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 21st 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 21st 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 21st 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
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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
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