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.

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. (2023). IFLA trend report: Realising libraries’ potential as partners for development (Update 2023). https://trends.ifla.org/update-2023

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

Digital Storytelling: Eco Warriors Context (Part A)

The digital storytelling project Eco Warriors has been created as an engaging hook to support students in their knowledge and exploration of sustainability. It focuses predominantly on the local community level, with specific learning throughout the artefact that is relevant to existing school wide initiatives, with additional supportive inclusions on a national and global scale. The inspiration for the project derived from our primary school being a recipient of multiple environmental awards in the past (Parsons, 2018). However, over the last few years, some practices have unfortunately decreased in efficiency for teachers and students as staffing changes and the education climate has become more challenging and with the focus on other areas such as student wellbeing. There is a recognised need to promote sustainability across the school and encourage students to be the leaders of change. This digital literature piece meets the needs of the school community, as it supports students in investigating and learning about the environment while complementing school programs and values (Hawker School, n.d.). When creating this digital literature tool, Nokelainen’s (2006) ten dimensions for educational usability were considered. The model examines factors including learner control, problem-based activity, collaboration, goals, applicability, value, motivations, prior knowledge, flexibility, and student feedback (p.181-186). The artefact was designed to have real world application, with school-based setting and information, to encourage student direction, leadership and innovation.

Eco Warriors has been produced with consideration of the intended audience of the year 3 and 4 cohorts. Within these two cohorts of 95 students in total, 1 identifies as Aboriginal or Torres Strait Islander, 19 are EALD, 12 are on an ILP (Sentral Education, 2023-b & 2023-c). Student learning data demonstrates the percentage of students achieving above grade level in English for the year 3 cohort is 53% and 56% for year 5, with 96% at level or above in for English in year 3 and 100% in year 5 (Sentral Education, 2023-a). The digital story is accessible to the clientele. Students and teachers are well equipped with digital technology at the school, with 1:1 Chromebooks allocated to students from years 2 to 6 for their class learning, and interactive whiteboards in every learning space. The flexible and visual nature of the story, as well as the creative tools, will benefit a range of learning styles and foster student learning needs (Johnes, n.d., para. 11). For differentiation of learning needs and to assist the 6 students within the cohorts that require reading and literacy support, students can employ accessibility features and screen readers on their device, can work within collaborative learning groups, as well as learn with guidance from teachers and learning support assistants.

[Screenshot of Eco Warriors first page]. (2023). Author’s own photo.

The digital artefact has been designed as a fun and interactive tool, guiding students through purposeful content and learning outcomes. The multimodality of the text will develop transliteracy skills (Holland, 2023, January 17) and support synthesis of content. The story follows a non-linear narrative nonfiction format, combining an engaging and inspiring narrative with informational aspects. The interactive fiction format was chosen as an engaging mode for students to view and interact with, while critically analysing the various storylines, messages and additional information (Kucirkova, 2018, p. 18). The interactivity, meaningful content and gamification components will increase student interest in the topic and support reluctant literacy learners. Digital storytelling promotes creative and critical thinking, decision making, digital technology competencies and collaboration with peers (Warfield, 2016, para. 10-11). The format will inspire active citizenship in the school, with prompts built in for action and response by users.

Eco Warriors supports the Australian Curriculum learning areas of English and HASS for both year 3 and year 4, and authentically embeds the cross-curriculum priority area of Sustainability. The digital story can be used as a mentor text to analyse multimodal elements, structure and purpose. Examination of, and responding to the literature, builds comprehension and personal connections, and extends contextual understanding and vocabulary (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2023-a). Civics and Citizenship content descriptors are directly addressed using the resource, including year 3 descriptors AC9HS3K06 and AC9HS3K07, as well as AC9HS4K07 and AC9HS4K08 for year 4 (ACARA, 2023-b). In these areas, students understand the difference of rules and laws, investigate their purpose and role in society, and examine local government services including waste management (ACARA, 2023-b). In addition, the story and associated material supports the year 4 Geography through exploration of resources and sustainability management (AC9HS4K06). The artefact addresses the Sustainability cross-curriculum priority through the promotion of informed experiences and action, sustainable patterns, responsible resource use, and building awareness for the future (ACARA, 2023-c).

An intention for the future is that students can build upon this artefact to use digital storytelling to create their own stories. This will develop rich connections, sharing and collaboration, whilst promoting ownership and value in the school community (Robin, 2016, p .19).

References

Australian Curriculum, Assessment and Reporting Authority. (2023-a). English – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-b). HASS F-6 – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-c). Sustainability (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability

Hawker School. (n.d.). Environment program. Retrieved September 23, 2023 from https://www.hawkerps.act.edu.au/Our_Curriculum/environment_program

Holland, J. [Jennifer.Holland] (2023, January 17). Multiliteracies. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/17/multiliteracies/

Johnes, S. (n.d.). What is digital storytelling and how can I use it to help my students?. Science and Literacy. https://scienceandliteracy.org/digital-storytelling-in-the-classroom/

Kucirkova, N. (2018). How and why to read and create children’s digital books: A guide for primary practitioners. UCL Press. https://doi.org/10.14324/111.9781787353473

Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society. 9(2). 178-197. https://www.researchgate.net/publication/220374935_An_empirical_assessment_of_pedagogical_usability_criteria_for_digital_learning_material_with_elementary_school_students

Parsons, S. (2018, April 24). Kitchen garden: the language of food. The Canberra Times. https://www.canberratimes.com.au/story/6040188/kitchen-garden-the-language-of-food

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://www.researchgate.net/publication/311964446_The_Power_of_Digital_Storytelling_to_Support_Teaching_and_Learning

Sentral Education. (2023-a). Academic Reports (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-b). Profiles (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-c). Student plans (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Warfield, A. (2016). 6 reasons you should be doing digital storytelling with your students. Getting Smart. https://www.gettingsmart.com/2016/01/17/6-reasons-you-should-be-doing-digital-storytelling-with-your-students/