Jo’s Reflective Journal

Throughout this subject, my understanding of the teacher librarian’s role in provisioning dynamic information resources and services has deepened significantly. Developing the research guide prompted me to reflect on how effective design and curation can support students to engage confidently with information, rather than feeling overwhelmed by it.

In creating my guide, I examined examples of research guides and pathfinders, which provided me with valuable insights regarding what to consider when planning the structure and organisation of the guide (Reynolds, 2025, “Evaluating research guides”, para. 6). This process highlighted how excessive text, cluttered layouts, and a lack of white space can lead to cognitive overload. Lee and Lowe (2018, p. 222) recommend limiting the amount of content presented on each page to enhance user experience and reduce anxiety. Applying this principle, I aimed to create a more accessible guide that supports students’ information-seeking processes rather than hindering them. However, this remains an ongoing area for development. Designing for diverse learners in a large school of nearly 2000 students presents a continual challenge. The guide must meet the needs of all students across an entire year cohort, each with varying reading abilities and digital literacy levels. I am continuing to refine my ability to write concise, web-appropriate text. Puckett (2015, p. 12) notes that online readers scan and navigate information differently from print readers, reinforcing the need to craft content suited for digital environments.

Through this process, I also gained a stronger understanding of how the teacher librarian supports students’ information literacy development by modelling and explaining the research process. My goal moving forward is to design guides that explicitly teach aspects of the information process—such as evaluating sources and synthesising findings—within the context of the curriculum. I will continue to engage with peers to broaden my perspective on the evolving digital landscape. My school is currently developing a policy around the ethical and effective use of AI (Reynolds, 2025). As part of this process, I will contribute to professional learning regarding best practices. Lauren Hagan’s blog post on using EduChat to differentiate learning programs provided valuable inspiration (Hagan, 2025, “Reflective Practice: Harnessing Generative AI to Enhance Questioning Strategies in Education”, para. 2). I plan to share these insights in a professional learning session next term, demonstrating how EduChat can be used responsibly to enhance teaching and learning.

Whisken (2015) emphasises the teacher librarian’s vital role in curating the library’s physical and digital collections to support learning needs. This subject has demonstrated that effective curation extends beyond selecting resources—it involves creating meaningful guides that meet clearly meet user needs. I will continue to explore strategies for designing digital resources that reduce cognitive load, promote equitable access, and foster students’ confidence as information users. While I have strengthened my skills in evaluation and design, I recognise there is still more to learn about digital accessibility, inclusive design, and how students interact with AI-enhanced information environments.

References

Hagan, L. (2025, September 9). Reflective Practice: Harnessing Generative AI to Enhance Questioning Strategies in Education. Becoming a Teacher Librarian. https://thinkspace.csu.edu.au/laurenhagan/2025/09/09/reflective-practice-harnessing-generative-ai-to-enhance-questioning-strategies-in-education/

Lee, Y. Y., & Lowe, M. S. (2018). Building Positive Learning Experiences through Pedagogical Research Guide Design. Journal of Web Librarianship, 12(4), 205–231. https://doi-org.ezproxy.csu.edu.au/10.1080/19322909.2018.1499453

Puckett, J. (2015). Modern pathfinders: Creating better research guides. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5888816&ppg=1

Reynolds, J. (2025, September 15). Reflection: GenAI in Education [Online discussion comment]. ETL501, Brightspace. https://learn.csu.edu.au/d2l/le/68841/discussions/threads/176938/ViewPostInContext?postId=437155#post437155

Reynolds, J. (2025, October 8). Evaluating Research Guides. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/2025/10/08/evaluating-research-guides/

Whisken, A. (2015). Library collections as learning experiences. Synergy, 13(1). https://slav.vic.edu.au/index.php/Synergy/article/view/V1311512/155

The key difference between research guides and pathfinders lies in the additional support and contextual information that research guides provide. While both tools curate resources to help students locate information efficiently, research guides extend further, incorporating explanations, scaffolds, and guidance on the research process to help users develop information literacy skills and effectively undertake research (Lee & Lowe, 2018, p.206).

The Year 8 Geography: Changing Nations research guide (Redlands College, 2024) includes relevant resources from a variety of types such as websites, databases, videos, and images. However, there is limited contextual information provided about each resource. Students must access and evaluate each one independently to determine its relevance and reliability, as there are few annotations or usage suggestions.

The structure of the Changing Nations guide follows a traditional pathfinder format, with resources grouped by type rather than topic (Lee & Lowe, 2018). This has resulted in information-heavy pages that are difficult for students to navigate. The layout may contribute to cognitive overload for users.

A notable strength of the Changing Nations guide is its support for the development of information literacy skills. Brief comments about the reliability of the curated resources will encourage students to consider the quality of their sources. Additionally, the guide provides practical advice for accessing specific databases and digital tools. The Research Ready tab connects information literacy resources to key steps in the research process, helping students understand how to plan, locate, evaluate, and reference information effectively. Ideally, these resources would be connected to the curated resources.

While the quantity of information may be overwhelming for some learners, the guide integrates relevant sources and resources to support students in developing research skills. The inclusion of clearer annotations and more guidance on how to apply resources to specific inquiry questions could further improve this research guide.

This activity was very helpful in preparing for the design of my own research guide for Assessment Item 2. I found it particularly useful to compare the two examples provided to see the strengths and weaknesses of each design. While I know my design will not be perfect, I will hopefully avoid some of the mistakes identified in the structure and organisation of this guide.

References

Lee, Y. Y., & Lowe, M. S. (2018). Building Positive Learning Experiences through Pedagogical Research Guide Design. Journal of Web Librarianship, 12(4), 205–231. https://doi-org.ezproxy.csu.edu.au/10.1080/19322909.2018.1499453

Redland’s College. (2024). Resources – Year 8 Geography – Changing Nations – LibGuides at Redlands College. https://redlandscollege.libguides.com/year8geography

Our school library is heavily used by students, both before school and at break times, as well as by senior students during their study periods. We are so full sometimes that we have a roster for our Junior year groups, requiring students in other year groups to borrow a ‘library pass’ at their non-roster break times in order to come to the library. While this is a fantastic problem to have, as it means the library is an important and valued resource in the school, it requires some creative thinking to maximise the space to meet different student needs.

To include student voice in the re-design process, student interviews and surveys would be a useful strategy. We already utilise surveys to gain feedback from our students regarding their Library lessons, including questions in these surveys to gather data on our students’ thoughts and preferences for the physical library space (Hughes, 2019). This would be an efficient and effective method to include students in the design process. Informal interviews with our regular library users would also provide more detailed feedback and ensure that the redesign was informed by student perspectives, and encourage ownership and a greater sense of belonging (Nastrom-Smith & Hughes, 2019).

We regularly communicate with the school community through a number of platforms. Our school newsletter, which is published via our Parent Portal fortnightly, would be a key avenue to update parents on progress (Hughes, 2019). We utilise Google Classroom as an internal communication tool, and student updates, in addition to seeking feedback throughout the design process, could be facilitated through this medium.

References

Hughes, H. (2019). (Re)Designing the library through school community participation. Connections, 111. https://www.scisdata.com/connections/issue-111/re-designing-the-library-through-school-community-participation/

Nastrom-Smith, C. & Hughes, H. (2019). Participatory principles in practice: Designing learning spaces that promote wellbeing for young adolescents during the transition to secondary school. In Franz, J., Hughes, H., & Willis, J. (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (pp.199-219). Springer.

Since commencing in the role of TL at the beginning of this year, I have developed programs of Library lessons for the current Year 7 and Year 9 cohorts, supporting the English teaching program and integrating elements from the Information Fluency Framework, Cross Curriculum Priorities and General Capabilities. Opportunities for collaboration have been embedded in these lessons. As the Year 7 Library program comes to a close and I reflect on its successes and areas to improve for next year, the need to enhance the physical space in the Library used for the delivery of these lessons has become clear.

The present teaching space provides very limited flexibility, consisting of ten tables that sit four students each and are not easily manoeuvrable. Ideally, this space would have a variety of furniture options, allowing for students to distance themselves from the group when focusing on specific individual tasks but easily able to come together for planning and discussion, creating an area that is “both differentiated and integrated” (Lippmann, 2015). Addressing the need for a library space that functions as an area for effective collaboration supports General Capabilities from the Australian Curriculum, particularly in the area of Personal and Social capability. Collaborative learning tasks help students to work productively in groups, contributing to decision-making, communicating with peers, and overcoming challenges.

Additionally, the wider school community would benefit from a library space that enhances collaboration. At non-class times, this space would enhance the role of the library as a “third space” for students (Lehmann, 2024). During Senior Study periods, this space would also serve as an alternative study area for small group study, ensuring these students did not disturb students undertaking independent quiet study. Given the current focus for NSW DoE schools on HPGE, the creation of a space more conducive to collaboration could allow for an alternative teaching space for classroom teachers to provide an adjusted learning environment to better meet the needs of their students.

References

ACARA. (2025). F-10 Curriculum | V9 Australian Curriculum. Australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability?element=0&sub-element=PSCSEAA

Lehmann, S. (2024). Reimagining the library of the future. From social condenser to community hub to regenerative design. Public Library Quarterly, 43(2), 223-259.

Lippman, P. (2015b). Designing collaborative spaces for schools. The Education Digest, 80(5), 39-44.

NSW Department of Education. (2023, October 6). Differentiation adjustment tool. Education.nsw.gov.au. https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/supporting-educators/implement/differentiation-adjustment-strategies

New South Wales Department of Education. (2022). Information Fluency framework. New South Wales Department of Education. https://education.nsw.qov.au/teachinq-and-learninq/curriculum/school-libraries/teachinq-and-learninq

The school library of today looks very different to the school library of my own secondary schooling experience. As I teach students how to access the library catalogue using their device or demonstrate how to navigate online research databases, I often find myself regaling classes with stories from when I was in high school. Inevitably, these conversations end with them looking at me, jaws open wide, and asking me just exactly how old I am – the idea of there only being two computer terminals in the whole library is simply unthinkable to Gen Alpha!

Having previously spent almost 20 years in a classroom teacher and later Head of Department position before undertaking my Teacher Librarian role, I have experienced the pedagogical shift that reframed the classroom teacher as a facilitator of learning, rather than a director, as described by Bodnar (Harasim, 2017). The school library and the Teacher Librarian were essential resources that I called upon as I navigated this change. As a Teacher Librarian now myself, I am experiencing first-hand the extraordinary but rewarding challenge of ensuring that students and staff are aware of the wealth of resources available.

In considering what a dynamic school library looks, sounds and feels like, I reflected on our school behaviour framework – Cooperation, Achievement, Respect, Learning and Ownership, known as the CARLO Way. When I imagine the learning and information environment, I envision a library that fosters cooperative learning, celebrates achievements — whether academic or socio-emotional — promotes respect, facilitates learning, and inspires ownership. This is encapsulated in my Y Chart.

I found this task incredibly challenging but rewarding, particularly as it provided the opportunity to utilise various technological tools. It was overwhelming to narrow down the focus of my guide and artefact as there were so many really important aspects of digital citizenship to explore. After switching ideas multiple times, I designed an e-book guide for teachers to support teaching the ethical use of Generative AI in high school learning. Unfortunately, because I changed my focus so many times, I felt that this led to my final product being a bit rushed. As I completed the task, I appreciated walking in my students’ shoes, as I was very conscious of the need to model best practices in relation to acknowledging the use of Generative AI (and other sources). In my experience, many students forget that they must demonstrate this important aspect of digital literacy and citizenship.

As part of my assignment, I modified Caulfield’s SIFT (The Four Moves) approach to evaluating online sources to develop a tool to assess the credibility of information retrieved from Gen-AI (Caulfield, 2019). Initially, I planned to create a guide for students as I feel that this area is very under-resourced. Despite students completing the All My Own Work (AMOW) program before Stage 6, there continues to be a lack of understanding of the importance of acknowledging sources of information. Whilst the AMOW program was updated in 2024 to include a topic on the ethical use of AI, consistently supporting this through classroom practice is needed. Based on my recent classroom experience, this is an area where many teachers feel out of their depth and are perhaps reluctant to lead the integration of digital/AI literacy skills in the classroom. I found an ABC article advocating the importance of teachers and students having a basic understanding of AI skills, describing it as a must-have skill. Thus, providing a resource to assist teachers in delivering this information became the focus of my final assignment.

During the assignment, I often found myself going down a rabbit hole and exploring data on the use of AI by students. Whilst this was not a key focus of the task, I did include some of this information in my teacher guide as I felt it was relevant to demonstrate how prevalent the use of Gen-AI is by high school students in addition to their lack of understanding about how to use these applications ethically. Data that concerned me from a 2023 YouthInsight survey included 42% of students failing to verify information generated through AI. A 2024 UNICEF survey found that 20% of students admitted to using Gen-AI to complete assignments and schoolwork. Whilst I was not surprised by these numbers, as they reflect what I have experienced in the classroom, they clearly illustrate the importance of a focused approach to teaching digital citizenship and literacy.

I look forward to exploring this further in Assignment 2 to identify gaps in the school’s DLE and strategies to address these gaps. Future survey results will likely reflect the important work of Teacher Librarians to improve the ethical use of AI by students (and teachers!).

References

Prior to commencing this subject I had very limited awareness of the complexities involved in the development of a library collection. The sum total of my involvement in the selection of and acquisition of library resources has been making recommendations to the school TL in my capacity as Head Teacher History. I have been fortunate to work with very accommodating librarians, who have appreciated my subject expertise and made these purchases as requested. It never dawned on me to ask about the selection criteria used by the library. In fact, I suspect no collection development or management policy actually existed.

Not only has this subject developed my understanding of the role and nature of school library collections, I now have a greater appreciation of all of the factors that the TL has to consider when acquiring or removing items for the collection (Reynolds, 8 May, 2023). In particular, the challenge of balancing intellectual freedom and avoiding censorship with ensuring students are not negatively impacted by challenging ideas is one that I find quite intriguing (Reynolds, 8 May, 2023). Whilst I am comfortable supporting students with new perspectives and ideas in the classroom (as a History and Society & Culture teacher, this is a daily occurrence) I wonder how this can be facilitated when students are encountering these ideas without direct teacher support. I have also been encouraged by the consistent theme of collaboration that is reinforced throughout much of the literature regarding collection development. I believe this collaboration is just as important during the culling of the collection as it is in the acquisition of resources (Reynolds, 28 April, 2023).

A well-crafted collection development policy serves as a strategic document that not only guides decision-making but also plays a crucial role in future-proofing the collection. By outlining the library’s goals, priorities, and procedures, a collection development policy allows the TL to make informed choices, adapt to changing needs, and ensure the longevity and relevance of the collection. This is clearly demonstrated through the increasing prevalence of digital resources within library collections which “brings forth new challenges that require careful consideration and strategic planning” supported by robust CDPs to overcome difficulties related to access, copyright and security (Reynolds, 18 May, 2023).

Future-proofing the collection is vital to maintain its relevance and sustainability. A collection development policy assists in this process by considering factors beyond the present moment. It encourages the TL to anticipate future trends, technological advancements, and curriculum reforms when making acquisition decisions. By embracing digital resources, open access materials, and emerging formats, the policy helps libraries remain agile and adaptable to the changing information landscape. Future-proofing the collection also involves a proactive approach to deselecting materials that are outdated, inaccurate, or no longer aligned with the library’s mission. The policy provides guidelines for systematic deselection, ensuring that space is made for new resources and maintaining the collection’s quality.

I am excited to take this newfound knowledge and understanding of the policies and procedures that play a key role in the development of the library collection back to my school. Whilst I am not currently employed as a TL, I enjoy discussing different approaches with our current TL and learning from her experience and expertise. I also look forward to helping to promote our current collection to increase the access from all sectors of the school community.

References

Reynolds, J. (2023, April 28). Nurturing the Garden of Knowledge: Weeding the Collection. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Reynolds, J. (2023, May 8). The Ethical Compass: Navigating transparency and accountability in the collection development process. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Reynolds, J. (2023, May 18). The Rise of Digital Collections: Transforming Collection Development Policies. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Technology has had a significant impact on schools and the teaching profession, so it’s no surprise that the world of libraries and information centers has undergone a significant transformation. I have had the advantage and challenge of working in a school that adopted a BYOD policy more than a decade ago, and has made a significant investment in integrating technological resources and access in the classroom. As a result, this has extended to the school library, which has steadily increased the acquisition and promotion of digital resources within the collection.

The way we consume information has changed dramatically. Digital collections, comprising e-books, online journals, multimedia resources, and digitised archives, have become increasingly popular among users due to their convenience and accessibility.  Libraries have recognised this digital shift, integrating digital collections into their collection development strategies. Thus, guides for the creation of collection development policies have also transformed to incorporate contemporary collection formats, such as digital collections (Levenson, 2019).

One key benefit of digital collections I have noticed is the development of digital literacy skills among my students. As noted by Newsum (2016), the role of the TL has changed to include “the development of transliteracies considered essential 21st century skills”. This has certainly been the case in my school, where our TL has worked tirelessly to support teachers in building the capacity of students to negotiate new digital platforms and tools. This has involved presenting lessons to classes on how to access the digital resources housed in the collection and how to ethically use these resources. As students (and their teachers) have become increasingly adept in the use of digital resources, they have become a more prominent and popular addition to the collection. In order to acquire and maintain these resources, they need to be incorporated into the collection development policy, as “managing print and detail resources entail similar tasks and procedures” (Newsum, 2016).

However, while digital collections bring numerous benefits, they also present challenges that must be addressed. Issues such as copyright restrictions, licensing agreements, data security, and long-term preservation require careful attention in collection development policies. Libraries must navigate these complexities to ensure the sustainability and accessibility of their digital collections. Moore (2015, p.133) has outlined a number of key questions that should be considered when writing a collection development policy that includes digital resources, regarding selection responsibility and criteria, funding and purchasing models, and whether there should be distinct policies for print and digital collections.

It is clear that digital collections have emerged as an indispensable component of collection development policies in libraries. By embracing the digital shift, libraries are expanding access and developing digital literacy skills. However, the integration of digital collections also brings forth new challenges that require careful consideration and strategic planning. By navigating these complexities, libraries can continue to evolve and thrive in the digital age, ensuring the availability and accessibility of knowledge for generations to come.

References

Levenson, H. N. (2019). Nimble Collection Development Policies: An Achievable Goal. Library Resources & Technical Services. Oct 2019, Vol. 63 Issue 4, p206-219. 14p. DOI: 10.5860/lrts.63n4.206.

Moore, K. B. (2015). Are We There Yet? Moving to an E-Only Collection Development Policy for Books. The Serials Librarian. 68:1-4, 127-136, DOI: 10.1080/0361526X.2015.1016836

Newsum, J. M. (2016). School Collection Development and Resource Management in Digitally Rich Environments. School Libraries Worldwide. Jan 2016, Vol. 22 Issue 1, p97-109. DOI:10.14265.22.1.008.

The sheer volume of decisions that need to be made by a Teacher Librarian when developing a collection is incredibly daunting. Having not considered or studied this in great detail prior to commencing this course I can honestly say I had no comprehension of how complex and delicate this process is.

As Head Teacher History I have made decisions on the purchase of textbooks and resources for teacher reference but these have been largely uncontroversial. Purchases were mainly driven by budgetary constraints and curriculum changes. However, I was always conscious of making selections in collaboration with faculty members and incorporating their recommendations where the budget allowed.

A school library collection, on the other hand, serves a much wider section of the school community and must meet their needs, both curriculum and reading for pleasure. As such, the ethical issues are heightened and a TL must be vigilant to maintain transparency and accountability in this process.

The TL must uphold the principles of intellectual freedom but ‘freedom’ does not mean that there are no constraints. A delicate balancing act is needed to weigh the potential harmful impact on readers with providing a diverse range of perspectives. As Morrisey (2008, p.165) notes, TLs are responsible for providing access to a wide range of ideas, even if they challenge societal norms or are controversial, “so that each individual can make…[decisions]…for her/himself”. We also need to make sure our students have been properly prepared when confronted with new, challenging or uncomfortable ideas.

By extension, TLs, must also protect the privacy of patrons. “If they feel monitored…they might walk away (Caudesch, 2018). We want students running to the Library, not feeling judged for their interests. A Library should be a safe place where students can explore new (and old) ideas and interests, with their trusty TL helping them to navigate their learning journey.

References

Caudesch, M. (2018). Privacy and Public Intellectual Freedom: Why Trained Library Staff Preserve and Protect Patron Confidentiality. Journal of Intellectual Freedom and Privacy, 3(1), 3-4. DOI:10.5860/jifp.v3i1.6502

Morrisey, L. J. (2008). Ethical issues in collection development. Journal of Library Administration, 47(3-4), 163-171