Part A:

A Personal Philosophy

 

A Teacher Librarian is a highly skilled, innovative practitioner and life-long learner. An instructional partner and leader of curriculum curation and learning instruction that empowers students as creators of their learning, engaging them in critical thinking, collaboration, and authentic real-world problem solving skills vital for the 21st century. An information and digital literacy specialist who inspires and supports the reading lives of both students and teachers, creates inclusive collections, designs collaborative and flexible spaces that promote inquiry, creativity, collaboration, and digital citizenship. A Transformational leader, who leads beyond the library and in service of the whole school community. A true advocate of the role and the library itself. 

 

Part B: Themes and Critical Evaluation

 

Collection Development and Management. 

 

Beginning the Master’s degree my own understanding arose from a teacher’s perspective, that a collection’s purpose is to reflect the needs of the students, teacher’s, school community and the curriculum; a collection informed by its users. I understood that such needs are constantly changing and so to the diversity of resources, due to technology development and expansion plus ever changing curriculum. My understanding was broad, I knew that context was vitally pertinent but I did not foresee the complex nature that is Collection Development. 

 

As the course began ETL401 introduced the first two important considerations; Censorship and Professional Duty. Teacher Librarians have a professional duty to adhere to codes set by relevant professional bodies. However, through the course readings I discovered that while codes from professional bodies such as the Australian School Library Association (ASLA) and The Australian Library and Information Association (ALIA) are staunchly opposed to censorship, it appears evident that censorship in school libraries is a complex issue (ASLA, 2011. ALIA, 2001). McNicol (2016) states that Teacher Librarians (TLs) must find a balance in their role between their duty of care for students, parent safeguarding, policy changes, social/cultural pressures and the importance of promoting freedom of information. 

 

In my assignment two essay on censorship, I discovered that whilst codes explicitly stated what is expected of TL’s professional practice, they exclude the vital day-to-day choices, decisions and  interactions around; library collections/book selection, labelling and rating systems and filtering in which TLs should implement, to ensure these codes are met (Duthie, 2010. McNicol, 2016. Mills, 2010 & Rickman, 2010). In reality, the TL is the person ultimately responsible for collection selection decisions that can be determined by their choice to either be a selector or censor (Rickman, 2010). However, the TL can move away from individual responsibility through the devising and implementation of a Collection Development Policy. 

 

 

The Library Collection is a growing organism designed to support learning.

This brings me to the fountain of knowledge ETL503, which examined both the bigger picture and fundamental inner workings of building a collection. My first Blog Post Library Collection Development or Management? (Tansey, 2021, March 14) delved deeper into Collection Development and Management as a cycle of on-going processes that involves a number of phases that are repeated over time including establishing an area of need through some formal community and collection analysis, examining the existing collection, developing a selection policy containing specific criteria, acquisitions, processing, deselection and evaluation (Lamb & Johnson, 2004). Here I was made aware of how Collection Development Procedures describe and details how the policy is to be implemented and managed through daily practices of the TL. A closer dive into these technical

and  integral procedures explored in my Blog Posts  Collection Appraisal (Tansey, 2021, April 24) and  Weeding Up Close (Tansey, 2021, May 9). 

 

ETL503 is where I unearthed and deepened my understanding of the symbiotic nature between context, policy and the TL’s role. Assessment 1 enabled me to put theory into practice, by demonstrating the role of school library collections in curriculum, learning and teaching. Using the context of my current school I was able to link an Australian Curriculum Priority area to the purpose of the collection, develop selection criteria to respond to curriculum needs and identify information sources that are relevant to my school community. Finishing with Assessment 2, developing a Collection Development Policy, assisted my skill of document writing enormously and how to implement the Collection Development Policy as a strategic document in order to guide resource selection while also using it as a powerful advocacy tool. 

Going into my Professional Experience I felt confident in my knowledge of theory but still wanted to experience as much practical practice in the procedural aspects of Collection Management, making it one of my professional goals. Speaking with my placement supervisor we were able to create a plan to cover everything from weeding, selection, acquisitions, cataloging, labeling and budgeting building up my vital skills and confidence in implementing them. I was also able to be part of a project the TL had begun to form on the Indigenous Primary Collection (in response to curriculum changes and teacher feedback), beginning with the analysis of current collection resources and the development of the deselection criteria, drawing foundational links to the school’s mission and values. 

 

What begun as a broad sense of Collection Development at the beginning of my studies has ended with my ability to not only understand the theory of policy, process, procedures and develop the corresponding TL practical management skills but also the ability to recognise policy has critical significance to the collection’s development as it offers guidance for direction, while also ensuring a collaborative process that includes all stakeholders of the Library; where the needs and requirements of the learning community are the driving force for in building a well-balanced collection that both supports the teaching-learning context and the characteristics of the specific learners (Hughes-Hassell & Mancall (2005).

Through collaboration, I as a TL can face challenges of this dynamic and ever evolving educational environment, to ensure the provision of a purposeful and relevant collection for all. 

 

 

 

 

 

 

 

 

The Teacher Librarian as a Leader

 

The idea of Leadership has been a woven link since the very beginning of this degree. In ETL401 the role of the TL as the curriculum, information literacy and learning leader emerged (ASLA & ALIA, 2001, AASL, 2017, SLA, 2016). Noting in my blog post Part C Reflective Practice(Tansey, 2019, May 26) that the TL has the advantage of being able to look at the curriculum as a whole, rather than the subject-specific lens through which many teachers see the curriculum.

Throughout this introductory foundation unit, two words stuck out to me: Context and Collaboration. Even though the subject was not focused specifically on Leadership, I could already see through our assignment 3 Building an Inquiry Model that the TL’s knowledge and leadership skills are vital elements that promote significant conversation and collaboration within and across faculties, assisting all stakeholders in becoming a more effective community of learners. Collaboration is a complex and vital component of every teacher librarian position. The success of the library, and its ability to deliver the many programs and services available, requires a high degree of collaboration. All stakeholders are best served when collaboration and communication are allowed to flourish and effective partnerships develop within a culture that supports them (BCTLA & STA, n.d)

 

 

This ALIA video defines the collaborative leadership role of the TL and supported my professional understanding.

 

But boy, was that just the tip of the iceberg.

Me? A leader? 

My first blog post for ETL504 Leadership, is it for me? (Tansey, 2021, July 18) unpacked my personal experiences of disconnected leadership; a hierarchical approach that had left the voices of the teachers’ unheard and led to systems of operation and management that did not hold the vision of all stakeholders of my school. I was, in fact, disillusioned by the leadership I had experienced, whilst also not knowing and a little fearful of my own role as a leader and what transformation it could inspire in my own professional skill set.

During model 2 readings I began to understand the relational theory between the various  leadership styles, the different roles within the school and the integral role they play in the functioning of the educational environment. This brought me to the Leadership Concept Map task, testing new technology skills (necessary for a TL) I dug deeper in my understanding that there is not a ‘one-size fits all’ model to school leadership, rather, recognising the diversity of school contexts and unique structure of each school in shaping adaptive leadership styles (Bush & Glover, 2014).

Importantly, I began to recognise that effective leadership in schools contributes to transformational impacts on student learning outcomes and skills, necessary for the 21st century learner (Homes Clement & Albright, 2013). Additionally, by leading from the middle, the TL leads by example and proactively positions themselves as an advocate for the role of TL, the library itself and as both a specialist and leader of curriculum (Gottlieb, 2012. Green, 2010). 

The middle leadership position allows the TL to create a culture of collaboration and collective responsibility to face challenge and change, in key areas of curriculum design, practice and pedagogy within a strong relational framework (Green, 2010. Louis, Murphy & Smylie, 2016). 

 

 

My final reflection post Reflections and Directions of Leadership (Tansey, 2021, October 4) I shared that the unique and pivotal role of the TL in the ever-changing educational landscape has allowed me to see opportunities to further my own professional development and skills. The drive of future-focused learning and skills for 2st century learners has empahsised my own need to skill up in the areas of technology innovation and digital resources, in order to be ready for a leadership role, beginning by choosing electives in Digital Citizenship and The Dynamic Information Environment. 

 

 

Leadership in Action. 

As I needed to become more comfortable with the idea of myself as a leader and what it exactly takes to lead from the middle, I decided to make this one of my goals for my professional experience. My observations of my Professional Practice Supervisor, Karen, lead me to see various challenges and blocks in forming collaborative models of teaching and learning, such as a time poor environment with wavering attitudes towards the value of library lessons. As a teacher that works within a large team, these collaborative challenges were very relatable. I also understand that such challenges require a greater amount of flexibility,  individual relationship building and advocacy. 

During my Professional Placement I really put my collaborative flexibility into place, reaching out to teachers and offering my skills and time, as noted in my National Simultaneous Story Time lessons, when reading to classes who were unable to participate at the organised time.

During my placement I could see that collaboration was not only in consideration to teaching and learning but also collaborating in the wider school community/experience. The role of the TL in its nature is collaboration, a service for the community. It requires collaboration with each member of the school community. A powerful leadership and advocacy tool that will guide me on my professional journey. 

 

 

 

 

 

Future Ready Libraries 

 

As a classroom teacher I was very aware of the 21st century learning agenda, the current educational trends towards flexible learning spaces as well as curriculum delivery in order to support  the development of a highly valuable skill set for the future. Over the last few years I have seen our classrooms transform into spaces that allow for a diversity of student learning needs that foster collaboration, information literacy and creative learning approaches. Though at the beginning of this degree I was naive to how these changes were impacting our library spaces, collections and TL teaching practices.

 

In ETL401 a closer examination of Literacy and an ever changing and dynamic information landscape began with my Blog Post Literacy Watered Down? (Tansey, 2019, May 5) I began to understand that emphasis on the changing literacy practices, emergent technologies and practices set within the rapidly evolving social and global environment impacts the 21st century learner, who will need to be flexible, autonomous, and able to work with cultural and linguistic diversity. Suggesting the need for collaboration, and for problem-solving skills, multiple strategies for tackling a task, and a flexible solution-orientation to knowledge Navehebrahim (2011). The final assessment of exploring Information Literacy Models tied together how the chosen model must not only reflect the school’s context but also assist students in acquiring that depth of knowledge and information literacy skills necessary for the 21st Century learner.   

What do future focused library collections look like?

In ETL503 the link between collection development, 21st century learning agenda and school context became evident for me, as noted in my blog post Library Collection Development or Management? (Tansey, 2021, March 14) To be future ready, school libraries need to ensure their collections are relevant for teachers and students living and learning in an information-saturated technological global age (Loh, 2023).

This includes incorporating more recent technologies (e-books, e-subscriptions) to support students’  and teachers’ future-ready learning and teaching of critical information literacy competencies. The role of the TL is to drive the transformation of the school library collection into a context curated house of both print and digital collections, to ensure students acquire future-ready skills for a complex information world (Loh, Hamarian, Qi, Lim &  Zee  2021).

During this subject and the assessments I discovered that the TL can ensure a future focused library collection by:

• Collection appraisal – collection is reviewed to ensure it is relevant and current in meeting user needs. The TL must work collaboratively with the teachers and all stakeholders to identify needs and review existing resources, in order to select new materials, and build effective future focused learning environments (Bishop, 2007).
• Collection Development Policy – one that responds to the ever-evolving needs of the learner, intersecting with the school’s mission and goals and the library’s mission and vision. 
• Collaboration – This process involves creating a collaborative environment that identifies resources that support the needs of the learning community and making these equitably accessible for all stakeholders (Huhes-Hansell & Mancall (2005). 

 

Future focused library spaces 

School libraries are reinventing themselves as contemporary places of connection, collaboration and content creation. There is a growing trend towards flexible learning spaces that meet the needs of individuals, groups and classes with multiple creative uses such as maker spaces, coding clubs, and student-led groups are increasing. Now, more than ever, is a demand for welcoming spaces that support both the curriculum and social development goals of their schools, which benefits students in their literacy attainment and reinforces the development of digital citizenship skills (Hartley, 2020).

During our Sydney Study Visits, these contemporary reinventions towards user needs and adaptive changes in the library space became very evident. As we moved between public and education library settings I could see the impacts of digital technologies, flexible study/work spaces and collaborative spaces evolving in these environments.

From the sliding glass flexible presentation rooms of Loreto to the expanding digitally connected zones in Marrickville Library, the user’s needs were being responded to. These services were/are responding to the changing world providing innovation, adaptability and improved access. 

 

During my Professional Placement my understanding of future ready libraries came full circle, as my Placement Supervisor, Karen shared with me the Junior Library’s 1 year reinvention, led by her, that had just taken place. From the physical and digital collection overhaul, curriculum changes, teacher feedback, user needs and the entire physical space, the library has emerged as a response to change, through her leadership.

Karen shared the incredible journey, each detailed step that was necessary for such transformation, from submitting a proposal, expanding the collection, creating flexible spaces to becoming a thriving learning hub that is an essential asset to the school community.

My experience on Professional Placement deeply impacted my personal philosophy and foundation of professional practice. I truly believe that through transformational leadership skills and professional knowledge the TL is a powerful agent of change. One who ensures the school library is the heart of 21st century learning. 

 

 

 

 

Part C:

Evaluation

From Past to Present – At the beginning of this degree I knew that I wanted to take my primary school teacher skills and knowledge to a new and professionally inspiring level. I knew that I wanted to push away from my comfort zone and expand my personal pedagogy and practice. My little knowledge of the library, other than it being a haven of imagination and knowledge, had me questioning if I could be a Teacher Librarian. Along the masters journey I began to discover that my years of classroom teaching and my love of reflective learning lends itself to the notion of the TL as a curriculum leader who understands the complex nuances of education. Never had I imagined that my skills in collaborative teaching and learning would be the basis of a new role in leadership, let alone one that could lead to transformative impacts and change. As I continue to move through the Teacher Librarianship journey the professional standards (Australian School Library Association [ASLA], 2004) represent the goals to which I aspire to, and provide the scaffold for quality teaching and my ongoing professional practice. 

 

From Present to Future

Professional Knowledge – A Teacher Librarian uses their knowledge of the school community to inform collection development and school-wide resource support, ensuring library materials are appropriate to the cultural and language diversity, reading ability, learning and format preferences and access requirements of the whole school community. This highlights the TL’s unique role in supporting a broader and diverse range of students in developing and applying 21st century learning skills and strategies. As such a TL will need the skill capacity to support learning and teaching and drive change at a curriculum and resource level, displaying a need for a deep knowledge of both curriculum understanding and resource management. Throughout my subjects I have built my knowledge in developing library programs that promote, current educational pedagogy, curriculum links (the general capabilities and cross-curricular priorities) and utilise relevant digital resources to support lines of inquiry investigation. These skills will guide me towards creating positive learning opportunities that assist students in developing life-long learning skills and strategies. 

 

Professional Practice  – At its heart, the role of the TL is a collaborative service that ensures programs are responsive to all learners and resources support all members of the school community in both teaching and learning. Aligning the Library’s policies and procedures to the school’s mission ensures the services support the needs of the whole school community. Importantly the TL must use evidence and data informed practices to evaluate, monitor, measure and inform teaching practice to ensure improved learning and appropriate resources. I understand my professional duty to provide, provision and teach current ICT resources to enable students to become effective and responsible digital citizens in global online learning environments. In so, I have made this a professional learning priority, selecting two electives focused on digital environments and citizenship to improve my skills and knowledge in this vital area. 

 

Professional Commitment – As a Teacher Librarian it is our role to model life-long learning, from maintaining detailed knowledge of current educational pedagogy, to keeping abreast of the ever-changing curriculum through current research, professional development and continuous engagement with the professional community. For it is this continual learning that allows the TL to be an information specialist who supports each member of the school community, whilst driving and leading critical change that supports 21 century teaching and learning. Being connected to the Teacher Librarian community as a whole is a vital component contributing to life-long learning in the profession. Our role lends itself to one of isolation if we are not careful. This is a warning I have taken seriously, especially after Placement. From joining professional bodies, to discovering innovative Blogs, Facebook groups , podcasts to connecting with fellow peers, I have made a professional commitment to be a connected professional, focused towards continual growth in my knowledge, practice and skills. In order for me to take on the role as a transformational leader in my new career as a TL. 

 

Reference List

American Association of School Librarians (AASL). (2017). School librarians as learning leaders. http://www.ala.org/aasl/sites/ala.org.aasl/fles/content/aaslissues/advocacy/AASL_LearningLeaders_Admin_V2_FINAL_R2.pdf

 

Australian Library and Information Association. (2001). Free Access to information statement. ACT, Australia. https://read.alia.org.au/alia-free-access-information-statement

 

Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

 

Australian School Library Association. (2011). Policy statement: School library bill of rights. ASLA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

 

Australian School Library Association (ASLA), & Australian Library and Information Association (ALIA). (2001). Learning for the future: Developing information services in schools (2nd ed.). Victoria, Australia: Curriculum Corporation.

 

Bush, T. & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553 571. https://doi.org/10.1080/13632434.2014.928680 

 

Duthie, F. (2010). Libraries and the Ethics of Censorship. The Australian Library Journal, 59(3), 86–94. https://doi.org/10.1080/00049670.2010.10735994

 

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/

 

Green, G. (2011). Learning leadership through the school library. Access (10300155), 25(4), 22–26. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/learning-leadership-through-school-library/docview/911088452/se-2

 

Hartley, C. (2020). Libraries, the heart of the school. Professional Educator, 23(1), 44–45. https://search-informit-org.ezproxy.csu.edu.au/doi/10.3316/informit.457718957584135

 

Holmes, K., Clement, J. & Albright, J. (2012). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270- 283.  https://doi.org/10.1080/13632434.2013.800477

 

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners.  ALA Editions. 

 

Lamb, A & Johnson, L. (2004). The School Library Media Specialist: Information Access & Delivery: School  Library Collections. eduscapes.com/sms/access/cd1.html

 

Loh, C. E. (2023). Designing Future-Ready School Libraries: Empowering Stakeholders for Evidence-Based Change. Journal of the Australian Library and Information Association, 1–12. https://doi.org/10.1080/24750158.2023.2231229

 

Loh, C. E., Hamarian, E. B. M., Qi, L. L. Y., Lim, Q., & Zee, S. N. Y. (2021). Developing future-ready school libraries through design thinking: A case study. IFLA Journal, 47(4), 505–519. https://doi.org/10.1177/03400352211028897

 

Louis, K. S., Murphy, J. & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310- 348. https://doi.org/10.1177/0013161X15627678

 

McNicol, S. (2016). School librarians’ intellectual freedom attitudes and practices. New Library World. 117 (5/6), p. 329-342.  https://doi.org/10.1108/NLW-01-2016-0002

 

Mills, S. (2012). Censorship issues in school libraries. The Information Policy Blog. https://bclainfopolicycommittee.wordpress.com/2012/04/30/censorship-issues-in-school-libraries/ 

 

Navehebrahim, M. (2011). Multiliteracies Approach to Empower Learning and Teaching Engagement. Procedia – Social and Behavioral Sciences, 29, 863–868. https://doi.org/10.1016/j.sbspro.2011.11.315

 

Rickman, W. (2010). A study of self-censorship by school librarians. School Library Media Research. 13. p. 1-21. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=126492386&site=ehost-live