At the beginning of my journey in completing the Masters of Teacher Librarianship I stated that whilst I knew a little about the role of TLs in school libraries, I had not been aware of the full scope of the role (Piper, 2020). As I completed each core subject and my chosen electives, my reflections demonstrated a greater depth of understanding of the role of the teacher librarian. Teacher librarians are valuable assets to schools and the wider community displaying qualities of information experts, managers, leaders, and resource gatherers.

Fulfilling the TL role within a small school, I found I had intimate knowledge of the resources held within my library and resource room. Whilst this has been useful, ALIA’s Standard 6 objective of observing and maintaining collection age highlights the importance of keeping resources relevant and current (I & J Management Services, 2021). I know that many of my resources need to be updated, added to, and deselected from the collection. Building upon my knowledge of current resources, I aim to attend professional development provided by organisations such as the ASLA, NSW School Library Association and State Library of NSW (Australian School Library Association, 2023; School Library Association of NSW, 2019; State Library of NSW, 2018). These organisations promote and advocate authors and literature that support curriculums. The implementation of the new NSW English and maths syllabus has been an opportune time for increasing awareness of quality resources. Commitment to attending conferences that promote literature and keeping updated with literary award schemes such as the Children’s Book Council of Australia (CBCA) will strengthen my knowledge and awareness of new and contemporary resources and will provide networking opportunities to enhance my collaborative practice with fellow librarians.

Being an excellent teacher librarian requires the ability to maximise the level of service to the school community. This includes ensuring technology is maintained and accessible for users of information (I & J Management Services, 2021). Increasingly libraries and TLs are called upon to demonstrate skill in using digital resources and tools to enhance quality teaching programs and learning opportunities (EveryLibrary, 2021). My school accommodates a specialised technology teacher and room. Because of this my role as the TL is focused on literature, author studies and research tasks supporting KLAs such as history and geography. Whilst I use technology in some forms, my confidence in utilising a wide range of innovative technology programs and tools is not as strong as it could be. An initiative organised by a group of keen like-minded TLs aim to promote further professional development for TLs (PLCC, 2023). Keeping up to date with these summits, webinars, and shared programs will add to my technological skills enhancing my teaching programs and student learning opportunities when I implement activities such as makerspace. It has been observed that schools that have implemented collaborative initiatives between libraries and classrooms have demonstrated that students develop critical and creative skills (Lonsdale, 2003). Engaging students in all forms of learning should be at the forefront of educators’ minds. Core to the school community, TLs have the unique opportunity to teach and collaborate with students of all ages and learning needs. My hope is that as I continue my journey as TL, I embrace the challenges of improving my skills to educate in an information driven world that thrives on innovative solutions.

References

Accessit Library. (2021, June 18). How to approach collection development in school libraries. Accessit Library. https://accessitlibrary.com/project/collection-development-school-libraries/

Australian Library and Information Association. (2019). Professional development for library and information professionals. ALIA. https://read.alia.org.au/file/1261/download?token=gVKFHGkA

Australian School Library Association. (2023). ASLA conference 2023. ASLA. https://asla.org.au/conference2023

Bowie State University. (2023). LibGuides: Fact checking and media literacy: Is it CRAAP? LibGuides Thurgood Marshall Library. https://bowiestate.libguides.com/c.php?g=941778&p=6788923

Braxton, B. (2014, August). Sample collection policy. 500 Hats. https://500hats.edublogs.org/policies/sample-collection-policy/

Chang, S. (2018, August 30). Assessing learning in maker education. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/article/assessing-learning-maker-education

Child, J. (2019, March 2). Ideas for using technology in the library. Tinkering Child. http://tinkeringchild.com/ideas-for-using-technology-in-the-library/

Daley, M., & Child, J. (2015). Makerspaces in the school library environment. Access, 29(1), 42.

Dempsey, L. (2016). Library collections in the life of the user: two directions. LIBER Quarterly, 26(4), 338. https://doi.org/10.18352/lq.10170

Dix, K., Felgate, R., Ahmed, S. K., Carslake, T., & Sniedze-Gregory, S. (2020). School libraries in South Australia 2019 census. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-583-6

EveryLibrary. (2021, December 24). The rise of school libraries as technology hubs. Medium; EveryLibrary. https://medium.com/everylibrary/the-rise-of-school-libraries-as-technology-hubs-e85e71a1ce42

Grimmett, C. (2023). The Information Fluency Framework. Connections, 123, 10–11. https://www.scisdata.com/connections/issue-123/the-information-fluency-framework/

I & J Management Services. (2021). 2021 Standards and Guidelines for Australian Public Libraries. Australian Library and Information Association. https://read.alia.org.au/file/1708/download?token=5xFrREhj

Kantaros, A., Diegel, O., Piromalis, D., Tsaramirsis, G., Khadidos, A. O., Khadidos, A. O., Khan, F. Q., & Jan, S. (2022). 3D printing: Making an innovative technology widely accessible through makerspaces and outsourced services. Materials Today: Proceedings, 49, 2712–2723. https://doi.org/10.1016/j.matpr.2021.09.074

Lance, K. C., & Maniotes, L. K. (2020). Linking librarians, inquiry learning, and information literacy. Phi Delta Kappan, 101(7), 47–51. https://doi.org/10.1177/0031721720917542

Lee, N. T. (2020). Bridging digital divides between schools and communities. In Brookings. The Brookings Institution. https://www.brookings.edu/articles/bridging-digital-divides-between-schools-and-communities/

Library and Information Science Network. (2023, May 20). Resource sharing in library: a brief information. LIS Education Network. https://www.lisedunetwork.com/resource-sharing-in-library-brief/

Lonsdale, M. (2003). Impact of school libraries on student achievement: A review of the research report for the Australian School Library Association. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1024&context=tll_misc

Merga, M. K. (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

National Library of Australia. (2021). Digital strategy. National Library of Australia. https://www.nla.gov.au/about-us/corporate-documents/corporate-strategies/digital-strategy

New York City School Library System. (2023). Creating a vision statement for the school library. New York City School Library System Connect, Create, Lead. https://nycdoe.libguides.com/c.php?g=944646&p=6809567

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

NSW Department of Education. (2021b). Teacher librarians. NSW Government Education. https://education.nsw.gov.au/teach-nsw/explore-teaching/types-of-teachers/specialist-teachers/teacher-librarian

NSW Department of Education. (2023). Curriculum reform release time. NSW Government Education. https://education.nsw.gov.au/teaching-and-learning/curriculum/nsw-curriculum-reform/curriculum-reform-release-time

Piper, J. (2020a, March 13). Thoughts on being a Teacher Librarian. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2020/03/14/thoughts-on-being-a-teacher-librarian/

Piper, J. (2020b, May 25). Part C reflections. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2020/05/25/part-c-reflections/

Piper, J. (2022a, May 9). Developing and managing library collections – first thoughts. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-and-managing-library-collections-first-thoughts/

Piper, J. (2022b, October 2). Evaluating the usefullness of digital resources. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/evaluating-the-usefullness-of-digital-resources/

Piper, J. (2022c, October 2). Exploring the use of digital tools in the learning environment. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/exploring-the-use-of-digital-tools-in-the-learning-environment/

Piper, J. (2022d, October 3). Reflecting on the use of technology in learning environments. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/03/reflecting-on-the-use-of-technology-in-learning-environments/

PLCC. (2023). Library professional development events and opportunities. PLCC. https://sites.google.com/education.nsw.gov.au/tlcc/library-pd

Richards, M. (2017). School libraries support digital technologies. Connections, 102, 13–14. https://www.scisdata.com/connections/issue-102/school-libraries-support-digital-technologies

School Library Association of New South Wales. (2019). Professional resources. School Library Association of NSW. https://slansw.net.au/prof-resources

State Library of NSW. (2018, November 19). Professional development and events. State Library of NSW. https://www.sl.nsw.gov.au/public-library-services/professional-development-and-events

Students Need School Libraries. (2018, January 31). Our mission. Students Need School Libraries. https://studentsneedschoollibraries.org.au/our-mission/

UNESCO. (2023, April 20). Information literacy. Information for All Programme; UNESCO. https://www.unesco.org/en/ifap/information-literacy

White, C. (2016, March 7). Libraries: Technology hubs that will bridge the digital divide or rest areas on the information super highway? Linkedin. https://www.linkedin.com/pulse/libraries-technology-hubs-bridge-digital-divide-rest-areas-white

The Master of Teacher Librarianship has been an inspiring and challenging course. Now more than ever do I value and advocate for the call for more teacher librarians (TLs) in schools where literacies in all forms can be experienced and challenged by our young learners (Students Need School Libraries, 2018). My early journey as TL was limited in my depth of understanding of the specialist roles TLs perform. Reflecting on my studies, I have identified three themes that stand out as key to my continuing growth as a TL. Information literacy, ICT use in school libraries, and collection development are topics that continue to challenge me in my drive to improve my own personal skills as TL and how I can implement these to create effective teaching and learning experiences.

Information literacy abounds in the world allowing us to complete many tasks necessary for living (UNESCO, 2023). Society’s increasing use of technology to experience material, in particular social media, brings information to the forefront of our minds. As TLs we are continuously driven by our intrinsic purpose end role descriptions, to put quality information in the hands and minds of our students and to equip them with critical information literacies (Australian Library and Information Association, 2019; NSW Department of Education, 2021b). Prior to my studies in becoming a qualified TL, I had advocated for supporting KLAs such as geography and history with a focus on research skills. My school were supportive of my endeavours, and I created programs that instructed and supported students to develop their understandings of topics mainly using physical texts and online websites. As I have progressed through my studies my depth of understanding of research skills has grown significantly and I now have knowledge of tools I can use to support my information literacy programs.

In recent years the Information Fluency Framework is a tool that has been developed to support teacher librarians in the teaching of information literacy across different platforms (NSW Department of Education, 2021a). My participation in CSU course discussions prompted me to join librarian forums online and it was through these that I became aware of the IFF. As I came to understand the IFF and its purpose it was clear that this was an invaluable tool that would prove helpful for TLs in not only programming but also advocating the information expertise of TLs (Grimmett, 2023). Observing the elements of the IFF indicate the emphasis on learning how to use and access information in its myriad forms, is essential for learners. Implementing the information process in student learning establishes strength in information literacy.

Understanding information processes and how these can be supported by the IFF is key to implementing a strong information literacy program. When I created a collaborative program that had to facilitate the diverse roles of the TL and classroom teacher, I considered various information literacy models (ILM) (Piper, 2020b). The range of models available to support information processes ensure that students can use different resource modes for gaining information in different ways. Utilising ILMs in effective ways demonstrate strength in collaboration between TLs and class teachers. Lance and Maniotes (2020) identify weaknesses and reluctance in class teachers to instruct and guide the teaching of information literacy. Evidently students who participate in inquiry-based learning that utilise ILMs, develop strong information literacy skills. Expertise in information literacy and the broader scope of the TL’s function, highlight the complexities of the role requirements (Merga, 2020). Where TLs and classroom teachers collaborate for inquiry-based teaching opportunities, it seems TLs have the upper hand in knowing what skills are required by the learner.

As users of information students must understand how to navigate and critically evaluate the relevance of information. TLs support their learners in evaluating information sources through the use of tools such as CRAAP (Bowie State University, 2023). I pondered the use of this tool together with SIFT and concluded that the advantages of using evaluative tools such as these were dependent on students and educators (Piper, 2022b). Evaluating my teaching programs have given me the opportunity to reflect on teaching strategies and directions I am implementing in my library and how I can improve on these in future. Encouraging class teachers to collaborate with me when programming and providing them feedback on student progress where I have independently taught information literacy lessons, is proving beneficial. Increased collaborative discussions and planning have meant that library lessons in my school have become purpose driven and more meaningful for my students. They are able to make connections between the literacy skills they are being taught in library to the content and information they are being exposed to in key learning areas (KLAs). When students make strong connections in learning,

The information landscape is strongly influenced by technology and user application of digital tools. As intelligence evolves and presents itself in different ways, students and teachers find themselves seeking new ways to learn, understand and create. ICT use in the school library can vary greatly from school to school. The cost of keeping up with technological trends within libraries forces librarians to think about how they can financially and strategically manage the digitisation of resources (National Library of Australia, 2021). As information experts, teacher librarians are skilled in utilising resources available to them within schools and networking with other information repositories for relevant resources and tools. The ability to use a range of technological devices and tools support the development of learning across KLAs and learning phase.

My experience within a small school library has identified the potential negative impacts where limited access to technology and digital knowledge is a reality. Research has shown digital divides and restrictions are not limited to lack of access to digital tools and devices, but the knowledge and confidence from educators to strengthen students’ technological skills (Lee, 2020). TLs aim to collaborate effectively with classroom teachers to ensure all students have equitable access to the digital tools and skills. In my small school, the existence of an ICT room filled with technological devices, tools, and equipment offers scope for students to be critical problem solvers and creators. The divide exists in the space not being connected in any way to the library. For many educational institutions, the library is identified as an information hub managed and serviced by a qualified librarian who boasts technological strengths and skills able to bridge the digital information divide (White, 2016). The physical distance between the library and ICT room hinders opportunistic and collaborative practices with classroom teachers due to time management restrictions. Understanding that technology must be at the forefront of information access, I now know that I must first overcome the challenges of making available technological tools and resources to enhance my teaching and learning programs. When I collaborate with classroom teachers, I ensure my program strengthens and develops skills using physical resources for research purposes. Students then apply these skills and information to technological tools such as Book Creator to present information in creative ways. As a TL, I am challenged by the self-imposed question, how can I embed and encourage the use of technologies within my library to support literacies?

Makerspaces has been highlighted as a unique and multimodal means of problem solving, critical thinking and creativity (Daley & Child, 2015). When done well, makerspaces can engage all learners, and encourage collaboration between class teachers and students. The sustainable nature of makerspaces allows libraries to provide either simple or complex set ups that are financially viable. Where small school library spaces are limited, makerspaces can use simple materials and processes to engage learners to respond to specific literature (Child, 2019). Where funding and space allows, makerspaces can employ more complex skills combining coding and 3D printing when problem solving. Where space is limited but funding allows, providers of makerspaces can outsource tools such as 3D printing, allowing more complex uses of makerspaces to occur (Kantaros, et al., 2022). Knowing how to set up and use makerspaces as an effective teaching tool then gives TLs the opportunity to engage, support and collaborate with class teachers in providing optimum learning opportunities for students.

When technology is used in maker learning experiences, a shift in assessing learning in these formats is necessary (Chang, 2018). Classroom teachers are well versed in using the usual forms of assessments whether they be formal or informal. TLs in presenting learning opportunities in makerspaces are prompted to change and re-evaluate how assessment of innovative learning occurs.

When students have the opportunity to engage in creative learning through digital means, access to digital resources is imperative for both informing students and exposing them to innovative creations. Now that institutions are connected digitally through the use of the internet, libraries have the unique ability to share resources with local and global institutions (Library and Information Science Network, 2023). Resource sharing is increasingly being used across libraries and resource repositories as a means of putting information into the hands of its users. Key to making the most of resource sharing is selecting the right digital tool with which to have information presented (Piper, 2022c).

Core to the role of TLs in school libraries is the management of resource collections. These resources are collected and managed over time to ensure schools are well equipped with resources that are vital and relevant for the school curriculum. Driving the collection development is the vision, an important statement advocating the library’s priorities (New York City School Library System, 2023). Prior to beginning my professional development as a TL, I had not consciously thought about the vision of my school library. I quickly learnt that library visions and purpose govern collection development policies (Piper, 2022a). Collection policies assist TLs in advocating for school libraries, resources, and their own specialised skills. Collection development then is an important facet of maintaining a school library collection. A collection development policy and manual set out guidelines for TLs ensuring the school community has access to relevant and current resources. During my studies I had the opportunity to complete an assignment where I had to critically evaluate and improve a sample collection policy. Braxton’s (2014) guidelines for developing a collection policy helped me identify key elements that need to be included in collection management and development procedures. Using the sample guidelines, I was able to identify the decision processes in purchasing and deselecting resources, avoid bias, and be driven by the library’s vision and purpose. Importantly, the selection criterion is an influential tool that guides the resource collection within my school library.

Fulfilling the role as a TL in my school, I was somewhat familiar with providing a collection of resources to staff. My knowledge was lacking in understanding the importance and necessity of collection management using policies to curate resource collections. A deep understanding of the school curriculum allows the TL to develop resource collections for faculties and school staff. An opportunity arose for me to develop my understanding of collection development when I created a resource kit for a hypothetical research project to be used by Stage 2 (years 3 and 4) teachers (Piper, 2022a). This task allowed me to search for a variety of resources for a particular topic, assess their currency and appropriateness for inclusion in the resource kit, and provide annotated bibliographies to support teachers’ understanding and use of the selected resources. Here I demonstrate how I used a collection development plan whereby I evaluated and took stock of the current selection and identified gaps that could be detrimental to the teaching program. Identifying the gaps in any resource collection is a necessary task that allows TLs to budget, source and acquire new resources (Accessit Library, 2021).

In recent times, the NSW Department of Education has been progressively releasing new units of work supporting the new K-6 English and mathematics syllabus (NSW Department of Education, 2023). Supporting these units of work are supporting and mentor texts. School librarians have been called upon by executive teams to check catalogues, and source necessary resources for schools. This has shone emphasis on the importance of the school librarians’ role. A deep intimate understanding of resource contents has allowed TLs to quickly identify gaps in resource collections, utilise knowledge of resource repositories to source new items in a cost-effective way, and collate the required resources for staff use in a timely manner.

Filling gaps and building a quality collection of resources challenges me to reflect on the realities of physical storage. In managing the resource collection, TLs must address the difficulty of storing a growing collection. Or do they? The increasing shift to digitising resources has seen physical resources in libraries reduce. TLs then are left with the increasing challenge of ensuring copyright protocols are followed and facilitating equitable user access to digital platforms (Dempsey, 2016). In small school libraries such as mine, this has been a slow process. Low budgets for digital resources hamper efforts in the digitising move and, similarly, the weeding of outdated physical resources is added to the long list of actions required of the lone TL.

If the aim of the school library is to provide and support the school curriculum through numerous resources, tools, and space for learning to occur, then the TL as information specialist, adds expert knowledge of resources to learning experiences. School libraries that have qualified TLs managing and facilitating instruction with quality resources have demonstrated that growth and strength in student engagement and learning (Dix et al., 2020). Now that I understand why collection development is vital to the role of TL, I aim to develop and improve my collection policies and procedures so that I can apply these processes in my library to weed outdated sources and improve the quality of the library collection. This will guarantee a collection that is relevant, current, and supportive of the school curriculum.

The information landscape is one filled with challenges, innovation, and evolving environments. Users of this landscape require the skills and knowledge to access and use relevant information in increasingly sophisticated ways. Teacher Librarians (TLs) as information specialists are best placed to guide and nurture the development of research skills. An effective TL commits to managing innovative learning spaces that allow students to be immersed in and be exposed to quality literature, developing critical and creative information skills. Purposeful collaboration with class teachers and leadership teams, demonstrate TLs awareness of current curriculum and resource requirements meeting the needs of school communities. TLs are necessary for maintaining and advocating rich content within libraries ensuring schools have innovative learning spaces.