Tag Archives: Libraries

Making the most of my school library space

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My previous post discussed aspects of creating a dynamic information environment. I mostly referred to digital tools and digitised information. I mentioned that information comes in all forms and modes. Making the most of a library space, whether it be a school or public library, considers: the physical space; budget constraints; diverse needs of the library’s clients; and the management skills and expertise of the TL and public librarian.

My small school library is located in an older style building where two classrooms have been combined to make one larger space. It is restrictive with old fashioned window placements, two standard sized external doors, one internal door and two nib walls and a huge router in one corner, and an interactive board at one end, but there are positives! I absolutely love my long wooden deck/ verandah that receives northern sunshine on these winter days. When the sun shines, reading moves outside much to the joy of my students!

I am lucky enough to be currently making some significant changes within my library in terms of furniture placements, creating spaces for students to retreat or group work and the use of flexible furnishings. It’s not perfect, but changing my fiction and non fiction shelves means that my students can now reach books on the top shelf more easily. These shelves are also on wheels allowing me to change things around if I need/ want to. We are on a tight budget so some of these items were purchased like new but second hand saving some precious dollars. We are still working on improving acoustics and display opportunities by getting quotes for pin boards and also custom sized white boards in different areas of the library for flexible working/ learning opportunities.

I’d love more wall space for displays or interactive stations, such as Lego walls or a makerspace of sorts, to increase student engagement in problem solving activities. I don’t have any technology for students to use aside from a kiosk, but students do have access to ipads and/ or laptops for researching and the like. This, however, requires planning and reminders to students and class teachers to bring these devices from classrooms when they have their library session. We have a seperate technology room which can be used provided I book it in for library time. But in short, ready access to technology within the library would be a bonus. Another change that I am slowly working through, is culling old and severely outdated books. By ensuring my resources are current, relevant and accessible to my students, I am creating much needed valuable space on shelves and also creating a sense of light and space.

There are so many things that could be done in my library space with an limitless budget, but I am finding any changes I make are made with my students in mind. I am ever conscious of the fact that despite saying it is ‘my library’, it is very much my students’ library. Changes made in any library must consider the needs of its clients. So far, the small changes I have made in my library have been welcomed and praised by my students. I can only hope that further changes result in improvements for the benefit of my school community.

The dynamic information environment

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When I think of the dynamic information environment, I immediately think of information and how people access different types of information. As a TL, I reflect on the ways my students access information for learning and investigative purposes and how I guide their learning to help them build research skills.

My library space is limited when it comes to digital access and so my programming requires forward planning and liasing with fellow staff to book and secure access to laptops and ipads. My students thus spend the infant years understanding, learning and practising how non-fictional books are used and accessed. These skills are used and further refined from year 3 onwards, combining with digital research. It would be great to imagine my library space as one that creatively caters to the diverse learning needs of my students at the click of my fingers, however, this is not a reality and I know this scenario is repeated in many other schools. My school is fortunate to have a tech teacher who guides and supports tech and science utilising the tech room. Here, students use a range of digital tools applicable to their learning. Tools such as Book Creator, Word Clouds, Minecraft, Google Earth, and more, are all used to engage our diverse students to demonstrate learning success for a variety of outcomes and across KLA’s.

So, can I consider my library space a dynamic information environment? In a way, yes. At first glance it may not seem as such, considering the lack of obvious digital tools available for student use. But, we must remind ourselves that information is found in all sorts of places. Books, online, posters, magazines, signs, toys, and other tactile materials. I encourage my students to seek information from environmental print, provide opportunities to tell and retell stories using lego story boxes, rotate displays and always promote books about particular topics, authors or the latest trends. It is all too easy, in this digital age, to forget there was a time before ‘the internet’. Increasingly TLs and educators are striving to self educate on the latest digital tool or online information access point. While this is all well, I think there is still value in teaching students information access via books. Our diverse society means there is still inequitable access to digital tools by families, and we need to ensure these members of our communities  have the opportunity to develop the skills required to access information. As TLs, it is thus imperative that we maintain a diverse information environment, ensuring that we capture the curiosity of all of our students, staff and school community.

Reflecting on collection development

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Early in my journey to becoming a qualified teacher librarian (TL) I had not contemplated the complexities of the TL role (Piper, 2020). Resourcing the curriculum has given me the opportunity to deepen my understanding and knowledge of collection development and management. This reflection demonstrates my understanding of the role and nature of library collections. I highlight some key challenges TLs need to overcome in their multifaceted role while maintaining a dynamic library collection. As I embark on my professional journey as TL, I contemplate some practical ways in which I can meet the needs of my school community and advocate a collection of dynamic resources to strengthen the school curriculum.

Having worked in a school library, I have had the fortune to develop some understanding of library collections and how these are managed. The application of my understanding, however, was limited to basic management practices. I now know that library collections require expert management and development practices (Piper, 2022b). School libraries aim to provide access to resources for students, teachers, parents and the wider school community (NSW Government, 2021). TLs ensure that library resources are available to entertain, inform, support, and develop curriculum needs through their expert collection management (Australian School Library Association, 2022).

As a small school in a lower socio-demographic area, my library has historically relied on physical resources that are increasingly dated and provide little stimulus for innovative learning. Library collections should hold diverse resources presented in a range of formats for optimum engagement. A well-maintained library collection includes quality resources that support the school’s curriculum; is actively supported by the school community; considers potential limitations such as budget, accessibility, and ethics (Cooney et al., 2017). Library management must be undertaken with purpose and accountability through the implementation of a library collection policy and procedure. It is clear then, the library is a repository for a dynamic collection of resources that is managed and maintained by the expert TL.

Examining the many facets of collection management highlights necessary processes for evolving school libraries. Historically, communities have acknowledged libraries as repositories of resources (Vaughan, 2022). Collection management requires cyclic reviews of the resource collection to ensure resources are useful and meaningful (Saponaro & Evans, 2019). It has long been recognised that library users must have access to current resources to meet the demands of rapidly changing information landscapes (Fitzpatrick, 2000). By critically reviewing and assessing digital and physical resources within school libraries, TLs can ensure that relevant resources are meeting the needs of teachers, their diverse learners, and the evolving curriculum.

A library’s collection is informed and guided using policies and procedures (Braxton, 2018). Library policies and procedures are necessary for ensuring the library collection is useful and relevant for the library clientele. A search online demonstrates many examples of school library policies which include frameworks describing resource selection, acquisition, budgets, maintenance, and challenges (Christensen, 2018; St Andrew’s Cathedral School, 2012; Our Lady of the Assumption School, 2019).

A notable observation of library management policies show that selection and deselection criteria are reliable collection maintenance frameworks. The American Library Association identify selection criteria and aids that are used assist the TL when evaluating resources (American Library Association, 2017). As part of my course requirements, I had to create an annotated bibliography specific to the needs of my clientele, a Stage 3 cohort within my school (Piper, 2022a). My annotated bibliography identified examples of selection criteria that included: budget, learning needs, current collection holdings, resource formats, availability, and appropriateness of resources. Further, selection aids were identified as being helpful tools to source and evaluate resources that could contribute meaningfully to the library collection (Bertland, 2015). This exercise made me realise that I had already been using selection aids without understanding their relevance to collection management and development. With this knowledge, I now know that my resource selection practices will be enhanced.

TLs are expert managers of resources as well as teachers of information literacy (NSW Government, 2021b). TLs are qualified to lead information literacy programs which are supported by relevant and accessible resources that facilitate a quality curriculum. The use of collection policies and procedures enable TLs to demonstrate accountability and integrity when collating resources (IFLA School Libraries Section Standing Committee, 2015). Advocating a quality selection of resources demonstrate leadership from the TL in developing information literacy programs and facilitating the needs of the school community (Allen & Taylor, 2017).

TLs face several challenges when developing and managing collections (Softlink, 2019). These challenges can include budgeting, acquisition workflow and ethical issues. I reflected on elements of supply issues for school libraries and how overcoming shortfalls in access and budgeting needs can vary due to school specific scenarios (Piper, 2022c). Budgets can be sensitive topics with various curriculum areas vying for larger budgets. Expert TLs advocate strategically for reliable resources that meet curriculum needs (Ejikeme & Okpala, 2016). Similarly, ethical concerns must be monitored ensuring authorship is recognised, user responsibilities are practiced, equitable access considers the sensitivities of cultural and linguistic needs (Jacobs, 2008).

When I consider my own priorities for my TL role within my school, three areas stand out as being of importance: developing a greater understanding of school budgets; the implementation of a library collection procedure; and ensuring teaching and learning programs have access to relevant quality resources. These priorities will facilitate a quality library collection that is recognised and used by all members of the school community.

Looking ahead, I know that I need to encourage robust collaborative practices with my school leaders so that the development of the library collection is transparent, purposeful, and applicable to the needs of my school (Hutchinson, 2017). Consulting the school’s scope and sequence and liaising with colleagues will develop clear recommendations in budgeting for the acquisition of resources to support changing curriculums. Implementing a collection development policy will strategically advocate specific resources to support innovative learning programs. Together, these resources and learning programs will foster information literacies skills equipping students for the future (ACT Government, 2019).

The use of policies and frameworks to govern library collections establishes confidence in the TL to demonstrate professionalism in their role. By applying my knowledge and expertise in collection development and management, I aim to curate a dynamic collection meeting the discerning needs of my school community.

References

ACT Government. (2019). School libraries: the heart of 21st century learning (pp. 1–13). ACT Government Education. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Allen, L. E., & Taylor, D. M. (2017). The role of the academic Library Information Specialist (LIS) in teaching and learning in the 21st century. Information Discovery and Delivery, 45(1), 1–9. https://doi.org/10.1108/idd-09-2016-0030

American Library Association. (2017, December 20). Selection criteria. ALA American Library Association. https://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria#:~:text=Top%20Five%20Recommended%20Public%20Library,Publishers%20Weekly

American Library Association. (2021, December 19). The importance of library policies. ALA. https://www.ala.org/advocacy/importance-library-policies#:~:text=Libraries%20have%20a%20responsibility%20to,equitable%2C%20and%20non%2Ddiscriminatory.

Australian School Library Association. (2022). What is a Teacher Librarian? ASLA. https://asla.org.au/what-is-a-teacher-librarian

Bertland, L. (2015). Selection tools for school librarians. Resources for School Libraries. https://www.sldirectory.com/libsf/resf/selection.html

Braxton, B. (2018). Policies and procedures. 500 Hats the Teacher Librarian in the 21st Century. https://500hats.edublogs.org/policies/

Christensen, E. (2018). Heaton Public School library collection management policy. NSW Government Education. https://heaton-p.schools.nsw.gov.au/content/dam/doe/sws/schools/h/heaton-p/localcontent/2018_library_collectionmanagementpolicy.pdf

Cooney, E., Galvin, M., Graetsch, S., Mitchell, P., Ryan, S., & Stoove, T. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). Australian Library and Information Association.

Ejikeme, A. N., & Okpala, H. N. (2016). Promoting children’s learning through technology literacy: challenges to school librarians in the 21st century. Education and Information Technologies, 22(3), 1163–1177. https://doi.org/10.1007/s10639-016-9481-1

Fitzpatrick, C. (2000). Navigating a new information landscape. Social Education, 64(1), 33–34. http://www.socialstudies.org/sites/default/files/publications/se/6401/640107.html

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS, 101. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

IFLA School Libraries Section Standing Committee. (2015). IFLA school library guidelines (B. Schultz-Jones & D. Oberg, Eds.). International Federation of Library Associations and Institutions. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Jacobs, M. L. (2008). Ethics and ethical challenges in library instruction. Journal of Library Administration, 47(3-4), 211–232. https://doi.org/10.1080/01930820802186548

NSW Government. (2021). Library. NSW Government Education. https://education.nsw.gov.au/policy-library/policies/pd-2005-0221#:~:text=The%20purpose%20of%20the%20school,Information%20Communications%20Technology%20and%20literacy.

Our Lady of the Assumption School. (2019). Library policies. Our Lady of the Assumption Ennogera; Brisbane Catholic Education. http://www.olaenoggera.qld.edu.au/about-us/policies-and-procedures/Pages/Library-Policies.aspx

Piper, J. (2020, 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. (2022a, May 9). Developing a relevant library collection. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-a-relevant-library-collection/

Piper, J. (2022b, 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. (2022c, May 16). The makings of a good supplier. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/16/the-makings-of-a-good-supplier/

Saponaro, M. Z., & Evans, G. E. (2019). Collection management basics. In Proquest.com (7th ed.). ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5762942

Softlink. (2019, August 13). 7 Challenges for school libraries – revisited. Softlink. https://www.softlinkint.com/blog/7-challenges-for-school-libraries-revisited/

St Andrew’s Cathedral School. (2012). St Andrew’s Cathedral School Library Policies. St Andrew’s Cathedral School. https://www.iasl-online.org/resources/Documents/PD%20Library/sacs_library_policies_2012_NEW.pdf

Vaughan, D. (2022). A brief history of libraries. In Encyclopædia Britannica. https://www.britannica.com/story/a-brief-history-of-libraries

Developing a relevant library collection

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My previous post observed the general understanding of library collection and development. This post aims to discuss and highlight key aspects of developing the school library collection.
I recently had to develop and annotate a collection of resources. In doing so, I discovered how important it is to ensure the resources chosen were of relevance and accessible to my students. I now know that TLs play a vital role in managing the library and ensuring curriculum needs are met with a quality collection. Whilst the curriculum needs generally guide the types of resources acquired by the library, consideration needs to be given for how these resources are acquired. TLs need to ensure that library collections are balanced and non-biased, relevant and accessible to students, teachers and the wider school community. By using a range of selection aids and tools, alongside collection criteria, the TL can hope to achieve a balanced library collection.

Such collection aids and tools can include the following:

  • promotions – including websites, online stores, school visits
  • recommendations – from teachers, consultants, students, TLs
  • bibliographic resources – online catalogues such as SCIS, subject lists including CBCA.
  • reviews – publisher and reader reviews

Selection criteria involves the processes in which resource selection and acquisitions are made. Selection criterias can include the following:

  • broad – involves philosophical principles
  • general – applicable to all resources regardless of format, authority, scope, etc.
  • specific – applicable to particular formats and characteristics identified within a resource format

When I think of my school context, general criteria that I think would be most applicable would be qualities such as format, availability and the use of CRAAP resource evaluation tool. The latter is readily familiar and understood, as it is a criteria I use when teaching students research skills in information literacy. When I think of specific criteria applicable to my school context, I consider budget, student learning needs and the school’s current library collection as most important.

Having developed a deeper understanding of the core foundation of resource acquisition, I now know that I can use selection aids and criteria to inform my practice of collection development within my school library.

Developing and managing library collections – first thoughts

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My first thoughts on collection development and management was a naive understanding built on the existence of libraries and their functions from a client’s perspective. To have a library collection is to have a collection of physical resources that can be accessed and used by library users, be they students, teachers or the general public. Collection management, I thought, then refers to ensuring resources are acquired and weeded as the need arose. Whilst this is in some way correct, the practice of developing and managing a library’s resource collection involves deeper thought, critical evaluations, processes and  collaborations with key stakeholders such as school executive teams.

One of the first practical tasks of this subject was to consider definitions of collection management and development. An online search identified varying degrees of understanding, but it was clear that the teacher librarian (TL) played a vital role in resourcing and managing a school library collection. The NSW Education Department clearly outlines the role of the TL and libraries within schools, stating that libraries provide vital access to quality resources to support innovative curriculum programs and that the TL collaborates with teaching staff and executive teams to develop quality teaching programs supported by the quality resources found in the library. Further, the existence of library policies and procedures ensures the library’s collections are current and relevant for the specific needs of the school.

It is important to note that there are many challenges that can restrict collection development and management. Course notes identify the following points for the TL to consider: ethors of the school context; technology provisions; student learning styles; teahing approaches; evolving curriculum; the changing publishing industry; new resources. Together, these challenges require the implementation of a procedure that guides and informs practical applications of library collection management.

 

Ideals of leadership for libraries

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When I consider the role models that I have who demonstrate leadership, there are certain traits that stand out. I have already mentioned this in a previous post, however, considering the top ten traits of librarian leaders prompts me to reflect and evaluate again, the leadership qualities displayed. The ten traits listed in the learning module include: interpersonal skills; vision; communication; flexibility; integrity; creativity; advocacy; delegation; service focus; education knowledge.

Many of these traits are evident in my role models. But many are also lacking or perhaps are not demonstrated as strongly as they should be. Key traits that stand out are those of advocacy and service focus. I pinpoint these two, because I know the importance of advocating for libraries and Teacher Librarians. I find these two traits particularly challenging working in a part time role. Whilst I work in a supportive school, the challenges still exist. Not being onsite all week means I only see staff and students briefly. Pushing out emails don’t result in the feedback and ongoing communication between staff that I envisage. When I am onsite, time is an ever present factor that influences the moments I have for advocating my role and services. How can this change? What can I do to make myself more visible and present within the school? Evidently, the culture of the school needs to continue to adapt and change. Working with key members of staff, helps in liaising and planning time for me to present and offer my services and the need for collaborative practices with the TL. Deliberately joining stage based meetings and planning sessions can help my presence being recognised as one that offer valuable assets to the school’s curriculum.

Certainly, it is evident that advocating for strong team work and collaboration is key to shaping an effective and robust teacher librarian.  I really resonate with the following quote by Sarah Brown:

A library is successful because of the entire team or staff, and a successful librarian leader enables and empowers the team through challenges and changes. (Brown, 2015, p. 34)

Brown discusses the ‘biology’ of librarian leadership pointing out that passion and a drive for making libraries successful, is imperative for upholding the library’s mission, providing a quality service and managing an accessible collection for it’s clients (Brown, 2015, pp. 33-43). As a beginning TL, I have passion and drive for making my library space the best it can be for my school. But I know this cannot happen without the support and collaboration of my school staff. By advocating for change and setting challenges that will empower members of my school, I know that over time, the culture of the school can change to support a servicing library that is intent on benefitting staff and students.

 

References

Brown, S. (2015). Leading the 21st-century academic library : successful strategies for envisioning and realizing preferred futures (B. L. Eden, Ed.; pp. 33–43). Rowman & Littlefield.

Piper, J. (2021, July 22). Observations of leadership in the TL role. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2021/07/22/observations-of-leadership-in-the-tl-role/

 

Reimagining the library for 21st century learning

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I often thought of leadership as a weighty title to hold in any context. My first understanding of school leadership was a hierarchical model from the top position of the principal, to executive team, to class teachers then students and the wider school community. Observing key personnel within my school structure has helped me to understand the distributive nature of leadership amongst school staff (Wieczorek & Lear, 2018). In my observations, principals and the school executive team plan, negotiate and drive support for the implementation of program initiatives for the benefit of the school (Bustari, 2020). However, it is the contribution of other key roles such as the teacher librarian (TL), that combine to create a successful and innovative learning environment.

Having already acted in a teacher librarian role for a short time, I have had a glimpse of the valuable role TLs play within schools (Piper, 2021a). In collaboration with key members of my school community I partnered with class teachers to plan units of work, with the executive team to review and evaluate student learning and programs, and with the principal when initiating changes to the library. Although I recognised my experiences as one of collaboration, I was not aware of the leadership qualities that I already display and those I need to further develop. I was not fully aware of the leadership capacity in which I found myself.

I pondered the question, what makes a leader? Reading about leadership styles has made me understand the attributes of different leaders and how these can have a positive impact on organisational areas within the school (Lynch, 2016). I now have a greater understanding of the importance of collaboration and negotiation when working with members of the executive team, and how my knowledge as an information specialist can upskill and motivate classroom teachers (Merga, 2020). When I reflect on the many inspirational figures in my career that display leadership qualities, I can now identify specific leadership styles that contribute to the successful achievement of their roles (Piper, 2021b).

Learning about leadership has taught me to understand and appreciate the purpose of strategic planning. Strategic planning identifies the processes that need to occur for changes to happen within the school (Crowley, 2011). As part of the course content, I completed an exercise observing a range of school library vision and mission statements (Piper, 2021c). This highlighted the importance of being clear and succinct when writing these statements and how their differences are important for creating memorable statements that set the tone for strategic plans. I now understand that strategic plans are essential for negotiating and actioning change and improvements within school libraries.

A deeper understanding of leadership from a TL’s perspective has prompted me to question: how might I take this knowledge and apply it to my library and my role? Schools need libraries that are facilitated by qualified TLs (Australian School Library Association, 2019; Kammer et al., 2021). By recognising and sharing my expertise as an information specialist and intrinsically valuing the contributions I offer to my school team, I know I can make changes that will benefit students and staff alike in my school. By embedding general capabilities within my library program, I can share my knowledge in team teaching practices that will benefit our students who are learning essential skills for the 21st century. My focus on implementing strategies and tools, such as makerspaces, will ensure my students build confidence in information and digital literacies necessary for 21st century learning, (South, 2017).

Having now learnt about leadership qualities that are present and necessary in TLs, I now have specific ideas for change and innovation within my school library. I now feel better prepared as a TL leader to successfully navigate challenges and any resistance to change in developing a future ready library.

 

References

Australian School Library Association. (2019). What is a teacher librarian? ASLA: Australian School Library Association. https://asla.org.au/what-is-a-teacher-librarian

Bustari, M. (2020). The principal roles in making an excellent school library. Advances in Social Science, Education and Humanities Research, 511, 123–127. https://doi.org/10.2991/assehr.k.201221.027

Crowley, J. D. (2011). Developing a vision: Strategic planning for the school librarian in the 21st century (2nd ed.). Libraries Unlimited.

Kammer, J., King, M., Donahay, A., & Koeberl, H. (2021). Strategies for successful school librarian and teacher collaboration. Research Journal of the American Association of School Librarians, 24, 1–24. https://files.eric.ed.gov/fulltext/EJ1292862.pdf

Lynch, M. (2016, August 7). 4 major types of educational leadership. The Edvocate. https://www.theedadvocate.org/4-major-types-of-educational-leadership/

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

Piper, J. (2021a, July 21). Observations of leadership in the TL role. Lines of Thought: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2021/07/22/observations-of-leadership-in-the-tl-role/

Piper, J. (2021b, September 22). Leading by example. Lines of Thought: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2021/09/22/leading-by-example/

Piper, J. (2021c, September 22). Planning strategically. Lines of Thought: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2021/09/22/planning-strategically/

South, S. (2017). School libraries as incubators – where good ideas hatch! Scan: The Journal for Educators, 36(1), 14–19. https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-36–2017/school-libraries-as-incubators-where-good-ideas-hatch-

Wieczorek, D., & Lear, J. (2018). Building the “bridge”: Teacher leadership for learning and distributed organizational capacity for instructional improvement. International Journal of Teacher Leadership, 9(2). https://files.eric.ed.gov/fulltext/EJ1202334.pdf

Thoughts on being a Teacher Librarian

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Charlotte’s Web, The 27th Annual African Hippopotamus Race, Charlie and the Chocolate Factory, My Sister Sif. These are just a few of the titles I remember being read to me as a young student. The library was a safe haven. A place to immerse myself in worlds, imagined and real. A place to load my empty school bag at the beginning of school holidays to bring these worlds to my home.

Later, I came to understand that literature was so much more than just stories. As a class teacher beginning in a small school, I knew that my love of reading was something I wanted to share and promote. Fast forward a few years and I was presented with the unique opportunity of stepping into the Teacher Librarian role. I commenced the role with a naïve excitement not fully aware of the scope of the role.

I have learnt and realised there is much more to the role and practice of the Teacher Librarian. Systems, collaboration, dialogue, curricula, literacies are all but a small part of the position.

In this day and age of technologies and increasing expectations on students to ‘be ready’ for the future, teacher librarians allow opportunities to facilitate an inquiry-based pedagogy. Education allows society to progress and move forward. Students must be prepared with the ability to learn, critically evaluate, and apply new concepts that come their way (Excell, 2010).

The era of new 21st century schools have brought about the construction of schools without libraries and by extension no teacher librarians. Morris Gleitzman, well known Australian author and past Australian Children’s Laureate, has voiced his concerns of this reality and as such continued to promote the validity of libraries. “A good library supports every area of learning within the school, making practical application of the more curriculum-based areas of learning so potent” (Gleitzman, 2019).

It is only by allowing students to explore and develop their use of literacies, can we have a hope of ensuring our future leaders are informed, equipped and critical users of language. And herein lies the importance and need for the teacher librarian to make the library a functional and necessary hub of society. The Australian School Library Association sums up the role of TL in three short key notes: curriculum leaders, information specialists, information services managers (Australian School Library Association, n.d.). The role is clearly a complex and diverse one. One that requires research, training and qualifications.

Through this course I hope to develop skills in facilitating systems that enable students to learn and appreciate the power of communication. By being selective in information literacies, students will be able to shift their understandings into practical applications.

As I begin on this Masters journey, I reflect on my current situation and realise how fortunate I am to be in a school where the library is a valued space. The TL a valued member of the staff.

In time I hope I can build on my knowledge and continue to develop skills to be an expert and leader in information literacy, strengthening the skills of classroom teachers and students (ACT Government Education, 2019). As I’ve always said to my students, reading is everything!

Bibliography

ACT Government Education. (2019). School Libraries: The heart of the 21st century learning. ACT Government.

Australian School Library Association. (n.d.). What is a teacher librarian? Retrieved March 14, 2020, from Australian School Library Association: https://asla.org.au/what-is-a-teacher-librarian

Excell, T. (2010, March 31). Preparing students for the future: Creating personlised Education opportunities. Retrieved March 14, 2020, from SEEN Southeast Education Network: https://www.seenmagazine.us/Articles/Article-Detail/articleid/569/preparing-students-for-the-future

Gleitzman, M. (2019). Morris Gleitzman on the uniquely contributive role of school libraries. Connections(109), 1-2. Retrieved from Schools Catalogue Information Services.