Personal Philosophy:
Teacher Librarians (TL) are chameleons with their ability to adapt, develop and share their skills within the digital age to meet the demands of their role in a busy school. They are also the Champions of Curriculum by leading the way to unlocking the possibilities in the content teacher teach and supporting the way students learn. With duel qualifications TLs are able to lead collaborative planning, resourcing the curriculum and support community needs. An effective and visible TL is one who is innovative in their approach, reflective in practice, supportive of school needs and leads with integrity while creating a space for lifelong learning.
Critical Evaluation of Learning:
I have been a teacher for almost twenty years and in my first year of teaching our teacher librarian would assist our students with a research task in their library time. I didn’t give much thought, at the time, about what the role of the teacher librarian was. Since then the role of the teacher librarian has been varied but their presence has always been there – to some extent I took them for granted. Fast forward to 6 years ago when I was moved off the classroom and allocated my part time days in a primary school library. Here I was mentored by a wonderful teacher librarian, and friend. After a couple of years of providing Release from Face-to-Face (RFF) for teachers, where I promoted reading, and cooperated with teacher requests, I quickly realised the role of TL had much more to offer the school community, which led me to take on my studies at Charles Sturt University. The role of the TL is multifaceted, but certainly not limited, in resourcing the curriculum; leadership; and being visible a 21st Century School.
Resourcing the Curriculum
Australian School Library Association (ALSA) (2014) provides clear standards, specifically with Standard 2 and 3, outlining the application of highly accomplished practice of TLs knowledge, planning and implementation of the curriculum. This highlights prospective leadership in collaboration, supporting and resourcing the curriculum to a high standard. Montiel-Overall’s (2008, p145-147) research corroborates the benefits and importance of high-end collaborative practices between classroom teachers and teacher librarians and the integration of information literacy with content.
‘Resourcing the Curriculum’ was the first unit where I was able to see my study as a more practical connection with my position. I could see the potential of having duel qualifications to achieve best practice in my profession. Over the years I have reflected upon how, as a TL, I support teaching and learning. In this graphic organiser (Fig. 1), I have identified how resourcing the curriculum is one aspect of being the Champion of Curriculum in my day-to-day TL life.
(Figure 1; Talbot, 2020)
In ETL503 my relationship with the Australian Curriculum was only strengthened and my own practice with it improved greatly. As a teacher librarian who collaborates with classroom teachers, my bird’s eye view, and depth of understanding, of the whole curriculum is invaluable in being about the assist in resourcing teaching and learning. In my ETL503 Thinkspace post, Reflective Practice, I identified my own professional growth and understanding of ‘Resourcing the Curriculum’ has developed over such a short time. I noticed that the better my knowledge of the school wide curriculum became, preparing and locating resources catered better to the classroom requirements. This particular unit, and with my own practice, highlighted the need to have collection policy which included a focus on curriculum. Policy guides the practice for collection development and supports the vision of the TL.
Collaboration is key in truly understanding the needs for teaching and learning and to find success in reaching the end goal, for teachers and the library. TL’s “help teachers see how their needs can be met through diverse means” (Merga, 2019, p 183). Merga discusses that through collaboration TLs are better equipped to support specific teaching and learning needs, including supporting the literacy growth of their students and adapt to the changing nature of inquiry learning. In my current practice, like the areas in Figure 1, through collaborative planning with departmental teaching teams, I am able to curate learning resources through a libguides known as a LearnPath (Figure 2). Our LearnPaths allow for ICT integration with ClickView and other digital libraries. Through my learning I am better equipped to tailor my Library lessons to accommodate the research skills specific to their unit of work. By understanding the specifics of the content, and assessment, I can connect students with quality literature to enhance their own learning. Finally, we are able to consolidate their learning with BreakoutEdu – escape room like resources linked to the curriculum.
ETL402 and INF533 gave rise to my interest in graphic novels and digital literature, respectively. By broadening my scope of literature to assist in engaging students in their learning and connecting them to the content. The Boat, by Matt Hyunh (2015) – an adaptation of Nam Lee’s, The boat (2009) – is a text I found while studying ETL402 which engages students to assist deepen their understanding of concepts and develop visual literacy skills. Lamb (2011) speaks of graphic novels and digital texts as opportunities “to clarify difficult concepts, or reinforce key ideas activate thinking and promote comprehension” (p 17). The Boat is an example that demonstrates Lamb’s findings of visual literature. A Year 11 unit, “Representations of Text (Appendix A)” demonstrates the power of literature in teaching and learning through my collaboration with the English Department.
Through their resourcing the curriculum, ASLA defines TLs as: Curriculum Leaders; Information Specialists; and Information Services Managers (ALSA, n.d.). In a digital world TLs are, through their expertise, advocating for Information and are redefining part of their role to an Information Specialist. In the Information Age developing savvy information-literate citizens is vital in a school setting (Skilbeck & Luton, 2001, p 1). TLs are equipped with skills to support teachers and students to improve their information literacy to be well informed and active lifelong learners. One method, outlined in ETL503, was Curriculum Mapping, a collaborative practice to assist in the TL in developing the collection of resources TL is able to develop a well-rounded, relevant and varied resources to support all students. As standard practice for my school library, we manage the school calendar and are aware of the assessment periods which provides a timeline in order to initiate collaboration with staff to ensure assessments are supported with varied and quality resources, such as LearnPaths, books, ClickView Playlists, literature and so on. Through this process, as outlined by Skilbeck & Luton (p 25), ease of access to all is a priority to achieve equity, including offsite access to resources and support during school hours in an inviting space. As an Information Specialists it is also our common practice to support ICT resources with relevant and tailored workshops for classes.
Leadership
Teacher Librarian as Leader, ETL504, gave me the opportunity to collaboratively reflect on leadership practices through a variety case studies, with my peers, in an online context. The case study group work called us to work through hypothetical issues in the library team context, developing the idea of a TL as a leader. Furthermore, the TL has a leadership role within the whole school context. The TL is a pivotal role for the teaching and learning of staff and students of the school.
The collaborative practice throughout this unit exemplified the importance of communication, teamwork and exercising the strengths of individuals. ETL504 called for all students to practice effective collaborative skills expected of a lead TL to achieve a prescribed outcome. While this was in the online context, the team adapted their skills to ensure this was successful. For a student in the online learning environment, it was a nice change of pace to be able to network with other amazing TLs to develop collaborative skills and support each other in our learning.
The practical aspect of this unit provided transferable skills, to assist in preparing for leadership within our own school context. Throughout my own journey as a TL, starting in a Primary School context moving to a High School environment, I was able to call upon my knowledge of this unit quite profoundly, within my respective library teams and with the classroom teachers.
At the beginning of my primary library days, I realised the staff I was working with, had confused the idea of collaboration with cooperation, particularly when working with me as a TL. I quickly realised that the staff I was working with did not understand the full potential of working collaboratively with TL. I knew that I needed to be the leader of change to support best practice in teaching and learning. With my principal, I ensured my involvement in a variety of grade and curriculum teams within the school. This allowed me to build relationships, support and advise with curriculum development, and identify how curriculum could be supported as identified by Hancock (2010, p11). As a part of my role as a TL building relationships with staff and students is vital to involve myself with, not only the community, the strategic plan and support its implementation to guide the staff to reach the success of the school’s vision. Leading from the middle, I was able to assist staff to achieve the academic goals for the school.
I moved to a high school library where I found collaboration with the TL with staff more pressing for teaching and learning needs. I have been fortunate enough to build on my foundational leadership skills to assist me in meeting these needs. I found the strong relationships I have with staff and students, and external members of the community, allows me to understand their needs as outlined by ALSA’s Standard 1 : Know Students and How They Learn. In collaboration with my Head of Library, we developed an infographic, Resource Centre Practice (Figure 3 – not show here), outlining how we are leading, from the middle, and supporting best practice of teaching and learning, while aligning with ASLA and AITSL’s teaching standards. This outlines how the library practice (Appendix B) is implemented to support the collective school community and the strategic plan.
Tracey Wong (2012) discusses the long-range strategic plan for a school library and the initiative required from the library staff to develop and report on their own strategic plan. Wong (2012), outlines the benefit of reflective practice, in the School Library context specifically, “… to ensure that the mission, goals and objectives are being met” (p 22). This is a practice supported and encouraged by Charles Sturt University, and has greatly benefited my own professional development. Reflective practice allows for the library teaching program to evolve and improve, and support the strategic plan’s vision. As a leader and TL, I take the responsibility to collate the annual data, as a formal reflective practice, for the school executive to demonstrate and validate the financial support they provide to the library. By painting a picture, to the executive team, how the school library benefits and provides the community in its various forms, while also providing evidence to validate the budget provided. By aligning the library’s strategic plan with the school’s plan, and vision, we are implementing the big picture into day-to-day practice.
The strategic plan practice exemplifies TLs leading from the middle with the executive team. Therefore providing some depth to the skills of the TL in connecting the professional standards (ASLA & AITSL) with their daily practice; knowledge of the curriculum and mission; and relationships they have with their staff and students. Cox and Korodaj (2019) describe the TL’s in a “unique position in the school as leading from the ‘sweet spot’” (p16). Echoing Wong (2012), Cox and Korodaj advocate the professional wisdom the TL can provide to guide strategic planning, the knowledge of the curriculum to enhance teaching and learning and the collaboration to develop the 21st Century curriculum.
Throughout ETL504, various styles of leadership were explored. To articulate more specifically from Wong and Cox & Korodaj, while TL’s are leading from the ‘sweet spot’ their leadership style has potential in a variety of ways. Branch & Oberg (2001, p 9) discuss how TLs play a vital role as instructional leaders, through their expertise of curriculum, collaborative practice, collection development and sharing their knowledge of the curriculum and ICT to inform staff. Branch & Oberg are spot on with their summary when referring to different relationships the TL has with in the school with teachers and with their principals. As discussed earlier these relations are the ‘sweet spot’, potentially bridging the gap between the two – teachers and the executive. Their research regarding these relationships support Wong and Cox & Korodaj, however, Branch & Oberg demonstrate that the collaborative relationships are more productive when the TL “has taken the initiative to be assertive, involved leader” (p9) in curriculum and collaboration. Leadership does require initiative, however, it is important to consider previous discussions regarding relationships. A TL supports the vision of the school through knowledge and collaboration. However, I argue that the TL must draw on other innovative, inspiring and personable traits in order to capture the audience in order for them to be a part of the vision and strategic planning – knowledge alone does not guarantee an automatic buy-in, from staff, when it comes to instruction.
Library Spaces
At my school, of approximately 1200 students in years7-12, the library is situated in the middle of the school, a high traffic thoroughfare – it’s difficult to not walk through it on any given day. The space that has been created has transformed over the years from the house of books to a centre of learning and community. In ETL401 we were introduced to the role of the TL as well as the role of the library space, often referred to as Learning Commons, Hub and in our case a Resource Centre. Library spaces have transformed physically and their purpose has diversified to a collaborative space.
The library team takes the initiative and knowledge of their community to create the space that will best suits the needs for the space and take the lead in making it happen. With considered planning my library is, as Lori Korodaj explains, the ‘third space’ for the community – not school and not home, a safe place of in between (Korodaj, 2019). A place that, beyond academic needs, provides emotional and social support for the community, as well as “a space to consider and create their own view on what they are presented by their teachers in the classroom” (Korodaj, 2019). The library is an all embracing space where students can explore, learn, discuss, embrace, discover and more, in all aspects of their lives.
Throughout my learning for this degree, and on the job, it has been made clear of space or their role it is important for TLs to make their presence and space visible and accessible to the school community. An inviting and dynamic space of learning, collaboration, and connection is a draw card for all stakeholders – a safe space where magic happens. I am fortunate enough to work in a Resource Centre with two TLs, two library technicians and a library assistant who work seamlessly together to ensure the library space is inclusive, inviting and a space for connection. Sinclair (2007) articulates a modern collaborate library space as one of “…flexible workspace clusters that promote interactions and collaboration, and comfortable furnishings, art, and design to make users feel relaxed, encourage creativity and support peer-learning” (p2). I wholeheartedly agree with Sinclair, and we provide this to our community, however, there is more to a modern library than the aforementioned. The modern library where likeminded people find their tribe, that is beyond the playground or sport, and can build relationships with other students and staff beyond teaching and learning. In our library we promote reading and embrace those who have a passion for literature. An example, we have relevant displays to engage students with literature relating to the topics they are passionate about, for this year we dedicated a display to the Black Lives Matter movement which included a student message wall and fiction and informational literature. This brought students into the library who didn’t normally visit the space.
I have always had an interest in Makerspaces, and while there is one at my school it is run exclusively by the Digital Technology Department. After attending my third Study Visit, with Sally Turbitt at the University of Newcastle, where their Makerspace was truly visionary. Turbitt exemplified all that I have learnt and discussed here for a TL to be, and more. Her vision and philosophy for her Makerspace was inspirational and as previously discussed her team have created a ‘Third Space’ that supports lifelong learning, wellbeing of the community, while embrace innovation, creativity and discovery. After seeing her Makerspace and understanding her journey, past, present and future. As I mentioned in my Study Visit report, I have plans to initiate a more collaborative, inclusive and diverse Makerspace for my school community.
Early in my degree, I was prompted by a video, School Library (crisis) Story, I saw in my learning in ETL401 created by Joyce Valenza (2013) to reflect on in my blog, ‘Strong Librarian, strong learners’ (2018). I was inspired by her words as it explained everything I wanted to provide for my school and create in my future library space. In the beginning of my TL journey I was filled with promise and inspiration, and I am proud to say my passion for what I do has grown. In this blog I wrote this: “I need to create a Library that my school community knows about, wants to see and is proud of. It needs to be that sanctuary for the students in my school, a happy place, a place where they are free to express an opinion and somewhere they can find that answer or adventure” (Talbot, 2018). I have continued to be a part of building this vision throughout my career as a TL. My vision speaks to all areas of reflection here: resourcing; leadership; and the library space itself.
References
Australian School Library Association (ASLA). (2014a). Evidence guide for teacher librarian in the highly accomplished career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence-guide_ha.pdf
ASLA. (n.d.). What is a teacher librarian?. https://www.asla.org.au/what-is-a-teacher-librarian
Branch, J.L. & Oberg, D. (2001). The teacher-librarian in the 21st century: The teacher-librarian as instructional leader. School Libraries in Canada 21(2) p. 9-11. https://search.proquest.com/openview/901d9d061936d9620fd82d15aa4c3bbe/1?pq-origsite=gscholar&cbl=32982
Cox, E. & Korodaj, L. (2019, November). Leading from the sweet spot: embedding the library andthe teacher librarian in your school community. ACCESS 33 (4) p14-25 http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=0c2cccf0-f17a-47a9-bc4a-de63f178f26c%40sdc-v-sessmgr03&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d
Hancock, K. (2010). Leadership from the middle: building influence for change. In Coatney, (Ed.), The Many Faces of School Library Leadership (Chap 1). Santa Barbara, CA: Libraries Unlimited.
Huynh, M. (2015, April 29). The boat [digital interactive book]. Australia. SBS, Screendiver.
Ktatdominican. (2013, March 6). Collection mapping in a school library. [Video]. YouTube.
Korodaj, L. (2019). The library as ‘third space’ in your school. Scan 38 https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/the-library-as-third-space-in-your-school
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning & Leading with Technology. 39(3), p 12-17. http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=b554391c-35b0-4384-9754-4b7c3923129f%40sdc-v-sessmgr02
Merga, M. K. (2019). Librarians in schools as literacy educators: Advocates for researching beyond the classroom. Springer Nature Switzerland AG.
Montiel-Overall, P. (2008). Teacher and librarian collaboration: A qualitative study. In Library & Information Science Research 30(2), p 145-155. 10.1016/j.lisr.2007.06.008
St Francis Xavier College. (2019). Resource centre practice. [Infographic].
St Francis Xavier College. (2020). Social justice learnpath. [Image] Softlink LMS
Sanders, J. (2015). Introducing breakout edu. [Video]. YouTube. https://youtu.be/QWSoR-0DH8Q
Silbeck, W. & Luton, F. (Eds.). (2001). Learning for the future: Developing information service in schools (2nd Ed.). Curriculum Corporation.
Sinclair, B. (2007, November 2007). Commons 2.0: Library spaces designed for collaborative learning. Educause Review. https://er.educause.edu/articles/2007/11/commons-20-library-Spaces-designed-for-collaborative-learning
Students Need School Libraries. (2018, November 21). Teacher? Librarian? Teacher librarian?.[Video]. YouTube. https://youtu.be/2OKoqv79zV0
Students Need School Libraries. (2020, February 1). Role of the teacher librarian. [Video]. YouTube. https://www.youtube.com/watch?v=4eU7NdASlqU
Talbot, K. (2018). Strong librarians, strong learners. [Blog] https://thinkspace.csu.edu.au/kathytalbot/2018/10/11/strong-librarian-strong-learners/
Talbot, K. (2019). Reflective practice. [Blog]. https://thinkspace.csu.edu.au/kathytalbot/2019/01/22/part-b-reflective-practice/
Talbot, K. (2019). New York library steps (Cover Page). [Image].
Talbot, K. (2020). Resourcing the curriculum. [Graphic organiser]. Canva.
Valenza, J. (2013). School library story. [Video]. YouTube. https://youtu.be/VFvZExcw7q4.
Wong. T. (2012, October). Strategic long-range planning. Library Media Connection 31(2) p22-24 https://www.scribd.com/doc/105350347/lmc-oct-2012-wong?secret_password=2fz9ib68d2wth6i60fkj#fullscreen&from_embed