; there is restriction through educator confidence and understanding; and the effect of read aloud practices and the promotion of cultural diversity in text discussions (pp. 8-14). These results demonstrate the importance of effective pedagogical practice and cultural competency through the exploration of quality diverse mentor texts.

The lack of availability of diverse texts and educator confidence mirrors other studies into children’s literature. Access to a collection that supports a wide variety of appropriate, relevant and engaging resources is imperative for users. Inequitable access is an ongoing issue, especially of texts reflecting children and families of multicultural backgrounds. In response to the COVID-19 pandemic, a United States initiative aimed to address disconnection and home-based literacy experiences of diverse, low-income communities (Gunn et al., 2021). Results showed the importance of access to multicultural literature, with child respondents of the study noting their connections to characters, creating a sense of affirmation, representation and belonging, with one girl exclaiming, “She looks like me!… Could I have more books like that?” (Gunn et al., 2021, p. 368). Book collections need to be inclusive and representative of our global society, with cultural authenticity and accuracy at the core of selection.

In addition to the Western Australian research, an English study also identified barriers in teaching multicultural texts in schools that included teacher confidence and subject knowledge (Elliot et al., 2021). Class teacher collaboration with a qualified teacher librarian could assist and support these constraints through team planning, modelling, and expert collection knowledge and development. Educators must be supported through professional training and development to ensure cultural competencies are met.

Teacher librarians are critical to connecting readers with quality resources that examine social and political issues for empathy, understanding and acknowledgement. Using authentic and diverse literature in education assists with the examination of cultural ideologies, stereotypes and personal identity. Quality texts educate and explore the connections we have to one another and allow us to learn about the world around us.

Australian Curriculum, Assessment and Reporting Authority. (2010 to present). Australian Curriculum: F-10 Curriculum. [Version 9.0]. https://v9.australiancurriculum.edu.au/

Adam, H. (2021). When authenticity goes missing: How monocultural children’s literature is silencing the voices and contributing to invisibility of children from minority backgrounds. Education Sciences, 11(1). https://doi.org/10.3390/educsci11010032

Department of Education and Training. (2019, March 6). Early Years Learning Framework. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia

Elliot, V., Nelson-Addy, L., Chantiluke, R., & Courtney, M. (2021). Lit in Colour: Diversity in Literature in English Schools. The Runnymede Trust and Penguin Books. https://litincolour.penguin.co.uk/assets/Lit-in-Colour-research-report.pdf

Gunn, A. A., Bennett, S. V., & Peterson, B. J. (2022). “She Looks Like Me”: Putting High-Quality Multicultural Literature in Children’s Hands During COVID-19. Journal of Research in Childhood Education, 36(3), 363–380. https://doi.org/10.1080/02568543.2021.1991532

ETL 503 Assessment 2: Reflective Practice

The school library collection is under a constant state of change as new technologies emerge and are developed for education. With this evolution comes an impact on resources, student engagement, and learning, teaching and curriculum trends. The overarching premise of our dynamic information landscape examined in ETL 401 has been deepened with the study into technology’s influence on the library collection during ETL 503.

From my studies over the duration of the ETL 503 subject, my knowledge and understanding on collection development has grown. Early in the course I thought the terms collection development and collection management were interchangeable. In Module 1, I applied the incorrect terminology in a discussion forum post (Holland, 2022, July 14). Through my readings and assignments, I have realised that I was not alone in my confusion of the two terms, as academics even argue the distinction between the two terms. This forum topic also began my exploration of collection development policies. From research and module readings during this subject, several policies in particular have been notable. These include the American Library Association. (2018), Australian Library and Information Association (2017), Braxton (2016), and Libraries Tasmania (n.d). These websites and documents provide clear language, are well-structured, and are easy to follow tools for delving into collection development and writing a policy for a library.

An aspect of significance during the subject has been on creating a balanced library collection that meets the learning and recreation needs of the school community. Collections face issues with space, costs and accessibility. Two features libraries may look to implement in the future to promote and enrich their developments are patron-driven acquisition (PDA) and collaborative collection development (CCD).

Patron-driven acquisition (PDA) policies build on the idea of allowing library users to identify resources for purchase. Within the digital environment, PDA allows users to search and locate resources, with the library paying only for what is used (Anderson, 2011). Librarians are able to provide access to a greater range of resources, as PDA promotes money saving, all while enhancing the experiences of the library users. Results in a study by Dewland and See (2014) determined that print resources purchased through a PDA program were circulated significantly more than traditional selection processes.

Levenson (2020) examined CCD between libraries, in which studies of CCD have shown substantial benefits, including budgetary, increased breadth and depth of available resources, and positive partnerships with other libraries. In my local context, resources can be accessed and shared in the ACT public, institution and school library system. Interestingly, in the past there was a central ACT education library housing teacher resources, however, it was abandoned with the rise of digital resources.

Even the concept of school community has been an area of reflection for my school context. Who are the library’s audience and how can I extend the collection to cater for the whole community? Research supports collaboration in school libraries, in which staff and students are included in the selection process (Holland, 2022, October 2) see also discussions and articles on Forum 2.1 (Interact 2, 2022).

Acquisitions and the evaluation of resources have been a large area of interest and learning growth for me over the duration of the ETL 503 course. In a blog post, I researched and reflected on the concept of collection mapping to create visual representations of a library collection’s strengths and weaknesses (Holland, 2022, October 5). This is a tool I would like to extend into my library context to assist with the evaluation of a fairly aged library. People, myself included, can sometimes rely on what is comfortable or what you are knowledgeable on. Therefore, my goal is to further explore and develop our school e-resources and subscriptions services. Licensing, contracts and copyright laws and all integral and necessary aspects in our profession to be well informed about.

Most importantly this subject has reinforced the ethos of library collections and their aim. Collections are a reflection of the educational needs and individual interests of their patrons, that is, the students, staff and wider community. Resources and collections are designed and curated to reflect the context of the individual student communities. Each and every school will have differing community needs and goals, with teacher librarians being experts in understanding their school context, values and vision. Assisting patrons with accessing, selecting and engaging with resources to support their learning and recreational needs is our core business.

American Library Association. (2018). Selection and Reconsideration Toolkit for Public, School

& Academic Libraries.

https://www.ala.org/tools/challengesupport/selectionpolicytoolkit

Anderson, R. (2011). What Patron-Driven Acquisition (PDA) Does and Doesn’t Mean: An FAQ.

The Scholarly Kitchen.

https://scholarlykitchen.sspnet.org/2011/05/31/what-patron-driven-acquisition-pda-does-and-doesnt-mean-an-faq/

Australian Library and Information Association and Victorian Catholic Teacher Librarians.

(2017). A manual for developing policies and procedures in Australian school library resource centres [Ebook] (2nd ed.).

https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition.

Braxton, B. (2016). Sample collection policy.

http://500hats.edublogs.org/policies/sample-collection-policy/

Dewland, J.C., & See, A. (2015). Patron Driven Acquisitions: Determining the Metrics for

Success. Library resources & technical services, 59(1), 13-23.

https://doi.org/10.5860/lrts.59n1.13

Levenson, H. N., & Hess, A. N. (2020). Collaborative collection development: current

perspectives leading to future initiatives. Journal of Academic Librarianship, Volume 46 (5), 102201.

https://www.sciencedirect.com/science/article/pii/S009913332030104X

Libraries Tasmania. (n.d). School Library Guidelines.

https://www.libraries.tas.gov.au/school-library/Pages/school.aspx

Charles Sturt University. (2022). Forum 2.1: Search. [Forum Discussion]. ETL503. Interact 2.

https://interact2.csu.edu.au/

Acquisitions and evaluation of resources

Teacher librarians are the experts when it comes to the school library and its resources, and to assist in gaining a comprehensive knowledge about their collection, librarians need to collect and analyse data. Mapping school library collections involves creating visual representations to identify and communicate strengths and weaknesses of the collection. Collection mapping examines the relationship between the collection and its users, to aid decision-making in the school library. Mapping involves evaluating current collections within the physical and digital library collections and assists in determining selection and weeding needs. This will support the maintenance of relevancy of resources and information, as well as future proof the school library for users. Collection mapping is beneficial in examining if the resources are meeting the needs of the school community and therefore should be an ongoing process to respond to the school context and needs of staff and students.

In the introductory video of mapping school library collections, Hauser (2013) summarises collection mapping with an emphasis on high school libraries and curriculum mapping. The video is based on the numerous publications by David Loertscher, in particular the book on collection mapping techniques (Loertscher & Wimberley, 2010). To begin the evaluation process, it is important to create and analyse an inventory of the collection, as this will assist the teacher librarian to survey what resources are available and their current condition (Hauser, 2013).

There are three collections that Loertscher and Wemberley (2010) emphasis in their work:

Core collection – the general collection that meets the needs of most of users, students and teachers (fiction, high interest nonfiction and audio books);
General emphasis collection – meets a specific need or purpose but reaches many students, including curriculum projects and topical areas (my school context example includes French language, Australian history); and
Specific emphasis collection – highly specific areas that are usually based on individual needs of teachers, such as yearly topics and assignments (my school context example includes the local Canberra collection).

Hauser (2013) explains curriculum mapping, which is a tool that teacher librarians can apply in tandem with collection maps. Curriculum maps provide information about teaching programs and units, which supports teacher librarians in their purchasing decisions and evaluating the collection based on teacher and student needs. In a primary school context, curriculum mapping can still be applied, reinforcing the argument for teacher librarians to be part of staff planning and teaching collaborations (Holland, 2022, May 1).

Johnson (2013) explains how the collection and analysis of data in the library can be an effective management tool. Johnston outlines analysis approaches to library collections, including the examination of user-based or collection-based data that can be applied with quantitative or qualitative techniques.

Collection-based analysis examines the library materials such as the size of collections, balance and coverage. Use- and user-based approaches collect data on library patrons, including who is using the materials, how often, and what their perceptions are of the library. Use analysis examines subject areas, titles or groupings, whereas user reports provide information on the library community as individuals, groups or cohorts and how they use the library collection (Johnson, 2013). Quantitative analysis counts and measures components of the collection, for example, titles, usage, circulation, and costs. Qualitative analysis aims to view the subjective nature of the collection within a context, including its strengths and weaknesses (Johnson, 2013).

In her book, Johnston (2013, p. 288) presents a clear table explaining how teacher librarians may approach these data analysis techniques.

A table showing collection analysis methods (Johnson, 2018, p. 288). — Methods of Collection Analysis (Johnson, 2018, p. 288)

In my school context I have applied collection evaluation tools to measure and provide data on the school library. Using the Library Management System (LMS) of Oliver, reports can be processed providing information on a range of data, for example, borrowing statistics, collection usage, and circulation over time periods or by year groups. These reports and analysis assist with content selection, weeding, promotions, and advocacy for the library and its users. An area I aim to implement in the future is collection mapping. Creating a visual tool will strengthen data reports and support the selection and acquisition of quality and useful resources for the school community.

Hauser, K. [Ktatdominican]. (2013, March 7). Collection Mapping in a School Library [Video]. YouTube. https://www.youtube.com/watch?v=5lUECMzV3aI

Johnson, P. (2018). Fundamentals of collection development and management. American Library Association.

Loertscher, David & Wimberley, Laura H. (2010). Collection Development Using the Collection Mapping Technique: A Guide for Librarians. Hi Willow Research and Publishing.

Resource selection in the school library

Teacher librarians promote and support the vision of their school through shaping programs and building resources that foster lifelong learning. Research promotes and proves the link between school libraries and qualified teacher librarians advancing student achievement (Commonwealth of Australia, 2011). The dual qualifications held by teacher librarians ensure they hold diverse skills and knowledge to have a positive impact in schools, from curriculum outcomes through to collection development, while being knowledgeable on evolving information and technologies. Teacher librarians understand the principles of the access and use of information and how to support students in an information literate world.

Collaboration is key within all aspects of the teacher librarian role. This includes working with colleagues and teaching teams to plan, develop and administer information literacy and inquiry lessons to enhance student outcomes. Gone are the days where libraries were the sole holder of centralised information, a place where resources were located, circulated and managed, with librarians the “selector and disseminator of information” (Loertscher, 2010, p.133). Libraries are now dynamic and engaging places of learning and recreation that work alongside their communities to effectively merge literature and technology. Teacher librarians are able to transform the information and resources in school libraries into high quality teaching and learning. It is the use of information that is paramount in creating 21st century learners, with Loertscher (2010) asserting that:

“It is not about the books. It is about the percentage of successful readers and lifelong readers. It is not about the information skills themselves; it is about the production of successful inquirers. It is not about the gathering of facts; it is about stimulating deep understanding.” (page 134).

Collaboration with staff when selecting and curating resources provides favourable benefits for all stakeholders. Building positive working relationships with colleagues within the school community and establishing shared educational values will assist in the selection of resources that meet the curriculum needs and interests of staff and students. Some practical ways of facilitating partnerships is through open communication, shared goals and collaborative planning. Sharing library updates and promotions in staff meetings and emails, articles in school correspondence and social media posts, can assist the school community in gaining insight in the library events, new resources and collection management, whilst also actively advocating for the library.

Seeking out input from all users into the selection and acquisition of resources is paramount in school libraries. Schools are more often involving students in collection choices. Patron-driven acquisition (PDA) has shown success in bolstering circulation statistics amongst students (Jorm, 2022). Improved engagement of both students and staff with the library collection has been observed in my school context when the users have been encouraged to select or request resources for passion areas or teaching and learning needs. Techniques for PDA could include utilising print or digital forms, suggestion boxes or using selection aids to suggest and request books for the school library collection.

As experts in information and literacy, teacher librarians are the link between resource selection and a school library that meets the needs and interests of all users.

Commonwealth of Australia. (2011). Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes. School libraries and teacher librarians in 21st century Australia.

https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm

Jorm, M. (2022, May 16). Photo Story: Student-Led library collection development. Teacher Magazine.

https://www.teachermagazine.com/au_en/articles/photo-story-student-led-library-collection-development

Loertscher, D. V. (2010). Shifting Our Vision for Our Futures: Leadership as a Foundational Element for Teacher-Librarians. In S. Coatney (Ed.). (2010). The many faces of school library leadership. ABC-CLIO, LLC.

ETL401 Assessment 3: Information Literacy Plan & Reflective Practice

The premise of information use in schools and the students’ ability to locate, evaluate and use information has always been an essential skill. However, with the ever-changing information environment and access to the multi-platform and the diverse nature of information that the internet presents, information literacy is now at the forefront of twenty-first century education proficiencies (ACARA, 2016). For more on the information environment and the connection to information literacy skills, please see my thoughts and summations here.

From my studies over the duration of the ETL 401 subject, I have become more familiar with the general capabilities and their connection to collaboration, communication, creativity and metacognition. By linking our third assessment to the general capabilities, I clearly recognised the role of the teacher librarian in the development of these valuable skills for our students.

Through my readings and assignments, I discovered that the term information literacy became notable when Zurkowski (1974) used it to refer to and describe the mastery of information tools to solve problems. The requirement for students to become information literate and be able to filter through the vast amounts of information, in addition to evaluating and synthesising it, is a critical skill for now and the future.

Information literacy models will enhance student information skills and competencies, providing an emphasis on inquiry learning and the link to twenty-first century skills that incorporate information literacy, critical thinking, creativity, and cooperative learning (Garrison, Fitzgerald and Sheerman, 2018). By employing an information literate and student-centred learning approach, students will build capacity through deeper connections and understandings. Please read more about information literacy and the transference of skills for the future needs of students here.

It is imperative that schools and educators align the curriculum with inquiry skills, to assist learners move their use and knowledge of information from ignorance to understanding (Fitzgerald, 2015). Research during this subject has shown that this is occurring. Bonanno (2015) has mapped inquiry curriculum skills and general capabilities to the Guided Inquiry Design (GID) framework, and collaborators from the NSW Department of Education have created the Information Fluency Framework (IFF) (Wall, 2021). Both the GID and IFF present a series of steps for inquiry as learners access and use information. GID stems from the comprehensively researched Information Search Process (ISP), and IFF has its origins in the Information Skills Process (ISP).

This subject has highlighted the importance of utilising an information literacy model in schools to support students in acquiring knowledge and understanding of the information process. In addition, incorporating a model or guided inquiry process into planning has ensured that I will be more effective in teaching inquiry skills and embracing the general capabilities within the Australian Curriculum.

Research shows a clear benefit to schools who employ a teacher librarian, from fostering a reading culture, to improving student literacy, through to the development of critical information skills (Merga, 2021). This advantage will be extended with the active involvement of teacher librarians in a collaborative partnership alongside classroom teachers in schools. With an expert knowledge of quality resources and information literacy models, teacher librarians create, resource, teach and assess inquiry units that enhance student outcomes and build their information literacy confidence and skills for the future.

Over the duration of the ETL 401 course, I have come across a myriad of articles on the importance of collaboration in schools (Merga, 2019; Lombard, 2016; Sharkey, 2013). These studies emphasised the advocacy of opportunities for student collaboration, as well as teacher partnerships, to optimise student learning.

This course has been a wonderful introduction to Teacher Librarianship. Firstly, developing and reflecting on my learning over the duration of the course on my blog page has been a beneficial way to delve deeper into modules. The discussion essay ensured I immersed myself into scholarly readings and comprehended the requirements of university studies once more. Finally, the practical development of an inquiry unit was my first adventure into Information Literacy models and processes. The aim is to go forth and teach my unit, to evaluate the content, flow and phases, and to observe how students respond to the stages of inquiry. It will be interesting to note if and when students experience Kuhlthau’s (1991) cognitive thoughts and affective feelings as they progress through the information seeking process.

Overall, ETL 401 has reinforced the advocacy of teacher librarians in schools. The multifaceted and dynamic nature of information, and how people access, find and use that information, promotes the need for teacher librarians, to support students with developing their effective information literacy skills and setting them up with applicable processes for lifelong learning.

Jennifer dressed as Red Riding Hood sitting on her horse for Book Week 2021. — Author’s own photo

References

Australian Curriculum, Assessment and Reporting Authority. (2016). General capabilities.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.

Bonanno, K. (2015). Australian Curriculum inquiry skills scope and sequence. [Eduwebinar] https://eduwebinar.com.au/australian-curriculum-inquiry-skills-scope-and-sequence/.

Fitzgerald, L. (2015). Guided Inquiry in Practice. Scan: The journal for educators. 34(4), 16-27.

Garrison, K. L., FitzGerald, L., & Sheerman, A. (2018). “Just Let Me Go at It”: Exploring Students’ Use and Perceptions of Guided Inquiry. School Library Research. 21.

Holland, J. (2022). Information Literacy. [Blog post]. https://thinkspace.csu.edu.au/jennifersjournal/2022/05/01/information-literacy/

Holland, J. (2022). The Information Environment. [Blog post]. https://thinkspace.csu.edu.au/jennifersjournal/2022/03/13/the-information-environment/

Kuhlthau, C. C. (1991). Inside the search process: Information seeking from the user’s perspective. Journal of the American Society for Information Science. 42(5), 361-371.

Lombard, E. (2016). Information Fluency: Not Information Literacy 2.0. The Journal of Academic Librarianship, 42(3), 281-283.
https://doi.org/10.1016/j.acalib.2016.04.006

Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2).

Merga, M. K. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classroom. Springer International Publishing AG.

Sharkey, J. (2013). Establishing Twenty-First-Century Information Fluency. Reference and User Services Quarterly, 53(1), 33-39.

Wall, J. (2021). Information Fluency: A NSW Journey. Scan, 40(9), 4-9.

Zurkowski, P. (1974). The information service environment: Relationships and Priorities. [Conference presentation]. National Commission on Libraries and Information Science, Washington DC.

Information Literacy

Information literacy models set out the steps students undertake to guide their learning and develop their knowledge for inquiry tasks.

When moving to adopt an integrated information literacy model for instruction, the teacher librarian holds a notable role. With expert knowledge of quality resources, teacher librarians create, resource, teach and assess inquiry units that enhance student outcomes and build information literacy confidence and skills for the future. The teacher librarian must champion their skills and knowledge of information literacy and subject matter. They are the scaffold for seeking and accessing information, and deepening student understanding and critical literacy skills. By guiding student inquiry and providing opportunities for developing research and learning for life, teacher librarians build on student learning across the curriculum in multimodal forms. It may be beneficial to present studies and literature on examples of information literacy models, as well as practical and collaborative units of work, for schools to consider.

Challenges to the teacher librarian integrating information literacy instruction can be school structures, timetabling and a lack of understanding of the intricacies of information literacy. School context and staffing structures can lead to minimising the use of teacher librarians in planning and pedagogical arrangements. In a smaller primary school setting like mine, the majority of teacher librarians in the region are used to release teachers from face-to-face contact. This inhibits collaborative planning, teaching and learning, an imperative part of inquiry learning. Additionally, the allowance of time in already packed schedules to effectively collaborate with colleagues to support the learning goals of students can be a challenge. Advocacy on the benefits of teacher collaboration with school executives, to support and timetable in planning meetings, is important for the longevity and success of the information literacy instruction and the teacher librarian and classroom teacher partnership.

To foster an environment conducive to the transfer of information literacy skills across subjects and from year to year is paramount in schools. A collaborative approach by teacher librarians and classroom teachers is imperative for the transference of skills across the curriculum. The need for a strong collegial relationship is an underlying theme throughout the study of information literacy and transference by Herring and Bush (2011). Facilitating a school-wide practice of transfer with consistency, collegial discussions and common terminology were identified as essential elements in the successful transference of skills in their research. Teacher librarians and teachers can support the transfer of knowledge and skills by adopting an information literacy model and collaborating on the unit of work. By educators working together using a guiding model, students will develop a common language, clear purpose and structure for their learning and inquiry skills. With the ability to transfer their information literacy skills, students will be well equipped to be able to access, use and evaluate information for their future needs and lifelong learning.

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

The Information Environment

Module 2: The Information Environment was an eye opening experience. This content highlighted and cemented the importance of Teacher Librarians and Educators as essential facilitators in student learning in this information rich world. We must acknowledge that our society influences how we learn and use information.

The Data-Knowledge Continuum was a key part of the readings that will impact how I teach into the future. The attributes of information including chaos, data, information, knowledge and wisdom are essential building blocks for student knowledge, and I propose, our knowledge as educators also. Understanding the continuum assists us in developing information literacy and digital learning experiences for our students so they can gain knowledge to a higher level (wisdom) to be able to make informed decisions with the data presented to them.

Our information society is all-encompassing. The fact that information can impact the economy and be a traded good is an intriguing concept highlighted in the readings. Recognising this impact and combining it with the amount of ‘free’ information available on the internet, our role as educators is an important one as students research and navigate the world of bias, validity and authenticity.

The evolving technology landscape allows our students to connect with information that is readily accessible and on highly interactive platforms. However, this digital environment is extremely dense and continually changing. As Teacher Librarians, we must be a reliable source of guidance and knowledge ourselves, and teach a range of critical analysis and digital literacy skills, in order to assist our students through this complex information landscape.

Oddone, K. (2022). Data, Information, Knowledge, Wisdom. [YouTube video].
https://youtu.be/9i3_soqoC00

Wideman, R. M. (2008). The Information Hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004.htm

ETL401 Assessment 1: The role of the Teacher Librarian

My understanding of the Teacher Librarian (TL) role in schools is continually evolving as my knowledge increases.

As stated in my Welcome post, I basically fell into my first TL role at my then Primary School. I had no big understanding or lofty aspirations, only that the Principal wished the library to become the heart of the school once more. Upon reflection, I really didn’t encompass or comprehend the role fully. I focused more on teaching the students and the engagement side of the role. To be honest, I was still a Teacher, not a TL. Looking back, I realise I didn’t completely understand inquiry models or how to even accession resources correctly into our various collections to be able to maintain a cohesive system.

Now in my fourth year at another ACT primary school in the TL role, I feel more confident in my pedagogy and my collection development. But I also realise there is still so much to the role. Just beginning with our first module, ‘The Information Environment’ (Oddone, 2022), it is evident the importance of TLs in schools to assist with developing student understandings in this constantly changing world. Librarians may be misrepresented in society’s eyes as storytellers and ‘the keeper of books’ only: that we read books to children and borrow and return. This is a long way from reality. You can read more on The Information Environment on my blog post here.

I am a solo practitioner in this school library currently – just little me, no assistant or ‘team’. However, the idea of TLs being a single entity and not part of a team is not entirely new but hopefully advancing in school environments (Given and Julien, 2005). Although I have my own office in the library and am the only library ‘worker’ at my school, I am part of each and every teaching team. I am in the specialist team with our music, French and wellbeing teachers. I am in the Literacy team, overseeing the budget and advocating professional learning, resources and practices. I am in each cohort team as I work alongside and collaborate, assisting with developing the best learning paths, inquiry and research, arranging rich texts and programming resources. And I am part of our whole school team, with the students being our priority. We all have the same goals, no matter what our role is: to promote a love of learning.

Nonetheless, my role at the school is beginning to weigh on my mind as I approach the arrival of our first baby in August. Who to train into the role to keep the library at the forefront of the school? How and when? Will the school continue to see the library as an imperative asset while I am on maternity leave? Will I have a role to come back to? Advocacy is so important in our schooling climate, with some politicians and the public believing TLs to be a rare and dying resource in schools (Carmody, 2019). Luckily for our wonderful school, we have a supportive Principal who sees our value. She advocated for me to undertake my Masters at CSU, and combined with the ACT Government’s priority for providing scholarships for teachers to complete their TL qualifications (Lewis, 2021), the future’s looking bright.

Carmody R. (2019, 15 September). School libraries hit by the loss of a dying breed as teacher librarians enter ‘survival mode’. ABC News. https://www.abc.net.au/news/2019-09-15/research-reveals-alarming-loss-in-teacher-librarians-in-schools/11494022

Given, L.M. & Julien, H. (2005). Finding Common Ground: An Analysis of Librarians’ Expressed Attitudes Towards Faculty. The Reference librarian, 2005-04-27, Vol.43 (89-90), p.25-38. Retrieved from: https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=2800e18e-d7fa-4adc-885b-b53e0a76e3cb%40redis

Lewis, K. (2021, 1 February). ACT government to provide 10 teachers a year scholarship to complete librarian qualifications. Canberra Times. https://www.canberratimes.com.au/story/7106701/scholarships-to-address-shortage-of-canberra-teacher-librarians/

Oddone, K. (2022). 2.0 The Information Environment [Study notes]. ETL401: Introduction to Teacher Librarianship. Interact 2. https://interact2.csu.edu.au/

Welcome

Rainbow on Jennifer's farm — Author’s own photo

Welcome to Jennifer’s Journal Reflections!

I hope you like the rainbow photo. It was taken on our property just outside the ACT border. We have the most spectacular sunsets overlooking the Brindabella Ranges. On this particular evening we had just had a rain shower come over. Beautiful!

A bit about me and my driving passions and interests. I live with my husband of 10 years, our three dogs and my two horses. I was on a horse before I could walk, so really I had no control over my love for them! I enjoy riding through our amazing landscapes and show jumping. Our dogs are our babies. They are going to be in for a rude shock when our first human bubba comes along in August!

I have been teaching for 15 years this year. Wow! Time really does fly! 10 years of that teaching experience has been as a Primary Teacher and 5 years has been as a Teacher Librarian (TL) for Preschool to Year 6 students.

But alas, I am a fraud! Hence, CSU and the Master of Education in Teacher Librarianship. In a few years I will feel like I truly belong within the esteemed cohort of Teacher Librarians.

Why Library? Initially, the Principal of the Primary School that I was teaching Year 5/6 at approached me with an interesting and brand new proposal: Why don’t I take up the TL role at the school in the new year? They wished to reinvigorate the library as the heart of the school for the students; to get them involved and wanting to use and enjoy the resource centre. I jumped at the chance for a fresh, new role. Wow! What a two year learning experience it was! Luckily for me, I had the most fabulous and supportive Library Technician to show me the ropes (and be my saviour). I adored getting to know the whole school, as I took classes from Kinder to Year 5/6 each week. I revamped the physical space with new bay ends, tables, chairs and senior and junior learning spaces. Additionally, technology, book chats, lunchtime clubs and activities, events and promotions were incorporated to engage students back into the library. And what results we had! You would be hard pressed to find free space during breaks!

Next, I moved to a new school and relished another four years of classroom teaching. Then the call came again from my new Principal, would I take on the library specialist position? Umm… yes! This has been my position over the past three years, with the role still changing each year.

Things that make my heart glow in the TL role: the enjoyment of seeing and knowing 380 faces around the school; the excitement from the students when you find them the right fit book; and especially when students tell me that the library is the best part of their week.

Now I embark on learning. Learning for me. Learning for our students. I can’t wait to embrace the journey, to enrich my practice for not only a strong reading culture in my school, but to develop my knowledge of inquiry learning and the ever changing digital and information landscape in education. The new horizon awaits!