PART A

Philosophy

Before entering the Master of Education (Teacher Librarianship) degree, I had a completely different view and philosophy on the role of school librarians. As discussed in my first blog post of the degree “Reflection – Assessment One” (Vitnell, 2021), I did not even consider a teacher librarian (TL) to be a teacher. I assumed they were more like a school support officer or administrative assistant. My ideology and philosophy of what makes an effective TL has drastically changed since then. I now believe that an effective TL is a team player, curriculum expert, is resourceful and open-minded. I have learned that a TL wears many hats (Figure 1) across the school, and though not officially recognised as an executive staff member, they are a leader!

Figure 1: Tweet Screenshot (Vitnell, 2021)

PART B

Prior to beginning my journey in the master’s degree, I had been a primary classroom teacher for almost 10 years. I have taught across several metropolitan areas of Sydney and fell into the role of TL at the beginning of 2021, the same time I commenced this degree. Most of my professional learning as a classroom teacher stems from evidence-based literacy and numeracy instruction, as well as wellbeing practices. Throughout this degree, three common themes of learning have developed. These are:

• Inquiry-Based Learning
• Collection management and design
• Utilising digital technologies

Inquiry-Based Learning

ETL401 was the introductory subject to this degree, and I am very grateful for it being so. It was through my learning in this subject I was introduced to the notion of Inquiry-Based Learning and the role of a TL in its implementation. I was particularly interested in the Guided Inquiry Design (GID) model (Kuhlthau et al., 2012). I had not had any experience with this type of teaching and program development before, but the clear stages of inquiry development (Figure 2) made it something I wanted to investigate and try.

Figure 2: Guided Inquiry Design Framework (Guided Inquiry Design, 2022)

After delving deep into the research around GID, particularly Maniotes & Kuhlthau (2014), Kuhlthau et al. (2004) and Kuhlthau et al. (2012), I decided to give it a go. The ETL401 lecturer at the time also suggested looking at the “Guided Inquiry in Australia” (2021) blog for scaffolds and examples. This was a really useful starting point.

After successfully working my way through the ETL401 modules, readings and research, I started my GID teaching journey during stage three cooperative one-hour sessions. Using the GID framework, I designed a unit based on natural disasters and their impact on society (Figure 3). Through the modules in ETL401 and reading by Fitzgerald (2015), I confidently implemented the unit and had great feedback from classroom teachers. In my blog post “Assessment 3 – Part C: Reflection Practice ETL401” (Vitnell, 2021), I reflect on the successful implementation of a GID unit of work and my role in teaching and learning. Since that blog post and unit of work, I have successfully delved deeper into the world of GID and have implemented several stage-based units. I credit my understanding of this to my journey through ETL401.

Figure 3: GID Unit of Work (Vitnell, 2021)

Since the beginning of 2022, I have started a permanent role as TL in a new school. At this school, as well as being a TL, I am also responsible for programming and teaching history and geography units of work K-6. Speaking to staff members, I was given the freedom of choice as to how I wanted to go about designing and implementing my units of work, just ensuring I met the NSW Education and Standards Authority (2012) “History” and “Geography” (2015) syllabus outcomes. I immediately thought back to GID and its effectiveness in not only allowing students to learn but allowing them to discover how they learn.

Reflecting on my learning in ETL401, before going about designing GID units of work, I had to reconsider the student population and their backgrounds. I now work in a school that has an almost 100% English and an Additional Language/Dialect (EAL/D) student population, so I knew this needed to be considered. I looked back at the research from Kuhlthau (2012) and Fitzgerald et al., (2018) and found that GID is highly beneficial for EAL/D learners as they are more easily able to connect to their background knowledge to activate learning and inquiry. With this in mind, during the first semester of this year, I designed a Stage 1 and Stage 2 History and Geography GID unit that was highly successful. It was so successful that Stage 2 students were able to culminate their learning into their own published book (Figure 4). This has resulted in a drastic increase in students wanting to give difficult tasks a go, as well as staff members beginning to see the benefits of GID in their own teaching and learning programs.

Figure 4: GID Stage 2 Book.

Collection Management and Design

Quite possibly the greatest (and steepest) learning curve for me during my journey to becoming a TL has been about designing and managing a library collection that is responsive to the needs of students, staff and the community. It was evident early on in my blog post “Collection Development – A Quick Snapshot” (Vitnell, 2021) that I knew very little about a library collection and its purpose. I knew the difference between fiction and non-fiction, but that was about it. Two subjects were standouts to me in regard to learning about collection development and design, ETL402 and ETL503.

ETL503, at the time, was a subject I detested due to the amount of new content I was presented with. My reflective blog post (Vitnell 2021) on the subject demonstrates my deep knowledge and understanding throughout my time in ETL503. Through engaging with the modules, I became very familiar with the Australian School Library Association (ASLA) and the Australian Library and Information Association (ALIA). It was through delving deeply into these associations I became familiar with collection development policies, purpose and procedures. In particular, the Library Collection Development Policy (ALIA, 2021) and the Statement on School Library Resource Provision (ASLA, 2016). Alongside readings by Johnson (2018) and Gregory (2011) and a useful blog titled “500 Hats” by Braxton (2014), I learned all about developing a school library collection that meets the needs of all users and ensures a collection does not become skewed by one person’s agenda or bias.

With this new information, I decided to tackle creating a collection development policy for my school. The school library had been run by a previous librarian who did not have a collection development policy, so I was tasked with creating one from scratch. Although daunting at first, it became something I enjoyed as I learned more in ETL503 about selection principles, budgeting, risk management, responsibilities and evaluations. Once my draft version was approved by my principal, I began developing my school library collection. To do this, I first had a deep dive into what was already there and what needed to go. ETL503 made me feel confident about the weeding process. My blog post “To Weed or not to Weed?” (Vitnell, 2021) highlights my initial hesitations but my eventual follow-through. I really enjoyed LaGarde’s (2013) tips for keeping your collection F.R.E.S.H. (Figure 5).

Figure 5: LaGarde (2013).

By the end of the school year in 2021, I had completely overhauled my school library collection. I had confidently undertaken an extensive weeding process, and as a result, access to literature improved as I started to see how my collection was meeting the needs of my users. Moving into 2022 and moving into a new school, I felt much more confident about developing the collection. In fact, I have even developed new collections in the library to provide the best possible opportunities for resources to be accessed. By doing so, students have been accessing library resources much more, as evidenced by Figure 6.

 

Figure 6: Collection Statistics (Vitnell, 2022).

While ETL503 taught me all about creating and developing a successful school library collection, ETL402 taught me all about promoting and embedding that collection across the curriculum. I was grateful that I had completed ETL503 early on in my TL journey, as I feel this prepared me for using my library collection. My initial blog post (Vitnell, 2022) in ETL402 highlights my developed knowledge but also my gaps in knowledge, such as promoting literature forms and genres that develop a love of reading. By working through the modules in ETL402, I began to become familiar with a wide range of strategies that promote reading, such as book trailers, literature circles, displays, book placements and digital storytelling. I wanted to begin embedding all these strategies at once but quickly realised it would do more harm than good, so I decided to start with creating basic displays and challenges, such as my Millionaire’s Wall of Fame (Figure 7).

Figure 7: Millionaire’s Wall of Fame Screenshot (Vitnell, 2021).

Once I became confident with one strategy, I began to embed several others into my teaching and learning. ETL402, alongside readings by Earp (2017) and Lowbeer (2020), inspired me to experiment with creating and using book trailers to generate hype and a love of literature. Working with students in Stages 2 and 3, we created basic book trailers aimed at getting kindergarten children excited about picture books. The primary children really enjoyed creating the book trailers as they could see a purpose behind their task, and the kindergarten children responded very well to the trailers. ETL402 taught me that through these simple strategies, not only will children want to access the collection, they will thrive!

I still do have a lot to learn about collection management and design, but I do believe I have been successful in my journey so far. I find that developing my library collection is a task that I really enjoy doing, and I also am becoming confident in integrating that collection across the curriculum.

Digital Technologies

Utilising and embedding digital technologies within my teaching and learning programs has always been something I have been confident with and proud of. It is one area of teaching that I feel naturally occurs when I am planning and designing a unit of work. As an experienced classroom teacher, I have previously led several school technology committees and the implementation of new technology K-6. Stepping into the TL role in 2021, I was lucky to be given the freedom to choose my teaching program focus. I selected to focus my K-6 programs around the Digital Technologies aspect of the K-6 Science and Technology syllabus (2017).

ETL504 was the subject where I really honed in on leading digital technology integration among both students and staff. My blog post “The TL as a Leader” (Vitnell, 2021) demonstrates my thoughts on being successful at leading the integration of digital technologies. It was through readings by Kunhi et al. (2021) and the NSW DoE (2021) that I learned you do not have to be an expert in every aspect of technology. You just have to be willing to give it a go and utilise the professional learning that is available. So this is what I set out to do.

The Digital Technologies Hub and the Australian Curriculum Digital Technologies page were two places that assisted me greatly in developing K-6 programs that focussed on learning about and with digital technologies. Seeing my interest in this area, the senior executive team decided to allow the library to become a “tech hub” where technology lessons were the focus of my programs. The biggest game changer for me was being introduced to the NSW Stem.T4L Learning Library, which allowed me to access physical technology resources. Once I had access to the physical technology resources and the curriculum, I read a literature review by Izadinia (2018), which really highlighted the importance of not creating a perfect program. Izadinia’s (2018) review emphasised the need for students to experiment with the technology and learn by doing, of course, with appropriate guidance and facilitation. This point stuck out to me as I began my digital technology journey.

After delving deep into the curriculum and resources, I decided to give it a crack! Figure 8 is a snapshot of students using coding programs to bring their book characters and settings to life.

Figure 8: Twitter screenshots of Coding (Vitnell, 2021)

This coding unit of work for the entirety of Term 2 in 2021 across Stages 2 and 3 was highly successful. Children not only enjoyed the technological aspect, but they really wanted to create their coding worlds accurately, so I found students wanted to access literature more to grow their imagination and details. It was also great to have staff who taught Stages 2 and 3 become intrigued by the program, and they began integrating basic coding lessons in their classrooms.

My journey through the master’s degree always highlighted the importance of integrating content across the curriculum and that what I do in the library is not just stand-alone. This was always a poignant idea for me, and it is what stuck with me when I began learning about robotics and robotic software. When tasked with introducing robotic education through the library, I initially thought, how was I going to be able to integrate this and connect it to classroom learning? After delving deep into the syllabus documents, in particular, the ICT General Capabilities (ACARA, 2022), I found numerous opportunities to teach students using robotic devices and software. One particular unit of work revolved around Kindergarten’s focus on ‘The Farm.’ I decided to take the opportunity to allow students to create their own farms and use the robots as farmyard vehicles (Figure 9). This unit of work was highly successful with students and more so with staff. It was interesting that staff members began to use their release from face-to-face teaching time to come to observe how digital technologies can be integrated authentically into lessons across the curriculum. ETL504 taught me all about the TL leading from the middle, and I found myself naturally doing this during my digital technology lessons.

Figure 9: Photos of Kindergarten using robotic devices.

After spending almost a year becoming confident with using the library as a ‘tech hub’, I decided my next project would be to create a school-wide scope and sequence for digital technology library lessons. Using knowledge gained from ETL401 and ETL504, alongside the NSW syllabus documents, I put together my scope and sequence that aimed to ensure all students had the opportunity to develop their knowledge and skills with digital technology. Figure 10 is a snapshot of this scope and sequence.

Figure 10: Scope and Sequence Snapshot – Year 2. (Vitnell, 2021).

With the official digital technologies library scope and sequence accepted by staff, it was now highly evident that the library was to become a place where technology was authentically a part of each year level’s teaching and learning program. I was very proud of my achievement in turning the school library from a place where no one really cared for or looked forward to coming to, to a place that was thriving with knowledge and excitement from both students and staff!

PART C

The Masters of Education (Teacher Librarianship) degree is coming to an end, and as I evaluate my extensive learning throughout this journey, I can see how much knowledge I have gained. Throughout my 8 subjects, I have learned all about the specific roles the TL plays across a school to meet the needs of all learners. It is crazy to think that one person caters to an entire school population of students, staff and the community! This final evaluation will examine the skills and attitudes I have developed throughout the master’s journey and the key professional learning I will need to undertake to ensure I continue to become the best TL I can be!

The NSW DoE (2021) highlights the role of a TL as someone who helps students utilise and access information while working collaboratively with all stakeholders. Merga (2020) agrees with the NSW DoE (2021) definition and adds that the TL also plays a critical role in literacy and literature education school-wide. ALIA (2004) also highlight that the TL is responsible for building effective library programs that develop students’ abilities to be lifelong learners. Reflecting on all the above definitions from three reliable, credible sources, I am able to evaluate where I currently stand as a TL and where I plan to go.

ALIA’s (2004) TL standards document, alongside the NSW Education Standards Authority’s ([NESA] 2018) standards document, both highlight the domains and principles of being an effective teacher and teacher librarian. Reflecting upon both of these documents at the end of my TL degree, I can see that I have developed skills and abilities in my knowledge of the K-6 curriculum, how to successfully teach it, how to plan for effective learning and how to set up a learning environment that is positive, safe and inclusive. ETL401, ETL402 and ETL504 were three subjects in this degree that assisted me in being able to ensure the above-mentioned domains were successful. My time in those subjects allowed me to delve deeply into the NSW K-6 syllabus documents and plan for teaching that was evidence-based, interactive and met the needs of all learners. These three subjects especially highlighted the importance of creating a learning environment within the library that is a safe space for mistakes to happen and for students to develop a love of literature. The ALIA (2004) standards highlight that by doing so, I am meeting both standards 1 and 2 of being an excellent teacher librarian with deep professional knowledge and outstanding professional practice.

A particular area of focus for me over the next coming year, to ensure I become an excellent teacher librarian, mostly aligns with Standards 6 and 7 (NESA, 2018) and Standard 3 (ALIA, 2004). This focus will be on developing a professional commitment to the role through becoming part of teacher librarian networks and communities. INF506 was one of my final subjects of this degree and taught me a lot about the advantages of becoming a part of various networked communities across NSW, Australia and even the world! NESA (2018) highlights that actively engaging professionally among networks broadens knowledge and improves practice. In doing so, ALIA (2004) emphasises the teacher librarian becomes a lifelong learner who demonstrates leadership and empowers students, staff and the community to share and access knowledge.

While my academic TL journey is coming to an end, my real-world TL journey is just beginning. I am grateful for all the knowledge gained throughout the past 18 months of study and am completely inspired to create the best library and library learning opportunities for all students! My passion for literature has grown immensely, and I hope that passion becomes contagious among my students, staff and community! I look forward to where this degree takes me!

References

Australian Curriculum, Assessment and Reporting Authority. (2022). Digital technologies (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/?year=12983&year=12984&year=12985&strand=Digital+Technologies+Knowledge+and+Understanding&strand=Digital+Technologies+Processes+and+Production+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum, Assessment and Reporting Authority. (2022). Information and Communication Technology (ICT) Capability (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Australian Government Department of Education. (n.d.). Digital Technologies Hub. https://www.digitaltechnologieshub.edu.au/

Australian Library and Information Association. (2004). Standards for Professional Excellence for Teacher Librarians. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Australian Library and Information Association. (2021). Library Collection Development Policy. https://read.alia.org.au/library-collection-development-policy-template

Australian School Library Association. (2016). Statement on School Library Resource Provision. https://asla.org.au/school-library-resource-provision

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

Earp, J. (2017, November 23). Secondary English – Creating book trailers. https://www.teachermagazine.com/au_en/articles/secondary-english-creating-book-trailers

Fitzgerald, L. (2015). Guided inquiry in practice, Scan, 334(4), 16-17.

Fitzgerald, L., Garrison, K. L. & Sheerman, A. (2018). It’s just what the brain does: the shape of guided inquiry. Access, 32(3), 4-10.

Greogry, V. L. (2011). Collection Development and Management for 21st-Century Library Collections: An Introduction. American Library Association.

Guided Inquiry in Australia. (2021). Primary Guided Inquiry Units. https://guidedinquiryoz.edublogs.org/primary-guided-inquiry-units/

Izadinia, R. M. (2018). A Literature review of K-2 STEM education. stem.T4L. https://schoolsnsw.sharepoint.com/sites/STEMShareLibrary/Shared%20Documents/Research%20and%20Evaluation%20Documents/STEMShare%20Literature%20Review%202018.pdf

Johnson, P. (2018). Fundamentals of Collection Development and Management (4th ed.). ALA Editions.

Kuhlthau, C. C., Heinstrom, J. & Todd, R. J. (2008). The information search process revisited: is the model still useful? Information Research, 13(4), 355.

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2012). Guided Inquiry Design: A Framework for Inquiry in your School. ABC-CLIO, LLC.

Kunhi, Z., Vidovich, L. & O’Donoghue, L. (2021). Twenty-first century curriculum policy. Springer, Cham.

Lowbeer, C. (2020, December 17). Why create a book trailer for your next book? https://www.thefussylibrarian.com/newswire/for-authors/2020/11/23/why-create-a-book-trailer-for-your-next-book

Maniotes, L. K. & Kuhlthau, C. C. (2014). Making the shift. Knowledge Quest, 43(2), 8-17.

Merga, M. K. (2020). “We talk books”: Teacher librarians promoting book discussions to foster reading engagement. English in Australia, 55(1), 22-33.

New South Wales Department of Education. (2021). stem.T4L Learning Library. https://schoolsnsw.sharepoint.com/sites/StemShareLibrary/SitePages/STEMShare.aspx

New South Wales Department of Education. (2021). Teacher Librarians. https://education.nsw.gov.au/teach-nsw/explore-teaching/types-of-teachers/specialist-teachers/teacher-librarian#:~:text=Teacher%20librarians%20build%20effective%20library,students%20access%20and%20utilise%20information.

New South Wales Department of Education. (2021). Teaching and learning using technology. https://education.nsw.gov.au/teaching-and-learning/learning-from-home/teaching-at-home/using-technology

New South Wales Education Standard Authority. (2018). Australian Professional Standards for Teachers. https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/meeting-requirements/the-standards

New South Wales Education Standard Authority. (2015). Geography K-10 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

New South Wales Education Standard Authority. (2012). History K-10 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10

New South Wales Education Standard Authority. (2017). Science and Technology K-10 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

Vitnell, J. (2021, May 17). Assessment 3 – Part C: Reflection Practice ETL401. https://thinkspace.csu.edu.au/jyesjourney/2021/05/17/assessment-3-part-c-reflection-practice-etl401/

Vitnell, J. (2021, May 18). Collection Analysis – A Quick Snapshot. https://thinkspace.csu.edu.au/jyesjourney/2021/05/18/collection-analysis-a-quick-snapshot/

Vitnell, J. (2021, May 23). ETL503 Assessment 2 – Part B: Critical Reflection. https://thinkspace.csu.edu.au/jyesjourney/2021/05/23/etl503-assessment-2-part-b-critical-reflection/

Vitnell, J. (2022, January 17). Literature Forms and Genres. https://thinkspace.csu.edu.au/jyesjourney/2022/01/17/literature-forms-and-genres/

Vitnell, J. (2021, March 11). Reflection – Assessment One. https://thinkspace.csu.edu.au/jyesjourney/2021/03/11/reflection-assessment-one/

Vitnell, J. (2021, September 28). The TL as a Leader. https://thinkspace.csu.edu.au/jyesjourney/2021/09/28/the-tl-as-a-leader/

Vitnell, J. (2021, May 18). To Weed or not to Weed? https://thinkspace.csu.edu.au/jyesjourney/2021/05/18/to-weed-or-not-to-weed/