POST ONE – Services and Resources Provided by Information Agencies
The primary nature of a library is to service its community of users (Twomey, 2017), which was evident as a prime focus for the various information agencies, experienced as part of the virtual study visits.
In her presentation, A. Du Chesne (personal communication, May 3, 2023) spoke about the services offered by Charles Sturt University (CSU) Library, which caters to academic staff and researchers, as well as students. Four teams exist within the agency, comprising of approximately seventy-five staff members in a hierarchical structure, each having clearly defined and specific roles, including management teams as well as front-line workers. Following the nature of resource usage, CSU Library’s focus is on expanding the digital collection as the priority of collection resourcing, with Du Chesne revealing that the significant reduction of the physical collection will make way for collaboration and creative spaces as well as quiet, reflective spaces for individual study. This is consistent with a prior discussion forum post (Brien, 2022, April 24), which considered technology as having the biggest impact on the future of library collections – as it is with CSU Library.
Du Chesne claimed that CSU Library aims to project the outward perception as “trusted partner and advisor” in its dealings. It advises best practice in an educative and collaborative approach, particularly when engaging with teaching and research staff. It provides an Embedded Librarian Program (CSU, n.d.) and offers services in reading list curation, course accreditation guidance, search strategies, resource evaluation, note-taking advice and bibliographic management. CSU Library consistently strives to tailor services to meet the changing needs of its users, through enacting patron requests, being responsive to government policy and also incorporating advice relating to latest issues (such as staff enquiries around ChatGPT, for example).
In exploring the range of services and resources provided in a school library context, Teacher Librarians L. Korodaj and H. Godfree (personal communication, May 1, 2023) presented information about Lake Tuggeranong College (LTC), which caters for approximately 600 Year 11 and 12 students, in a shared-use facility (combined with the public library). Korodaj explored the Library Research Support initiative, whereby the TL participates alongside the classroom teacher to support students’ research skills development and also inform students of the various services offered by LTC Library. Accordingly, LTC Library’s provision of curriculum aligned resources (including digital) support teaching and learning activities as specified by the International Federation of Library Associations and Institutions (2015) IFLA School Library Guidelines. Korodaj also reported the importance of connecting with various school stakeholders. For example, LTC Library connects with the student body through student surveys, assemblies and on-screen library promotions around the school. They engage with staff in meetings, regular emails and newsletters and they connect with families through social media and on open nights and teacher meet and greets. This is to showcase the extensive array of LTC Library’s services and offerings.
POST TWO – Knowledge, Skills and Attributes Relevant to Information Agencies
Throughout the virtual presentations, various knowledge, skills and attributes were identified by the hosts. Whilst they were speaking about their own particular context, they are transferable qualities that are relevant and beneficial across many information agencies.
The distinct ‘customer service’ nature of the role was evident in the presentation from S. Harris (personal communication, May 2, 2023) in his position as Information Services Librarian at Bundaberg Regional Libraries. He emphasised the importance of building relationships, developing empathy, patience and active listening as integral keys to success in relating to both the official ‘card-holding’ clientele, as well as the ‘hidden patrons’, where some of these qualities were previously identified in a blog post on Attributes of Effective Leaders (Brien, 2022, July 9). Development of these qualities is prioritised across the agency, with Harris revealing that staff undergo regular DISC-, empathy-, diversity- and bias-testing to ensure a solid understanding of self, in order to effectively interact with and relate to the community and also strengthen customer relationships in an empathetic and non-judgemental way. This aligns specifically with the Australian Library and Information Association’s (ALIA) (2014) AITSL Standards for Teacher Librarian Practice, relating to Standard 6.2, which involves engagement in professional learning to improve practice, which is supported by Braxton (2016), who promotes this concept of continued professional development for TLs.
Harris also provided useful insight into the employment process, highlighting the need for sustained persistence through the attribute of grit. He acknowledged that resume writing and also undertaking interviews are a skill set unto themselves and that understanding the various procedural strategies will help to provide an edge throughout the process. As an example, he identified that candidate’s ‘merit’ as opposed to ‘potential’ was prioritised and that the STAR strategy (identifying ‘situation’, ‘task’, ‘action’ and ‘result’ scenarios) could assist in boosting employability in the process. Harris also recommended volunteering where possible, to bridge a gap in skills and also provide an opportunity to network with other industry professionals, which relates to ALIA’s (2014) Standard 7.4 concerning engagement with teaching networks and broader communities.
As one of the teacher librarians at Lake Tuggeranong College, H. Godfree (personal communication, May 1, 2023) highlighted the value of emotional intelligence, promoting gentleness and warmth as attributes that are essential to the role. She also emphasised the importance of trust-building (particularly referring to gossip-avoiding), in order to develop and build genuine relationships with both staff and students alike, where the concept of trust building and collaboration has been explored in a previous blog post (Brien, 2022, July 8). As a crucial skill, Godfree discussed the need to be strategic and confident about what to prioritise, expanding to emphasise that efforts were best aligned to the school’s strategic plan. She further promoted the consideration of best matching professional strengths and one’s own interests, which would assist in task-focus and maintaining work-life balance.
Relating to aspects of useful knowledge characteristics, Godfree mentioned the benefit of having in-depth knowledge of the collection to provide genuine recommendations to students (particularly reluctant readers). This knowledge also proves useful when curating resources for time-poor teachers, where Godfree advises against overwhelming with quantity, but rather, focusing on quality of resources suggested, to be value-added in the specialist role of TL, relating specifically to ALIA’s (2014) Standard 3.4 concerning the selection and use of resources.
POST THREE – Overall Study Visit Reflection
It was a valuable experience to glimpse into the diversity of information agencies that were presented as part of the Virtual Study Visit (VSV). My preconception was that the school-related presentations were going resonate the most and while this was largely true, I cannot deny the intrigue that percolated within, when being exposed to the other agencies. While I am on a clear and distinctive path as a primary school teacher librarian at this point in time, the VSV has embedded subtle thoughts into the back of my mind, to not shut off the possibility of other options that may present themselves into the future. Overall, I found the VSV beneficial in providing a comprehensive understanding as to how diverse information agencies cater to needs of their community of users in various ways.
My own journey as a TL began in 2021 when I enrolled in the CSU Master of Education (Teacher Librarianship) course, where I had the opportunity to establish the library at a brand-new school. Fast forward to 2023 and I am now the foundation TL at a second brand-new school library, going through the establishment process for a second time in as many years. The key takeaway from the VSV which resonated the most was L. Korodaj’s (personal communication, May 1, 2023) comment that “you can’t be all things to all people all the time”. As someone who very much connects with the servant leadership style, I want things done yesterday for the benefit of the students, staff and wider community. With there being so many facets to the role of TL and I have come to realise that establishing a decent-sized quality collection, building quality relationships will all members of the school community and developing the required policy and procedural documents just take time and that I need to prioritise and establish boundaries to work through them all at a manageable pace.
REFERENCES
Australian Library and Information Association. (2014). AITSL standards for teacher librarian practice. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/Communities/ALIA%20Schools/AITSL-Standards-for-teacher-librarian-practice-2014.pdf
Braxton, B. (2016). The professional learning hat. Connections. 97, 10-11. https://www.scisdata.com/media/1068/connections97.pdf
Charles Sturt University. (n.d.). Embedded librarian program. https://library.csu.edu.au/for-teaching/creating-successful-students/embedded-librarian-program
International Federation of Library Associations and Institutions. (2015). IFLA school library guidelines (2nd ed.). https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Twomey, K. (2017). Libraries building communities. State Library New South Wales. https://www.sl.nsw.gov.au/stories/libraries-building-communities