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.

ETL567 – Reflection of Formal Research learning

What is research?

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

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

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

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

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

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

Dissemination and audience

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

Future application

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

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

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

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

References

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

ETL505 – Reflection of Descriptive Resourcing and Analysis learning

This was a very practical subject, with numerous opportunities and activities that allowed us to search, analyse and reflect on data and data services that are used in libraries and education settings. In completing the readings and modules for this subject, I found that there were links to several other subjects studied to date, including developing collections to suit the needs of the school community and library users from ETL503 Resourcing the Curriculum, and the information environment and the role of the teacher librarian from ETL401 Introduction to Teacher Librarianship. Concepts and questions that arose throughout this subject have been recorded below for future reading and revision.

Why organise information in school libraries and what role does the TL have?

Resources must be easily accessible and useful to the community, and how the information is organised assists in how each collection is grouped, whether by form, genre or the DDC. Teacher librarians need to have an understanding of information resource description to be effective in our role of supporting library users in their information needs, by connecting people to appropriate resources and facilitating access for teaching and learning (Hider, 2018). By ensuring that the information is communicated, displayed, held and circulated in an organised and user-friendly manner, teacher librarians can promote access to resources that support the learning community.

As I reflect on this premise, I can identify how organising my school library’s resources into collections has assisted our school community. The Non Fiction shelving holds resources organised using the abridged DDC, including popular topics grouped together into labelled boxes, such as dinosaurs, pets or transport. These organised resources also assist teachers in delivering the curriculum, so they know where to find information on the weather, solar system or poetry, for example. We also have a Picture Book collection that is organised alphabetically by the primary access point of the author’s surname. This section also groups authors that have multiple books into their own labelled boxes. Our Fiction section contains novels organised alphabetically, with again, authors with a series or with multiple published books grouped into labelled boxes. I introduced a Senior Fiction collection for resources that are more suitable to year 5 and 6 students only, as well as a collection I named Everyone Fiction for shorter and emerging chapter books and popular series such as Hey Jack! or Ella Diaries. I also added a Preschool collection which is housed at our adjoining preschool setting for ease of access, and a French collection for the specialist French teacher to use for her program and teaching. Furthermore, the application of genre spine labels have assisted in supporting our users to find resources they may be interested in, including graphic novels, sci-fi, adventure etc. By organising the library into these collections, easy and clear access for our users to know where to find and search for resources has promoted increased usage and circulation.

Everyone Fiction collection
Author’s own photo

Picture Books collection – author boxes
Author’s own photo

What are some of the elements or attributes that might be useful for the purposes of discovering and retrieving particular resources?

Metadata elements are the foundation of resource description and when accessing information, some attributes are more relevant than others (Hider, 2018). The vocabulary used to describe and access resources is integral for efficient and effective searching within the library. Retrieval of data can be achieved using several tools and methods:

Controlled vocabulary – including subject heading lists, subject thesauri, or subject classification schemes (the latter more so being the arrangement and ordering of physical resources to facilitate browsing)
Natural language – subject searching using the language that is used in the resources
Keyword searching – the main approach using natural language in school library catalogues
Subject headings – inquiries via subject using the library catalogue or databases are a common method of searching for information resources
Functional Requirements for Bibliographic Records (FRBR) user tasks – depending on information needs and known details of a resource, a user may engage in an element/s to assist in their search, including finding, identifying, selecting, obtaining and exploring

“frbr-er” by kevenlw is licensed under CC BY-NC-ND 2.0. This image depicts a conceptual model for understanding the relationships between resources called the Functional Requirements for Bibliographic Records (FRBR).

How can knowledge of these elements impact the teaching and learning within the school library?

Teaching users natural language and keyword searching will provide insight into the author’s terminology to recognise themes and content within resources. Furthermore, understanding and use of SCIS subject headings contained in the school library OPAC will support users in their ability to explore information and data effectively, providing subject access to relevant resources.

What tools can be used to describe and analyse resources?

RDA (Resource Description and Access) – a toolkit of data elements that provides guidelines on how to record attributes of resources and metadata. In this course we used the Original Toolkit in our Assessment 2 task to descriptive catalogue a selection of resources using RDA elements and references.
SCIS (Schools Catalogue Information Service) – a comprehensive catalogue subscription service to access and search records and content. In this course we used SCIS in our Assessment 3 task to devise subject headings for a selection of resources.
Trove – is a portal to explore a database of collections and content from Australian libraries, museums, galleries and archives through the National Library of Australia.
DDC (Dewey Decimal Classification) System – an organisational tool for classification of bibliographic records using classes and notation as well as number building schedules and tables. In this course we used WebDewey in our Assessment 3 task to analyse and explain classification and number building on a selection of resources.

Other resources explored in learning modules:

ScOT (Schools Online Thesaurus) – an Australian and New Zealand based service providing controlled vocabularies linked to subject areas and curriculum terms for cataloguing and searching.
Library of Congress – a catalogue to search and browse millions of records for books, serials, manuscripts, maps, music, recordings, images and electronic resources. There are also additional catalogues and research tools to access including Thesauri and Controlled Vocabularies, and Linked Data Service lists for bibliographic description.
Thesaurus for Graphic Materials – a tool for indexing visual materials by subject and format.

In summary, an understanding of resource description and cataloguing ensures TLs can effectively and efficiently support users in their information needs to develop effective search strategies and gain access to relevant resources in a timely manner. This knowledge will also support TLs in their collection management through assisting in evaluating resources to ensure appropriateness and suitability to the school context; identifying incomplete or incorrect metadata in bibliographic records; creating lists, tags and collections to suit curriculum and passion needs; understanding and assigning subject headings to resources if required using allowed, broader, narrower and related terms; and developing a user-friendly library management system interface for the school catalogue.

Future applications for my school library context

This was a technical subject that assisted in gaining further understanding and knowledge of how and why resources are catalogued the way they are in SCIS and Library Management Systems. Application of this knowledge will be beneficial in future resource collection and management, including manually adding resources or assigning and organising call numbers that reflect the school context and collection.

One area to focus on in my school library will be the consistent use of the ‘notes’ section of a bibliographic record to add value to information retrieval, for example, ‘CBCA Shortlisted Book’. I particularly found the DDC system and number building interesting, as well as understanding how metadata influences searching outcomes (see the fourth paragraph above on vocabulary elements for teaching and learning). In addition, ensuring the online catalogue is readily available with a current, organised interface containing engaging access points (such as news, promotions, reviews etc) to reflect the clientele, will be a goal for the future. Many of the concepts explored in this subject could be also applied to student and staff learning in the school library, to assist in communicating and learning more about the information literacy and inquiry processes.

Hider, P. (2018), Information resource description: Creating and managing metadata (2nd ed.). Facet Publishing

Multiliteracies

Literature has evolved with the rise of digital technologies, although the purpose and ideas of stories remain – to entertain, inspire, connect and prompt meaning making. As Teacher Librarians we can support student learning by creating diverse and responsive environments and opportunities for interaction with multiple modes of literature, information and communication devices. Reflecting on the learning modules during ETL402, I felt compelled to compile a dictionary of sorts, for easy access and referral to the metalanguage for my future practice.

Critical Thinking

Reflecting, inquiring, analysing and connecting are key components of learning new information. Critical thinking is a targeted learning competency for 21st century skills, as recognised in the Australian Curriculum as one of the General Capabilities. In literature, students will identify and form opinions using reasoning and text evidence. Skills include interpreting, sequencing, comparing, questioning, inferring and evaluating (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present).

Multiliteracies

The diversity of multiple forms, tools and various media presentations in today’s technology-driven learning environment requires students to be able to analyse and deconstruct information from a range of text mediums.

Transliteracy

Transliteracy is an overarching concept encompassing knowledge and skills across multiple platforms to be successful lifelong learners (Ipri et al., n.d.).

Visual Literacy

Viewing and analysis of still and moving images using visual elements, for meaning and contextual understanding. Visual literacy also involves students being able to effectively communicate through visual presentations (Bales, 2019).

Textual Literacy

Analysing, interpreting and evaluating written information and literature for context and understanding, as well as responding to texts and building opinions.

Digital Literacy

Locating, evaluating and interpreting information in digital mediums. Being able to critically analyse digital sources for credibility, accuracy, bias, purpose and point of view (Bales, 2019).

Technological Literacy

Ability to navigate and use a variety of technologies for information use and research. Additionally, doing so with digital citizenship, including using online platforms safely, ethically and responsibly.

Australian Curriculum, Assessment and Reporting Authority. (2010 to present). Critical and Creative Thinking (Version 9). Australian Curriculum: F-10 Curriculum

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Bales, K. (2019). Multiple literacies: Definition, types, and classroom strategies. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323

Ipri, T., & Newman, B. (n.d.). Beginner’s guide to transliteracy. Libraries and transliteracy. https://librariesandtransliteracy.wordpress.com/beginners-guide-to-transliteracy/

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/

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.

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