Part A – Personal philosophy
An effective teacher librarian (TL) can help to establish the library as the learning hub of the school. They are approachable, friendly, and make it their mission to help students and staff with their learning needs. Effective TLs can suggest required resources to suit student and staff needs and provide for equitable access to resources and technology. They increase student learning by incorporating 21st Century skills such as critical thinking into their lessons. Effective TLs provide guidance in areas most teachers lack – information literacy and integrating aspects of the Australian Curriculum and technology into learning. They are proactive, collaborative, instructional partners, and leaders.
Part B – The top three themes
As I am not currently working in a library, the experiences listed here are based on a temporary librarian position I held in a primary school for a year prior to commencing this course. The future recommendations are how I would implement the knowledge when I am working in a school library. The Teacher Librarian (TL) has a diverse role that is often underrated by teachers and sometimes executive. The three main themes that stand out for me as a TL are the roles of the TL, collaboration and networking, and advocating the TL and library services.
Theme 1. The roles of the TL
As outlined in the blog post ‘The perceived role of the TL’ (Silver, 2019a) many teachers view the TL’s role as borrowing out books, providing resources, release from face to face (RFF), and encouraging reading. The role of the TL now includes more than just providing resources and fostering a love of reading (Lupton, 2016, p.57). The TL is also an instructional partner in literacies, technology, and curriculum integration.
Information literacy
As information abounds in an increasingly digital world students need to be taught information literacy (Burkhardt, 2017, p.29). Ensuring students are information literate is one of the main roles of the TL (Herring, 2007, p.33). I entered this Masters with a narrow view of literacy, as outlined in the blog ‘What is information literacy?’ (Silver, 2019b). In the past, I often taught information literacy skills as stand-alone lessons. I have since learnt one of the best ways to introduce information literacy to students is by incorporating inquiry learning through literacy models. Inquiry learning is an effective tool to create authentic learning experiences as it assists students to become independent learners who apply critical thinking skills (Stripling, 2020, p.16). The use of such models also allows students to be aware of their affective and cognitive states when engaging in information literacy. Firsthand knowledge of these states is detailed in the blog post ‘The research rollercoaster’ (Silver, 2019c).
Digital literacy/ Technology use
Technology is becoming increasingly important for gaining information and communicating (Gulatee & Combes, 2018, p.82). However, many students lack digital literacy skills. Research shows students rely on the internet when searching for information but have poor search and evaluation skills and satisfice with information found rather than find accurate information (Coombes, 2007). Students pay little attention to information sources on the web, which may be biased (Kammerer, Brand-Gruwel, Jarodzka, 2018, p.83). A report on this is outlined in the blog ‘Students and digital literacy – are they really literate? (Silver, 2020a).
The TL can show how to implement technology, ensure students know how to access data and research effectively (Mann, 2011, p.29). Being able to critically evaluate a website and its information is increasingly important. One such way to do this is with the CRAAP test – currency, relevancy, author, accuracy, and purpose (Berg, 2017, p.9). Critically evaluating web sources for validity and relevance is one area I would strongly work on with students.
TLs also teach ethical use of information (Mann, 2011, p.30). By making students aware of copyright and plagiarism, the TL fulfills the Australian Curriculum’s outcomes on ethical protocols in using ICT general capabilities. Introducing students to creative commons is one way of providing them with knowledge to create and share their work ethically. Creative commons are detailed in the blog post ‘Creative Commons – lets share that creativity!’ (Silver, 2020b).
Whilst I had knowledge of plagiarism and a slight understanding of image/music copyright my knowledge of copyright has grown considerably. Through INF533 Resourcing the Curriculum I’ve become aware of copyright’s impact on schooling, as outlined in the blog ‘Copyright – don’t be in the wrong’ (Silver, 2020c). Sorry teachers, no more popping on a Netflix movie during wet weather!
During the course, I have used many digital tools including Pinterest, G Suite for Education, Powtoon, Screencastify, Adobe Connect, Zoom, and Padlet. During virtual placement, I transferred these skills and used Microsoft Teams and Stream to create ‘how-to’ videos on accessing and using the Ebscohost database. In the future, I could use this knowledge to create mini-lessons for patrons on how to access the library catalogue and research effectively. During COVID lockdowns I taught a teacher how to use ICT more effectively in online teaching by using Screencastify. He then created an online demonstration for students on how to submit work in Google Classroom. In the same way, it is beneficial to teach students how to use tools that can be applied to other situations, even though the tools may be different in the future.
Integrating the Australian Curriculum
Previously I tended to base library lessons on Science or English outcomes and had little knowledge of the Australian Curriculum General Capabilities and Cross Curricular Priorities. I now know TLs can provide guidance on how to integrate these areas into lessons and programs. For the General Capabilities, particularly relevant are the Literacy, Critical and Creative Thinking (CCT), Information and Communication Technology (ICT) capabilities.
The TL can also integrate Cross-curriculum priorities – Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia and Sustainability into the library program This is demonstrated in the following program I created for stage 2 Science on the seasons which integrates CCT, Aboriginal culture, and information literacy.
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Open in new tab Theme 2. The importance of collaboration and networking
Traditionally the TL has taught in isolation in the library. I often felt isolated in the library from other staff and school activities and learning. Frequently primary school TLs are used for RFF with limited time to teach skills. For students to integrate their learning from the TL, lessons need to be taught in situ with class lessons, not just viewed as a ‘library lesson’ that only applies in library. Teaching content and skills together creates more meaningful learning for students and is remembered for longer (Kowalsky, 2014, p.112).
Using a flexible timetable rather than an RFF timetable allows for more flexibility in collaborating time with teachers or time to teach in the classroom (Kaldenberg, 2011, p.44). It allows for greater information literacy and technology integration by the TL. When using a flexible teaching model there are obstacles to overcome, such as replacing planning time lost from using library lessons as RFF and teacher attitudes and experiences (Sturge, 2019, p.28). Not all teachers are aware of the skills and knowledge the TL possesses or have ever collaborated with the TL (Montiel-Overall, 2010, p.48). Many teachers do not realise that the TL is aware of new technology and how to assist teachers to integrate it into lessons for effective learning (Baker & Willis, 2016, p.58). Teachers may not know that the TL can integrate information literacy and inquiry learning as well. An ideal way to highlight and promote these skills is through collaboration with teachers.
TL’s need to work with classroom teachers (in the library or the classroom) on the lessons being taught. The teacher has knowledge of the students’ abilities and the curriculum and the TL has knowledge of resources, information literacy, and technology. The TL and teacher can collaborate on what students need to know, plan out when to teach skills and knowledge, and provide ongoing assessment and feedback (Cooper & Bray, 2011, p.50). When teaching together the synergy of each person’s skills can increase student knowledge and application. The teacher is also able to reinforce the ideas taught throughout their other lessons. Despite the skills and knowledge of the TL collaboration is not always easily implemented as detailed in the blog post ‘Collaboration’ (Silver, 2019d). Understanding how to collaborate also helps, as outlined below (Bastow Institute, 2015).
Bastow Institute (2015, July 26). Collaboration – What do you bring to the table? – Tracey Ezard
However, if successful, collaboration can be achieved the benefits are enormous for students. These range from increased ethical understanding (Mohamed, 2017, p.137) to knowledge of content, increased communication skills, and use of information literacy skills (Copeland & Jacobs, 2017, p.25). A flexible timetable that allows time for collaboration is my ideal library model. However, I have learnt that if a flexible timetable is not currently feasible there are strategies that can be used to lay the foundations for it. One such way is to choose a few teachers who are willing to work collaboratively. Start small on a task, plan together, and help teach the unit and then advertise your successes (Cooper & Bray, 2011, p.49). In this way, more teachers (and administration) will see the benefits and want to work collaboratively with the TL.
Although the TL can often work in isolation in the school, the TL can feel supported and grow through networking. Before beginning this Masters I attended some TL networking meetings, conferences, and followed (lurked in) Yammer. In INF532 Knowledge Networking for Educators, I learnt more about how technology can be incorporated into networking for teacher and student learning. I grew in confidence and came a long way in overcoming my reluctance in using social media for networking. One way educators can stay informed and grow their practice is through the use of social media, such as Facebook and Twitter. Twitter allows educators to connect and communicate with people around the globe as demonstrated in my digital artifact on ‘Using Twitter for beginners to establish a personal learning network’ (Silver, 2019e).
Silver, T. (2019e, May 6). Using Twitter for beginners to establish a personal learning network. YouTube. https://www.youtube.com/watch?v=dYDWAATW0VQ&rel=0
The use of Twitter helped me to widen my network and opened up a world of new people, ideas, and resources as outlined in the blog post ‘Using Twitter – an update’ (Silver, 2019f).
Using technology makes it easy for TLs and teachers to connect and collaborate with people in different locations (Nussbaum-Beach & Ritter, 2011, p.21). This can be advantageous in organising students to work together across the world. Students can also work with community knowledge via Twitter or connect with subject experts via Skype. In my studies, I learnt that just like classroom activities the social media experience should be planned out so students get the most benefit from the experience. Benefits of connected learning include critical thinking (questions to ask and how to pose them), learning social protocol, reflecting on writing skills, and increased vocabulary (Tolisano, 2011). Through the use of technology students and teachers can experience the benefits of becoming connected educators by connecting, collaborating, creating, and sharing with others. This is one area I am very excited to explore in the future.
Theme 3. Advocacy – Showcasing the TL
However, all of the great knowledge and skills of the TL are wasted unless staff know about the advantages of a TL. Qualified TLs are essential in improving student learning in a school. Schools with a qualified TL perform better in NAPLAN results than schools without (Dix, Felgate, Ahmed, Carslake, & Sniedze-Gregory, 2020, p.10). However, the role of the TL that is most often visible/thought of by staff is the administration role.
Even administrators may not value the TL as evidenced by a recent study (Lupton, 2016, p.53). The TL and library need to be viewed as learning areas first and resource providers second (Herring, 2007, p.27). This may be achieved by having a strategic plan, assisting the principal, and being an active member of the school community.
Advocacy is an area I did not do well at in the past, as outlined in the blog post ‘The principal and the teacher librarian – a reflection on practice’ (Silver, 2019g). I lacked the use of strategy and data in trying to achieve my goal. Having a mission statement and strategic plan based on the statement is important for guiding the direction of the library and how it links to the school’s mission (Wong, 2012, p.22). The library I worked in did not have a library mission statement or strategic plan and I didn’t value their importance. Had I aligned the library’s mission to the school’s my efforts as the TL may have been more valued. Aligning the budget with the strategic plan also highlights how resources support student achievement (Wong, 2012, p.24). I spent most of my budget on purchasing an online encyclopedia, updating reference material for stage three research, and buying popular fiction books to encourage reading (particularly amongst the boys). Had I created a mission statement and strategic plan I could have linked in how spending this money was increasing the literacy of students at the school.
Aligning the library program with the principal’s priorities will result in the school library having more value to the principal (Kachel, 2017, p.50). This can be achieved by identifying problems the principal is facing and how the TL and library program can help to overcome these problems (Ray, 2013, p.23). I’ve learnt to think about what the TL can do for the principal, not what they can do for the library. I believe if I had thought this way previously, the outcome with the principal may have been different.
The TL can integrate the school library into the school by being involved with people and committees within the school and offering leadership capabilities. Three areas the TL should be involved in are working with the school leadership team, stage levels, and the whole school (Roberts, 2015, p.32). It is important the TL be present when the school leadership team reviews data and when decisions are made to highlight resources and/or technology that may be required and incorporate strategic directions into library lessons. Working with stage levels allows the TL to coordinate and implement school directions across the stages and connect with individuals. Communicating with parents about what the library is doing is also important (Miller & Ray, 2018, p.25). I did carry out some of these involvements, communicating with parents through the weekly newsletter, participating in whole school activities such as Breakfast Club, and being an active member of the Positive Behaviour for Learning (PBL) team. However, other areas I didn’t do well at, such as pushing to be included in school leadership teams and whole school literacy planning (ironically I provided RFF for these days). In the future, I will ask to be included, to make a seat for myself at the table (Miller & Ray, 2018, p.24)
Advocacy can also be improved by focusing on increasing student learning, working collaboratively with teachers to achieve this, and showcasing the successes (Stripling, 2020, p.16). Through my studies, I now have ideas to approach teachers with as to how the TL can improve student learning. I would also keep evidence of data and link this to how the work of the TL has deepened student learning (Keeling, 2020, p.5). Using this data and showcasing the success of student learning would inspire collaboration and increase the value of the TL.
In focusing on highlighting the work of the library some administration work may need to be delegated, such as returning and shelving books to allow for spending time on activities that influence student learning more (Purcell, 2010, p.31). This is one area I believe I struggled with. Recruiting student helpers would have alleviated the administration tasks and left more time for planning lessons that took advantage of the TL skills and made the TL a more valued staff member. By spending more time on value-adding activities and publicising how the TL and library programs support the school’s goals and improve student learning the library can become the learning heart of the school.
Part C – Development of skills and attitudes as per ASLA/ALIA standards
I have learnt a great deal throughout the course and I see the following actions as ways to continue to develop my skills and practice as per ASLA standards for proficient teachers.
2.1 Content and teaching strategies of the teaching area and 3.1 Establish challenging learning goals I want to work collaboratively with teachers to establish challenging learning goals for students that incorporate information literacy. I am keen to establish learning goals for different students based on their needs.
2.6 Information Communication Technology (ICT) – Although I have gained some good ideas of technological tools and how to use these, I would like to apply these ideas in practice. I want to integrate technology more into lessons by collaborating with teachers to make learning more meaningful and authentic. I would love to incorporate Skype experts and Skyping (or Zooming) with other classes for students to work together.
4.3 Manage challenging behaviour – This is my weakest area in teaching. In my role as the TL, I really struggled with maintaining a disciplined classroom. I did try implementing several behaviour management strategies but they weren’t very successful. This is definitely an area I need to work on, perhaps proactively seeking and talking to teachers about their students at the start of the year would be beneficial. Also working in collaboration with teaching staff on lessons would instill a sense of the TL also being a real ‘teacher’.
6.3 Engage with colleagues and improve practice I will grow by continuing to attend TL conferences from ASLA, Mantle, and local networking opportunities, such as the Central Coast Teacher Librarian Network. The events are always inspiring and informative. It is very worthwhile seeing how other librarians work, issues, and ideas they have.
Using social media is one area that I would like to improve in as it offers great benefits. Before starting the course, I was not a big social media user. However, as I have lurked and increasingly posted on sites I continually see the benefits. Due to my lack of experience with the library, I don’t feel confident in contributing to these networks yet.
6.4 Apply professional learning and improve student learning I see myself becoming more involved in this area as I have more experiences to offer. Blogging is a great tool for reflecting on materials learnt and integrating these into experiences. When I first began blogging, I found it difficult to put my ideas ‘out there’, open to comment, and possible criticism. In reality, comments made on blog posts have led me to think more deeply and gain further insight or other viewpoints on an issue.
Overall, I feel more confident in fulfilling the role of TL than I had in the past. I now know how the library can support the school’s mission and the many skills the TL can bring to support learning and how to promote these skills. As I gain more experience, I will be more confident to move onto working on the ASLA standards for highly accomplished teachers. Throughout the course, I have learnt so much new knowledge and many skills which I am eager to put into practice.
References:
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Bastow Institute (2015, July 26). Collaboration – What do you bring to the table? – Tracey Ezard
. YouTube. https://www.youtube.com/watch?v=V4ifwS3ZIno&feature=emb_rel_pause
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