I have created a virtual presentation for young adults on diversity. The presentations aim is to highlight Young Adult (YA) literature at the intersection of queer and indigenous identities, indiqueer. When I was study diversity with regards to LGBTQ+ YA literature I realised that I was unaware of any resources specifically pertaining to first nations within this group. I realised this was a gap in my knowledge that I would like to address.

There are currently no official national or state statistics measuring the percentage of Aboriginal and Torres Strait Islander people who identify as LGBTIQ+. This highlights an urgent need for accurate data collection on the proportion of the general population that identifies as LGBTIQ+, both nationally and by state and territory, as well as how many of these individuals also identify as Aboriginal and/or Torres Strait Islander. (Hill et al., 2021). Aboriginal and Torres Strait Islander children come from rich and diverse communities with a strong cultural history. However, a large misconception remains within many Indigenous communities that associate queerness with whiteness (Fernando, 2022). Rather than recognising that, queerness and has been a part of every culture on earth since time immemorial (Fernando, 2022). It is actually cisgender concepts that are inherently white and steeped in colonisation. These misconceptions weigh heavy on queer indigenous youth as articulated by Todd Fernando, Victorian Commissioner for LGBTIQ+ Communities and University of Melbourne “Indigenous homophobia, biphobia, and transphobia are fears that we’ve assimilated too much.”

Representation shapes worldviews and inaccurate or missing representations of indigenous peoples perpetuate colonialist ideals and place whiteness above all else (Hill et al., 2021). The presentation I created is to provide queer indigenous youth with appropriate books and resources that not only contradict gender misconceptions perpetuated by colonisation but books to assist them construct and affirm who they are and who they wish to be. ‘The best in children’s literature…helps children explore their place in the world and discover their own uniqueness’ (Huber, 2014).

My research into gender and colonisation led me to uncover that there is a resurgence in many indigenous communities world wide, aligning with gender nonconformity and reclaiming their cultural spirit and gender roles held prior to colonisation. Indigenous queer teens that may have trouble socialising with their peers due to differences of lived experience and discrimination. It is hoped that by incorporating indigenous voices from around the world in the presentation, reassurance can be given to Australian queer indigenous teens that their story is not isolated to them as an individual, or to their community. Rather, indigenous gender and sexuality misconceptions were enforced during colonisation and are still continually perpetuated by Western imperialism (Sullivan, 2018).

Librarians are proactive in our support of queer indigenous youth, facilitating access to collections, safe spaces, programs and services. It is important to “highlight the supporting role of libraries in building one’s identity and capacity” (International Federation of Library Associations and Institutions, n.d.) Libraries and librarians want to ensure many queer Indigenous people feel connected to community, culture, and country. To no longer come out, but to finally be welcomed in.

Fernando, T. (2021). Embracing queer indigenous Australia. Pursuit. https://pursuit.unimelb.edu.au/articles/embracing-queer-indigenous-australia

Hill, B., Uink, B., Dodd, J., Bonson, D., Eades, A. & Bennett, S. (2021). Breaking the silence: Insights into the lived experiences of WA Aboriginal/LGBTIQ+ people: Community summary report 2021. Edith Cowan University. Perth. WA.

Sullivan, C. (2018) Indigenous Australian women’s colonial sexual intimacies: positioning indigenous women’s agency. Culture, Health & Sexuality, 20(4), 397-410.

Recently, I attended a webinar hosted by Alia on AI. It was a discussion in two parts: the first focused on the practices the Library of Congress in the USA is using regarding heritage collections and AI technologies, and the second part covered an initiative rolled out by the State Library of Queensland called Virtual Veterans. Designed to shed light on the experiences of World War I soldiers, this AI-driven chatbot, affectionately named ‘Charlie’, serves as a virtual guide through a treasure trove of archival materials.

The SLQ holds a remarkable collection of World War I artifacts, including personal letters, diaries, and firsthand accounts, providing invaluable insights into the lives of Queenslanders who lived through this time. It is important to note that this resource is specifically aimed at school-aged children to assist them with their research into WWI. Through the Virtual Veterans chatbot, children can engage with Charlie, who assumes the persona of a World War I soldier, and explore these resources. It is hoped that this interactive approach will enhance children’s understanding via a simulated human experience and conversation.

The implementation of the Virtual Veterans chatbot has not been without its challenges. Within 36 hours of its rollout, the project faced a malicious attack, with users posing offensive and inappropriate questions. This highlights the need for robust security measures and vigilance when deploying AI-driven initiatives, especially those aimed at engaging with the public. Despite these hurdles, the Virtual Veterans chatbot serves as a powerful tool for education and remembrance. Its transparency in sourcing data, with each answer accompanied by the origin of the information, not only fosters trust but also encourages users to delve deeper into the SLQ’s extensive library collection. By seamlessly integrating AI techniques and algorithms, Charlie provides an immersive and personalised learning experience, allowing users to connect with history in a meaningful way.

Furthermore, I believe the Virtual Veterans project exemplifies the potential of AI in preserving and disseminating cultural heritage. By harnessing technology to breathe life into archival materials, SLQ is not only making history accessible to a wider audience but also ensuring its preservation for future generations.

In conclusion, the Virtual Veterans project represents a groundbreaking initiative in the realm of digital education and historical preservation. While it may have encountered challenges along the way, its impact in bringing the stories of World War I soldiers to life is undeniable. As we continue to navigate the intersection of technology and education, initiatives like Virtual Veterans remind us of the transformative power of AI in shaping our understanding of the past.  I would consider AI in children’s librarianship a topic that I must study more to discover new initiatives and remain aware of new resources as this technology is continuing to evolve at a rapid rate.

Recently I have found and fallen in love with Sophie Blackall’s book “Farmhouse.” Farmhouse was shortlisted for Picture Book of the Year in 2023 by The Children’s book Council of Australia (CBCA). Sophie Blackall is an Australian author and illustrator that lives in the United States with her family.

The role of a physical home in a child’s life transcends mere shelter; it serves as a vessel for memories, dreams, and the passage of time. Sophie Blackall’s “Farmhouse” delicately explores this theme, drawing readers into the intimate world of twelve children and the farmhouse they call home. As we journey through the seasons alongside these characters, we witness the joys, struggles, and inevitable transformations that unfold within the walls of their home.

At its core, “Farmhouse” is a tribute to the people who live in it. Through meticulous storytelling and exquisite illustrations, Blackall breathes life into the everyday experiences of an average agricultural family. From chores to mischief, from dreams to inevitable growth, the farmhouse becomes a silent witness to the ebb and flow of their lives. As the children mature and venture into the world beyond, the house stands as a steadfast symbol of their shared history.

Yet, like all things, time takes its toll on the physical structure. Blackall masterfully portrays the gradual decay of the farmhouse, symbolising the passage of time and the impermanence of human existence. Nature, depicted as a silent yet powerful force, begins to reclaim the space. But amidst the decay, there is hope and renewal. Through Blackall’s evocative illustrations, we witness the transformative power of preservation.

When Sophie Blackall discovered a dilapidated farmhouse, she embarked on a journey to honour its legacy. Through careful restoration and heartfelt storytelling, she immortalises the memories of the children she imagined who once called it home. In an enlightening Author’s Note, Blackall shares the real-life inspiration behind “Farmhouse,” revealing her own connection to the past and the treasures she unearthed in her quest to preserve history. Through her words, we are reminded of the profound significance of preserving our heritage and honouring the places that hold our memories.

“Farmhouse” transcends the boundaries of a mere picture book; it is a testament to the enduring legacy of home. Through its pages, readers of all ages are invited to reflect on their own connections to the places they call home, and the stories that reside within their walls. In a world where change is constant and time marches ever forward, “Farmhouse” serves as a poignant reminder of the timeless bonds that unite us to the places we hold dear.

The process of reviewing a book such as “Farmhouse” proved to be highly relevant to my professional practice working with children and young adults. It reinforced the idea that literature serves as a powerful tool for fostering empathy, understanding, and reflection. By engaging with stories that explore universal themes like family, change, and resilience, I can facilitate meaningful discussions and encourage critical thinking among children.

One gap in my knowledge that was revealed through this reflection is a deeper understanding of the historical and cultural contexts surrounding the concept of home and family. While the blog post touched on the importance of preserving heritage, I realised that there is much more to explore in terms of the diverse ways in which different cultures perceive and value their living spaces. To fill this gap, I could seek out literature and resources that offer insights into various cultural perspectives on home and family dynamics.

For my first professional development activity for INF330, I read and analysed a peer-reviewed journal article that focuses on censorship:  Gawen, N. (2019). Conservative Censors, Banned Books: Reading the Reports of Australia’s Commonwealth Literature Censorship Board. Reinvention, 12(1).https://doi.org/10.31273/reinvention.v12i1.432

Recently, the library where I work has come under attack by individuals who believe that certain materials should not be included in our collection. These attacks have gone beyond the library walls, with radicals using LinkedIn profiles to identify library staff and send hateful mail not only about our resources but also about the events and causes we promote, such as the International Day Against LGBTQIA+ Discrimination (IDAHOBIT), which our council fervently supports each year. The intensity of this targeted attack escalated when the Australian Christian Lobby association urged its followers to “check the children’s section in your public and school library for any explicit material,” with the tagline: Your mission, if you choose to accept it! They specifically sought out queer novels and non-fiction titles addressing sexual education, claiming, “Their innocence is under attack.”

A few weeks later, we received emails from the Australian Classification Board about titles that we were legally obligated to remove from our shelves. One such title was the modern classic “American Psycho,” which is no longer available for purchase in Queensland. However, the film adaptation remains accessible, which one might argue is more visually graphic than the written word. Additionally, we had to ensure that our copies of “The Handmaid’s Tale” all had Australian Classification labels attached (I remember reading this in high school for English). Although neither of these titles is housed within the children’s collection, it prompted me to question the concept of censorship. This classification process represents a gap in my understanding of librarianship that I am eager to fill, especially given the scrutiny placed on many children’s titles. Where is the fine line between classification and censorship? This question led me to Naish Gawen’s article (2019), which I hoped would develop a deeper understanding.

Naish Gawen’s (2019) research delves into the archives of Australia’s Commonwealth Literature Censorship Board, examining the dynamics of censorship during the mid-20th century. The study illuminates the conservative attitudes prevalent within the board, shedding light on the criteria used to deem certain literary works as unfit for public consumption. By analysing the reports produced by the censorship board, Gawen reveals the complex interplay between moral standards, political ideologies, and societal norms. The findings underscore the significance of understanding historical censorship practices in shaping cultural discourse and freedom of expression. Through meticulous examination of the board’s decisions, Gawen (2019) offers insights into the socio-political climate that influences literary censorship in Australia.

Through analysing Naish Gawen’s (2019) article, I gained a deeper understanding of the conservative attitudes that once governed our literature censorship board. This prompted me to ask: Who currently sits on the Australian Classification Board? Are these conservative attitudes still shaping what Australian citizens can consume based on moral standards? Upon reviewing the board’s qualifications, I was shocked to find that not a single member had a background in librarianship or information studies.  This revelation wouldn’t have come to light without delving into Gawen’s (2019) article. The board makes decision on publications that directly impact Australian libraries. It strikes me as a significant oversight that professionals trained in the principles of freedom of knowledge and information are excluded from the classification decision-making process. Is this intentional? That might be a discussion for another post.

References:

Australian Christian Lobby. (n.d.). Explicit children’s books do not belong in public libraries. https://www.acl.org.au/explicit-childrens-books-in-public-libraries/

Australian Classification. (n.d.).  Classification Board. https://www.classification.gov.au/about-us/classification-board

Australian Library and Information Association. (2018). Free access to information statement. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/statement-free-access-information

Gawen, N. (2019). Conservative Censors, Banned Books: Reading the Reports of Australia’s Commonwealth Literature Censorship Board. Reinvention, 12(1).https://doi.org/10.31273/reinvention.v12i1.432

Professional development is incredibly important within information services. Information rapidly changes, as does the way in which we access that information. Therefore we must constantly evolve to meet the needs and demands of our patrons. Librarians need to constantly evolve to ensure we can serve our communities to the best of our abilities.

Networking with others in the industry allows for the sharing of knowledge and experiences as well as opportunity. The professional development and networking I have undergone during my career has allowed me to sever my customers more affectively and efficiently.

As a librarian I am committed to lifelong education. My journey of learning and professional development continues and will never be complete. I plan to dedicate time on a regular basis for both professional development and professional networking because I realise the need and value of professional and personal growth.

Welcome to my online portfolio.

I am currently employed in two capacities as a librarian. The first is within a high school library. I particularly enjoy engaging with students via our various programs that connect children with book and reading. I also enjoy facilitating makerspace programs, which include: coding, robotics and 3D printing. Secondly, I have recently been employed within the public library sector on a casual basis and I’m various excited about the future learning opportunities and exciting career pathways that public libraries offer. I hope that you enjoy the blog and my library related thoughts.

Happy reading,

Kristina

The State Library of Queensland (SLQ) offers a range of professional development courses and I was particularly interested in the Autism-Friendly, story time elearn program. I have worked part time within a high school library for two years and there are many students that I interact with on a daily basis that are on the autism spectrum and I have had no professional training with regards to children and autism. The 4-hour SLQ program is designed for pre-school aged children.  However, I presumed prior to commencement that a percentage of the information, tools and practices would be transferable to other ages. I have also recently started working within the public library sector and any story time training will be invaluable for this role.

The program consisted of four modules:

1. What is Autism
2. Emergent Literacy
3. Strategies for including children on the autism spectrum
4. Shared book reading

I was unsurprised that parent’s with children on the spectrum were apprehensive about attending story time sessions at their library, due to behavioural challenges and sensory difficulties. I did however find it more surprising that majority of librarians reported of lacking in confidence with regards to including children on the spectrum into their story time sessions. The SLQ developed this program to increase the awareness of autism and how to modify sessions to include children with autism.

I was very interested to learn about the ABC’s of autistic behaviour: antecedents, Behaviour and Consequences. Antecedents can include: environment, lighting, noise and communication. Behaviours that can result from antecedents include: aggression, destruction, self-harm and stimulation (rocking, tapping etc.) It was interesting to learn what consequences you can implement to change negative behaviour: ignoring minor incidents, reassurance, negotiation and redirection.

It is important to implement the knowledge of the ABC’s to modify story time sessions. For example, taking an environmental audit prior to sessions commencing. The aim is to create a safe, supportive space that will not trigger sensory responses. I learnt some incredibly practical skills that I believe are not only valuable for children on the spectrum but could improve story time sessions for all children. For example, creating a visual aid that shows the structure of the session and ensuring this structure remains the same each week. All children respond positively to routine and repetition. Also, including a noise thermometer (visual aid) is an effective way to signal to the children the session has become too noisy and the volume must be lowered to resume.

I am confident that the knowledge and skills I developed during this training will assist me in delivering effective programs to children on the autism spectrum. I also believe that some of the practical skills outlined could be very effective for other children and would be worth implementing them across many library-based activities.

The State Library of Queensland (SLQ) offer professional development training in the form of online modules, that have been adapted from in person training. Training is available for all Queensland library staff that will deliver First 5 Forever programs in their libraries. As a recently employed librarian in a public library I am eager to participate in all professional development that is on offer and develop my skills to serve my community to the best of my capabilities.

First 5 Forever is a family literacy program that promotes early literacy and connects families to the library. The universal program is a free non-targeted program does not require children or families to meet specific eligibility criteria. First 5 Forever is available and accessible for everyone.

First 5 Forever promotes literacy foundation through: Talk, Read, Sing, Play.

Focused on engaging families from birth, the program has shifted from a performative, entertaining model to a facilitation model. Facilitation increases parent and caregiver participation through shared resources, building parent confidence to continue practicing these skills with their child. The activities are designed to be able to do anywhere at anytime to positively impact on the child’s early literacy: talk, play, sing and read.

The program consisted of three modules that took 3 hours and 15 minutes to complete and followed the below structure.

Module 1:

• What is first 5 forever?
• Why is first five forever important?
• Why libraries?

Module 2:

•  What is early literacy?
• Early literacy skills
• Incorporating early literacy skills into the first 5 forever program

Module 3:

• Introduction
• Planning
• Session content
• Key messaging
• Closing linking and follow up
• Putting it into practice
• The end (or just the beginning)

I found that module 3 was extremely rewarding due to the practical skills outlined in planning and delivering an informative and enjoyable First 5 Forever program. Planning a program that includes repetition and focuses on a skill that develops literacy:

• Print motivation: Pretend to read and write, ask for a story, ask to share a story, enjoy reading
• Oral language skills: Vocabulary, understand, articulate comprehension.
• Narrative skill: Understand a story, retell a story, recognise a story has a beginning, middle and end.
• Phonological awareness: Ability to recognise words and manipulate particular parts of words or sentences.

As a mother to two children under 5 I am personally passionate and invested in early literacy. Now as a librarian I appreciate how important the role of the library is in delivering early literacy to the community. Libraries remain the only government-funded agency available to children from birth offering free around the year access to literacy resources and services. On a side note, I was actually extremely happy to learn that there is 320 public libraries in QLD vs. 199 McDonalds and 99% of the population in QLD can access the first 5 forever program.

I became particularly interested in conservation and preservation while studying INF210 Collections. Conservation of significant collections is something that I deem incredibly important for our cultural currency. Significant collections house items that are unique and have historical, cultural, evidential, bibliographic, aesthetic or monetary values and which are difficult or impossible to replace. (Russell & Winkworth, 2009). In the case of my current employer, Sunshine Coast Libraries it would include everything in the local heritage collection. The heritage collection contains photos, and documents relating to oral history, family history and indigenous history in our region and it would be impossible to replace.

I found an international accredited (estimated 35 hour/ 15 hours to complete) online course in Preservation of Books and Documents via Citaliarestauro. This professional development avenue appealed to immensely because not only am I passionate about conservation, but I do believe that collections and specifically heritage/special collections within libraries would be an area I would potentially like to pursue.

The Preservation of Books and Documents course consisted of five modules:

Concepts and levels of operation:

1. Concepts and levels of operation:

• Preventative conservation
• Interventional and curative conservation
• Restoration

2. Materials

• Writing materials
• Inks
• Adhesives
• Book binding

3. Agents of Deterioration

• Deterioration
• Damage
• Damage and Loss

4. Damage Minimisation and Techniques

• Cleaning
• Flattening
• Consolidation and repair of damage

5. Handling, Transportation and Storage

• Maintenance and cleaning
• Integrated pest management
• Temperature and Humidity
• Light and Invisible radiations
• Pollutants and contaminations

Conservation as a discipline encompasses several levels of intervention, each one with certain specificities, all of them aiming to preserve one or more objects. The training covered disciplines within three separate areas of ​​conservation: preventative conservation, remedial conservation and restoration.

The training has improved my knowledge and understanding of all three areas of conservation. However, the principles and techniques of preventative conservation were of particular interest to me.   Preventive conservation interventions main objective is to create conditions that help to prevent the occurrence of damages or losses and to slow down the aging process of materials. Although preventive conservation interventions generally do not produce visible results on the pieces, these preventive actions are absolutely essential to keep collections in good condition, avoiding damage, losses and unnecessary expenses.

The reason I enjoyed the preventative conservation aspects of the training more than the remedial conservation and restoration is because of the particularly useful techniques and information that I can practice immediately, including: the handling and packaging of books and documents, cleaning of books and documents and the spaces where they circulate and are stored and the monitoring environmental conditions, such as temperature and relative humidity levels.

It was incredibly interesting to learn about interventional conservation. Where in the event that damage has already occurred or there is damage in progress, interventional measures can be implemented that slow the degradation processes and stabilise the item, thereby reducing the risk of further damage. These interventions work as “first aid”. Some of the techniques covered in the course include: the consolidation of fragile areas of paper, repair of paper tears, the reintegration of detached sheets and bindings, deacidification. While all of this information is incredibly interesting most of the processes are not relevant to my current position in libraries and are not processes I could practice myself. Some of the techniques detailed were very advanced, like that of deacidifaction. However the processes outlined for repairing tears was useful and practical and I will be able to integrate these skills into my current library role. I appreciated that the course not only covered repair procedures for rare books but also repair techniques for general loan books and out of print books that aren’t suitable for weeding.

I thoroughly enjoyed the Preservation of Books and Documents course and it has further spurred on my intention to learn more within this specific field of collections. Conservation is very practical and requires advanced skills to carry out practices proficiently and while I do believe I gained lots of very useful information via the course nothing compares to hands on experience in this field. In my opinion intense training is almost compulsory for any individual that wishes to pursue further knowledge of preservation and conservation. This course however was a great introduction; I enjoyed it and would be happy to commit further professional development to preservation and conservation. However, I have concluded that if I wish to advance my conservation and preservation skills to a professional standard I would like to potentially undertake a professional placement or masters degree.

Russell, R.,Winkworth, K. (2009). Significance 2.0: a guide to assessing the significance of collections. Adelaide: Collections Council of Australia. https://www.arts.gov.au/sites/g/files/net1761/f/ significance-2.0.pdf

My local library has recently undergone renovations and the branch now includes a makerspace program with an additional room incorporated into the library remodel, which is designated solely to the makerspace activities. The room consists of sewing machines, laser printers, 3D printers and computers.

3D printing is a skill I have always been interested in attaining and developing, personally and professionally. Professionally, it is my understanding that 3D printing, coding and robotics are all areas that will grow exponentially in the future. Therefore, librarians should be as prepared as possible to expertly navigate and teach skills relating to these specific areas of IT. Personally, I dabble in miniature making for models and dollhouses and I am intrigued about how technological advancements in 3D printing have modified the hobby by offering alternative methods vs. traditional techniques.

I undertook three separate 3D printing sessions at the Noosa library. These sessions totalled 9 hours and followed the below structure:

Session 1:The fundamentals of 3D printing

• 3D modelling in Tinkercad and how to save design for printing
• How to print on the filament printer

This session we created a personalised keyring from scratch via Tinkercad. The keyring was then printed on a filament printer.

Session 2:

• Using 3D galleries to print existing objects that have already been modelled
• Setting up the filament printed to print

This session I printed dollhouse flowerpots and teacups from designs available on Thingiverse.

Session 3:

• Health and safety requirements
• How to use machinery without library staff present
• Intermediate level modelling properties onTinkercad

After this session I can official enter and use the makerspace room within the library during the hours of operation without a library staff member present.

I learnt so much from these sessions; they were extremely informative and transitioned seamlessly from beginner to an intermediate level. I walked in to the initial session as a complete novice with absolutely no previous experience with 3D printing and was nervous that the lessons would technically be too advanced. However, by the end of the final lesson I was confident in the skills I acquired and confidence that I would be able to relay these skills to others.

Having the skill to teach or assist with 3D printing was my main objective. As I work in a high school library part time, assisting students 3D printing and modelling would be useful. I remain passionate about facilitating the next generation with opportunities to gain exposure to the tools and skills needed to prepare them for the future. Like most technology 3D printing capabilities and machinery will continue to advance rapidly. Therefore I consider it necessary to commit to continued professional development each year to remain abreast of new developments in the field.