Part A: Statement of Personal Philosophy
An effective teacher librarian (TL) serves as a catalyst of change, spearheading students towards a 21st century educational experience. She transforms the conventional image of the library as a quiet place of study into a vibrant, communal space that encompasses the global community. She possesses great interpersonal skills and collaborates effectively across the school community. She is an expert at sourcing quality literature and nurtures students to become lifelong readers for intellectual and aesthetic purposes. She empowers students with cultural awareness, critical, ethical and creative thinking skills to navigate information available in multimodal formats. She inspires curiosity and confidence in students to lead a proactive life in an ever-changing world.
Part B: Critical Evaluation of Learning
To gain strong pedagogical knowledge of my teaching content was what drove me to enrol myself in the Master of Education (Teacher Librarianship) [MEdTL] course. As I am nearing its completion, it is timely to reflect on the learning points of this intensive, essential and comprehensive course.
This reflective portfolio focuses on 3 crucial learning points that have been most relevant to me in my novice role as a TL. Acquiring an insight into the leadership potential of TLs in schools, harnessing technological advancements that boost library use and building an enthusiastic school reading culture have greatly helped me to grow in my privileged role as a TL.
Leadership
My understanding of school leadership had stemmed from a conservative, top-down school structure wherein the Principal was literally, the decision-maker. Pedagogical practices were derived from a standardised curriculum that emphasised on rote-learning and incessant testing, expecting compliance and conformity from its students. The library was a stand-alone facility, offering books for leisure and extended reading within its four-walls.
However, the subject ETL 504: Teacher Librarian as Leader introduced me to the notion that the TL can also play a leadership role in school. The various leadership styles discussed in this subject along with astute leadership strategies have raised my confidence and stressed upon the importance of increasing my visibility and profile in school. I particularly resonated with Gottlieb’s (2012) perspective of leading from the middle in which everyone is both a leader and a follower and building something together (para. 3). Teacher librarians ideally exist as the bridge of communication between a school’s executive leadership team and classroom teachers with enhancing students’ learning as the gelling factor. Fortunately, hourly library lessons each week with Preps to Grade Three students at my school, offer me great opportunities and scope to exercise my involvement to achieve school goals and enhance pedagogy in significant ways.
The delivery of this subject (ETL 504) which included a number of Case Studies, provided me with the means to apply leadership theory into a practical context. I picked up valuable leadership approaches not only through addressing the made-up scenarios but also through learning to work collaboratively and effectively with my online course mates [Reflection on Group Work: Case Study 3, 4 & 5]. Particularly, knowledge of strategic planning, forging a positive change management culture and insight into conflict management processes in library leadership and management were most useful. A proactive rather than a reactive approach to problem-solving (Lodge & Pymm, 2007, p.289) would epitomise my leadership style. I am much inspired to adopt Colvin’s (2000) modus operandi [Values-based approach to library management] to build a cohesive workforce and collaborative ownership of my school’s library mission.
Accordingly, my foremost task was to initiate a meeting with my Leading Teacher for Literacy. We had a fruitful discussion on how I could support the curriculum by being the resource personnel. Since I am the TL for the Junior Library covering students from Prep to Grade Threes, we reviewed classroom themes and its ‘Talk for Writing’ programme. We narrowed down topics that needed a variety of resources and I enthusiastically set to task on sourcing what was available in the school and community libraries and online. Teachers too, have now started approaching me frequently on particular resources, pertaining to a wide range of subject matters. On certain topics whereby, existing resources did not cater to very young learners, I have created personalised teaching resources (PowerPoint [PPT] slides and infographics) to be used by classroom teachers. The authentic resources that I had created for several of my assignment tasks in MEdTL course ( for example: literary learning resource kit for ETL 402 and infographics for ETL 504) assured me that I was well-prepared to design quality resources that meet teachers’ expectations.
One such topic was on introducing aboriginal dreamtime stories to Grade 1 students. I created a PPT slideshow that captured the content succinctly and provided websites and books, teachers and students could explore further to gain in-depth knowledge on the subject. Teachers had been very appreciative to the accessibility of these resources and their wonderful ‘thank-you’ notes were very motivating.
An example of the inclusion of classroom themes within my library lesson plans is featured below. This was per teachers’ request to familiarise students on technical terms and deepen their deeper understanding on thematic units. In the near future, I plan to co-create inquiry-based units and curated lists for classroom teachers.
Leadership is a social influence process. Collaboration is a key aspect towards successful leadership. When teachers and librarians work together, lessons can become more engaging for students. Moreover, by including parents, students and teachers to make decisions in selecting, previewing, purchasing and utilising technology and resources would show the critical function library programmes perform in teaching and learning. . These cooperative practices exhibit transformational leadership and advocacy measures to promote the library as indispensable to the school community. From the TL’s standpoint, it clearly highlights the ‘sweet-spot’ of leading from the middle with a focus on building relationships based on trust as well as letting people take a leading role in areas of strength. It is a win-win situation in raising the TLs profile and in building an interconnected learning environment.
Information and Communication Technology (ICT) use in the library
The ICT specialist role as a key educational role of the TL was another crucial learning point for me from this course. Initial musings in my blog [Fear and Anxiety – Have I lost the battle at the start? ] depicted my aversion towards social media and a lacklustre attitude of harnessing technology in work. Working through the MEdTL core subjects have definitely altered my apprehension and in intentionally, choosing the elective subject INF506: Social Networking for Information Professionals stands as proof to my present receptiveness to use of ICT in the library.
The TL’s role has transformed from its preoccupation with book collection “to be a powerhouse of expertise…embracing educational and technological developments, sources and resources” (Bales, 2017, pp. 6). Through this course, I have been exposed to a myriad of online tools that can boost my library’s image and quality of my teaching. These would serve to illuminate the multi-dimensional role of the TL, especially in nurturing students to be transliterate in the digital age. It has helped to increase the professionalism, contemporariness and influence of my scope of work.
My first experimentation of putting theory to practice occurred with the utilisation of Seesaw, a digital app in my library lessons. The junior grade teachers in my school were already avid users of Seesaw and I chance upon it as yet another means of establishing collaborative opportunities with the school community. Library lessons were pinned along with classroom lessons, offering a seamless, whole-school integration of school curriculum. Additionally, these lessons were also archived onto the ‘School Library’ facilitating accessibility of resources to all teachers. These measures exemplify Purcell’s (2010) vison of TLs facilitating as instructional partners, offering vertical integration (between grade levels) of curriculum and horizontal integration (between subjects) of learning experiences, and thereby, providing the best learning environment for students (p.32). The screenshot featured below is taken from Seesaw’s activity library.
Students were also taught beginner’s research skills and use of multimodal tools to enhance presentation during library lessons. I found helpful tips in Kathleen Morison’s (2018) blog.
Information literacy and online research skills were skilfully integrated within broader multidisciplinary topics. Through careful planning of content and context, tasks allowed students to be exposed to a variety of print, eBooks and online resources that required them to decipher appropriate information to suit the required tasks, their interests, individual needs and exercise higher order thinking skills. Both examples featured below were Grade Two students’ responses on the classroom themes of ‘Insect World’ and ‘Ecological Conservation’. They researched and worked through their presentations during classroom and library lessons.
Successively, through posting students’ work in Seesaw, family trust and support with ongoing visibility into student learning was strongly built. Students’ progress was celebrated through engaging families in conversations centred on students’ learning as reflected in the post below. This was based on a Storytime session and follow-up activity with a Prep class.
Exploiting Seesaw’s family-friendly features enabled me to broadcast library activities to parents and carers. A relevant example was the ‘Library Reading Challenge’ that was held over the Summer school holidays in 2020. In addition to the library books that students had borrowed from the school library, they were given online reading resources in a variety of formats (YouTube videos, audiobooks, eBooks). Another highlight was the offering of culturally diversified books, particularly relevant to my school’s predominantly, multicultural student population.
Excerpt from the ‘Library Reading Challenge’ booklet posted on Seesaw:
Another happy parent’s grateful acknowledgement is featured below:
Moving forward, I plan to venture into using Web 2.0 technologies and social media platforms to increase the library’s outreach to its users, school and online community. Acquiescing with Adekunle and Olla’s (2015) assertions on social media being all about building relationships and connecting people irrespective of space and time (p.41), I foresee promising opportunities through embracing it.
Strategically, I hope to tap on social media as a key marketing tool to bring the library story to the school community. By sharing library programmes on social media, it empowers, advertises, and makes them a part of it. This approach I believe, would also demonstrate how libraries are a part of education. It marks the essence of 21st century library service marrying 21st century educational goals.
Setting up professional accounts on Facebook and Instagram in my school name would foster a sense of ownership and accessibility within the school community. Posting pictures of new books’ displays, book reviews, author visits, makerspace in session and storytelling would showcase the library’s liveliness. Sharing student projects, book recommendations and innovations via social media would be a confidence-builder for students. Conducting surveys, opinion polls and competitions through social networking would welcome active parental involvement and increase student voice. Peacemaker, Robinson & Hurst (2016) justifiably proclaim that “relationship building is the crux of public relations” (p.106). Users need to be able to interact and communicate their information needs and be recognised and valued. Giving everyone limitless access to library information and partaking in its operation would materialise Maness (2006) Library 2.0’s vision of prioritising user-centredness, multi-media provisions, social richness and communal innovativeness, in the field of internet library epoch.
Lifelong reading
Throughout this course, the underlying emphasis on TLs to nurture lifelong readers for quality of life was a key takeaway for me. Inculcating a dynamic reading culture in my school and developing lifelong readers are paramount goals that I aspire to achieve as a TL. I want my students to immerse themselves and enjoy reading anywhere, anytime.
Literature strongly espouses (Haven, 2007; Johnston, 2014; Miller, 2014; Gaiman, 2013) the idea of allowing children to read with freedom and voraciously. Particularly, Gaiman (2013) asserts that in this world of text, email and influx of information; reading facilitates communication, comprehension and critical analysis and knowledge collection (para.9). Reading nurtures, a complete being and libraries really, are the gates to the future.
I have shared the benefits that I have reaped from being an avid reader since young in my blog [Why read?]. With as much enthusiasm, I continually strive to share that passion in my students. I uphold Miller and Kelly’s (2014, p. xxiii-xxiv) five characteristics of enabling lifelong reading in my library lessons’ non-negotiable’s.
Image credit: https://favpng.com
Termly planning meetings with my senior library teacher, Year Heads and Leading Teacher for Literacy guide me to draw up my comprehensive lesson plans. These are then shared with my School Leaders whose input are valued. Nonetheless, they are by no means static but a working document which regularly gets updated. The highlights of the lessons include exposing young readers to a variety of topics, providing them with varied resources and hooking them to read more with fun, engaging activities. A sample of my Grade 3 Working plan is featured below.
To cater to students’ diverse interests, I have prioritised building a quality collection at my school library that focuses on user access and needs. In the subject ETL 505: Describing and Analysing Education Resources, I was introduced to the concept of Genrefication.
Genrefication is a broad term used to reorganise library collection according to modern subject headings (Outhouse, 2017, p.44). Not wanting to exacerbate the frustration of finding books by authors amongst my Preps to Grade 3s, I adopted genrefication to organise my fiction collections [Future arrangements of fiction collections]. The School Catalogue Information Services (SCIS) controlled list of subject headings, tips from Connections and ACCESS professional journals and popular librarians’ blogs have helped me much. Uniquely, my school library’s genrefication expands beyond conventional literary genres, to include curriculum categories, student-initiated varieties and other specifics unique to my school community (for example: multicultural and aboriginal resources).
Herein, the exposure to varied literary genres and forms in children’s literature through the subject ETL 402: Literature across the Curriculum greatly extended my understanding of multimodal literature and thereby, expand students’ reading experiences and interaction with the literary world.
The introduction of Graphic Novels in the library and dedicating a prominent corner stands as proof to fostering reading for pleasure in students. Based on evidence-based data gained through observations and borrowing records, a dedicated space for this popular genre has emerged. Students love for another popular historical fiction series (Our Australian Girl) led to the emergence of this display corner. These initiatives have helped students become engaged and excited readers. These ‘special corners’ have spurred students to devise individual reading plans as observed through their suggestions to have new titles and reserving books in their favourite series during weekly visits. Students also approach me for recommendations of other books written by their favourite authors and series.
To further stimulate students appetite to recreational reading, the annual Victorian Premiers’ Reading Challenge (PRC) is actively promoted in my school. The PRC book lists which is available online allow students to select any book from the book list, regardless of the year level it has been allocated. Readers can choose what interests them. Parents are encouraged to join PRC’s Facebook and check out its website for excellent resources and related activities with their children.
Credit: https://www.facebook.com/VicPRC
Credit: https://www.education.vic.gov.au/about/events/prc/Pages/default.aspx
Appropriate library collections are labelled with PRC stickers for easy access and the library is well-resourced with iPads and laptops for students to fill in their reading logs at school. The provision of these devices have been especially critical for my school community where most of the students do not have adequate means to own them or have proper access to the Internet. Devices are also loaned out to families to access online reading materials. An appreciative parent’s note helps to provide evidence on the success of our reach out to the school community.
The library needs to be the hub in promoting reading for pleasure in schools. Puppetry corners provide creative retelling of stories shared in class by young readers. A Free Little Library strategically located in the Grade 1 and 2 building entrance was conceived with the idea of making books available at prominent places around the school and “celebrating reading publicly wherever and whenever possible”’ (Lockwood, 2009, p. 22).
Through thoughtful projects and structures and with the collaborative support of colleagues, it is hoped that the development of characteristics that avid readers have, are being sown in my students. I aspire to make the most of every wonderful opportunity that enables my young learners to read wide, deep and with absolute pleasure.
Part C: Reflective Analysis of Learning
The Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA) [https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians] standards stipulate the traits of an excellent TL through three interwoven domains, namely, professional knowledge, practice and commitment. Following the ethos of a reflective practitioner, these guidelines set the benchmark and offer focus to my continual growth and exemplary performance.
An excellent TL is an active proponent of lifelong learning (1.1 and 3.1). While my thirty years of classroom teaching experience had equipped me with good understanding of the national curriculum (1.3) and practical knowledge of high impact teaching strategies across various disciplines (1.2), the job scope of teacher librarianship was relatively new. This course has piqued my interest in the field of information professionals. Expertise in the areas of information literacy, ICT, library and information management (1.4) are fundamental to demonstrate leadership and effective collaboration with teachers to provide the best information literacy learning environment for students. I plan to conscientiously keep up with the latest information technology skills and curriculum knowledge to establish my (TL) identity as the crucial link to resourcing the curriculum [Are teacher librarians endangered species?] .
The MEd(TL) course has certainly helped to consolidate the multiple, sporadic library activities that I used to organise in school. It has offered me structure and a strategic purpose to align activities that transforms the library into a hub for community-based knowledge creation and discourse (2.1 and 2.3). Collaboration with teachers, inquiry-based learning and developing interdisciplinary learning programmes specifically learning through General Capability skills stated in the Australian Curriculum are areas that have to be prioritised. Evidence-based library and information practice (2.4) is a critical area that I would undertake to improve my professional practice. To excel in this area, the subject INF 447: Research in Practice enlightened me with knowledge on how to evaluate research literature, interpret research results and then, design my own projects. Most importantly, the issue of abiding by ethical research practices involving socio-economic status, language and cultural differences are major issues that I would keep in mind.
The axiomatic relationship between research and enhanced professional practice was also clearly perceived in the insightful experiences shared by exemplary information professionals from ETL 507: Professional Experience and Portfolio’s virtual study visits. Their vigour in pursuing higher studies for self-improvement while providing training and professional development for staff shows professionalism and passion in alleviating the status of TLs.
Thus, continual professional learning and development (3.1 and 3.2) influence the shaping and growth of a TL’s identity in a tremendous way and give maximum benefit to students’ needs and learning outcomes. In contrast to the passive means of modelling lifelong learning though reading research and journal articles, TLs also need to actively stamp their presence in school, community and other librarians and educators around the world (3.3 and 3.4). Valenza’s (2010) influential manifesto for 21st century school librarians asserts the need for TLs to tap on social networking tools, like blogging and using social bookmarking tools to share and gain new knowledge. I have subscribed myself to several TL blogs based locally and overseas. The wealth of wisdom, experience and expertise shared is astounding.
Wordle based on Valenza’s manifesto (2010)
TLs are to advocate a new brand of their profession, offering visionary service and instruction and caring, helpful relationships. TLs underpin effective education practices that would empower students to transform the world. I will continue to examine and develop my TL identity, placing students’ interests above mine. This would help me to become an excellent TL at both personal and professional levels.
References
Adekunle, P. A., & Olla, G. O. (2015). Social media application and the library: An expository discourse. In Tella, A. (Ed.), Social Media Strategies for Dynamic Library Service Development (pp. 41-70). IGI Global. http://doi.org/10.4018/978-1-4666-7415-8.ch003
Australian Library and Information Association. (2004). ALIA-ASLA standards of professional excellence for teacher librarians. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians
Bales, J. (2017). Collector, curator or collaborator? Connections, 100 (Term 1), 6-7. https://www.scisdata.com/media/1448/connections100.pdf
Colvin, G. (2000, March 6). Managing in the info era. Fortune, 141, 5. http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1
Gaiman (2013, October 16). Neil Gaiman: Why our future depends on libraries, reading and daydreaming. The Guardian.
Gottlieb, H. (2012, October 30). Leading from the middle: Bringing out the best in everyone. Creating the Future. https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/
Lockwood, M. (2009). Promoting reading for pleasure in the primary school. SAGE Publications.
Lodge, D., & Pymm, B. (2007). Library managers today: The challenges. In S. Ferguson (Ed.), Libraries in the Twenty First Century: Charting Directions in Information Services (17th ed., Vol.27, pp. 289-310). Centre for Information Studies.
Maness, J. (2006). Library 2.0 Theory: Web 2.0 and Its Implications for Libraries. Webology, 3 (2), Article 25. http://www.webology.org/2006/v3n2/a25.html
Miller, D., & Kelley, S. (2013). Reading in the wild : The book whisperer’s keys to cultivating lifelong reading habits. John Wiley & Sons, Incorporated.
Morris, K. (2018, February 23). How to Teach Online Research Skills to Students in 5 Steps. [Blog post]. http://www.kathleenamorris.com/2018/02/23/research-filter/
Narayanasamy, K. (2020a, March 15). Fear and Anxiety – Have I lost the battle at the start? [Blog post]. https://thinkspace.csu.edu.au/kanmani/2020/03/
Narayanasamy, K. (2020b, May 17). Are teacher librarians endangered species? [Blog Post]. https://thinkspace.csu.edu.au/kanmani/2020/05/17/are/
Narayanasamy, K. (2020c, July 25). Values-based approach to library management [Blog post]. https://thinkspace.csu.edu.au/kanmani/2020/07/25/values-based-approach-to-library-management/
Narayanasamy, K. (2020d, September 10). Reflection on Group Work: Case Study 3 [Blog post]. https://thinkspace.csu.edu.au/kanmani/2020/09/10/reflection-on-group-work-case-study-3/
Narayanasamy, K. (2020e, October 2). Reflection on Group work: Case Studies 4 & 5 [Blog post].https://thinkspace.csu.edu.au/kanmani/2020/10/02/reflecting-on-case-studies-4-5/
Narayanasamy, K. (2021a, March 8). Why Read? [Blog post]. https://thinkspace.csu.edu.au/kanmani/2021/03/08/why-read/
Narayanasamy, K. (2021b, April 4). Future arrangements of fiction collections. [Blog post]. https://thinkspace.csu.edu.au/kanmani/2021/04/04/future-arrangements-of-fiction-collections/
Outhouse, R.K. (2017). Genrefication: Introducing and Explaining the Exponential Trend. Media and Technology, 76 (1), 1- 86. https://doi.org/10.17615/j1hv-kq77
Peacemaker, B., Robinson, S., & Hurst, E. J. (2016). Connecting best practices in public relations to social media strategies for academic libraries. College & Undergraduate Libraries, 23 (1), 101–108. https://doi-org.ezproxy.csu.edu.au/10.1080/10691316.2016.1134244
Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection, 29(3), 30–33.
Valenza, J. (2010, December 3). A revised manifesto. School Library Journal. https://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/