PART A – Personal Philosophy
The teacher librarian (TL) is a uniquely qualified education professional, whose enhanced knowledge and skills in the areas of literature, information literacy, research and technology, positions them as integral in contributing to the development of life-long learners within the school community. An effective TL is one who supports both students and staff through the development of quality resource collections and enhanced teaching and learning programs, as well as through the creation of a welcoming, inclusive and dynamic learning environment. The TL is strategically positioned as a lead learner within the school organisation, able to support the school vision through curriculum support and the incorporation of contemporary, evidence-based pedagogies.
PART B – Themes
The commencement of my formal TL Masters study coincided with my intense journey as a beginning TL. Although new to the specialist role, I had the privileged opportunity to establish a brand-new school library (Term 3, 2021), which led to the opportunity of establishing a second library at a second new school (opened Term 1, 2023). This second school is in a temporary build (demountables), with the permanent build due for completion by April 2024. From humble beginnings as a novice TL learning about the diversity of the role (Brien, 2021, July 27), my perceptions of the TL and its functions have significantly transformed, which has helped me to successfully integrate relevant and contemporary theorical concepts directly into my professional practice. Most applicable to my own professional growth and development have been the themes of collection development and management, the creation of engaging spaces and leadership and advocacy.
COLLECTION DEVELOPMENT AND MANAGEMENT
A key function of the TL is to provide access to a quality collection of resources aligned with the needs, interests and abilities of the school community of users. Resources should support the curriculum and also develop and inspire a love of literature in students. In particular, the subjects ETL503: Resourcing the Curriculum and ETL505: Describing and Analysing Education Resources have been integral in enhancing my understanding of broader collection development principles, as well as helping to facilitate upskilling in the specifics of cataloguing processes and concepts, which ultimately enables access to these resources.
Establishing multiple brand-new school libraries from foundation has involved the acquisition and processing of thousands of resources. This has expanded across various age and ability ranges, topics and genres as well as resource formats and modes of delivery. Exploring various selection aids (Brien, 2022, March 20a; 2022, March 20b) and also establishing my own set of selection criteria as part of the Annotated Bibliography assessment, helped to guide my curation of quality resources for the various school library collections. Throughout this process, I have actively provided resources that support teaching and learning programs, student wellbeing and reading for enjoyment, while also prioritising resourcing cross-curriculum priority areas. My deepened understanding around issues of censorship (Brien, 2022, April 19) has also broadened my viewpoint and allowed me to approach resource selection with a critical, yet balanced perspective.
In an ETL503 discussion forum, I disclosed that creating a collection development policy (CDP) was next on the agenda for my new school library (Brien, 2022, April 14), with the desire to incorporate subject learnings into my process. Completing the Collection Development Policy and Reflection assessment and being guided by a variety of professional readings and research (Braxton, 2022; Gregory, 2019; Johnson, 2018; Kerby, 2019), greatly assisted in enabling me to follow through on this objective and subsequently produce a CDP for my school. I was able to expertly establish a policy that was reflective of the needs of the current school community of users, while setting a vision for the future that complimented the school’s growing capacity.
Figure 1. First page of Gregory Hills PS’s Library CDP
One of the main administrative roles of the TL is the processing of acquired resources to add to the collection. At my first library, I was fortunate enough to have the assistance of an experienced library technician to guide me through the (somewhat unfamiliar) intricacies of the Oliver Library Management System (LMS). This library was aligned to a more traditional organisational system in its establishment, where my depth understanding was greatly enhanced throughout ETL505: Describing and Analysing Education Resources. The subject helped me to gain insights into the importance of information resource description (Brien, 2022, July 3; 2022, July 8b) and accurate metadata creation (Hider, 2018), in order for library patrons to successfully undertake the Functional Requirements for Bibliographic Records (FRBR) user tasks (International Federation of Library Associations and Institutions, 2009), which include: find, identify, select, obtain and explore. The subject also substantially increased my confidence in understanding the Dewey Decimal Classification (DDC) system, which in turn, resulted in a drastic shift in the organisational structure of my second library.
Being exposed to the idea of genrefication in ETL505, sparked a keen interest in using this conceptual framework as an organisational system in place of DCC. Genrefication refers to the practice of organising and classifying books according to their genre categories (Mabee, 2020). Hembree (2013) suggests that many school students experience difficulties in locating a book that interests them. Consequently, genrefication as an organisation system based upon broader genre and subject topic areas, aligns with laws four and five of Ranganathan’s Five Laws of Library Science, recognising the dynamic nature of the library and the inherent time constraints during library browsing and borrowing time, thus requiring streamlined and efficient services (Haider, 2017). Similar to Gray (2019)’s findings which suggest that students will more frequently seek out a type of book, rather than a particular author, I too have found this to be the case. Within the genrefied system, students can more easily find books of interest (Moeller & Becnel, 2019), which positively impacts upon circulation statistics, borrowing rates and reading for leisure practices.
Figure 2. Example of genrefied fiction – Action & Adventure and Animal Stories
Figure 3. Example of genrefied fiction – Diary Stories and Fantasy
Figure 4. Example of genrefied non fiction – Animals
Moving to a genrefied system in the second library involved the creation of an extensive set of customised and colour-coded genre labels, which has dramatically impacted not only on the browsability of resources, but also on students’ ability to assist with the shelving process with increased accuracy. Students as young as kindergarten are able to operate within their zone of proximal development, in matching the picture, colour and simplified author initial, to be able to correctly locate where items need to be shelved and identify when an item is misplaced.
Figure 5. Genrefied and simplified spine label examples for fiction
Figure 6. Genrefied and simplified spine label examples for non fiction
The genrefication process has subsequently required a re-think of the back-end workings of the Oliver LMS, to reflect the collections as genre categories for fiction, as well as identifying the broader subject areas and subtopic areas for non fiction resources. This is because it is imperative to match the resource inventory in the catalogue to the shelf location within the library space, as is the ultimate function of the catalogue. Further to this, I have integrated the customised genre labels into the LMS, in order to support student users in their ability to more easily locate items found within the catalogue.
Figure 7. Student view of catalogue records
CREATION OF ENGAGING SPACES
The school library serves its community of users in many diverse and distinctive ways. Existing beyond its function as a repository for resources, the school library has the ability to facilitate 21st century learning opportunities, improve student learning outcomes through collaborative teaching practices and the development of critical and creative thinking skills, and also support student wellbeing. As a central hub of learning within the school, the library can directly support the school’s core business (Pope, 2019) as a dynamic, innovative and flexible space.
My experience as the foundation TL across two schools has been complimented and enhanced by the practical application of many principles explored throughout ETL501: The Dynamic Information Environment. Aware that the library serves many diverse functions, it has been my mission to create a practical, welcoming and safe space, where all school community members feel a sense of connectedness. Underpinning this mission has been an understanding of the important principles of accessibility, usability and inclusivity (Center for Universal Design in Education, n.d.) in the creation of spaces with the end-user clear in mind.
During the set-up of my first school library, I utilised my school’s Learning Space Design Policy, aligned with Professor David Thornburg’s research into design principles (Thornburg, 2004; 2014) to established a modern and innovative open-learning environment. This has included the establishment of campfire, watering hole, cave, life and mountain top spaces (Thornburg, 2004; 2014; Couch & Towne, 2018; Ructtinger & Stevens, n.d.). I organised the space to be flexible and open to evolving, in order to suit the needs of the students with regards to the particular learning activities taking place and also support collaborative and future-focused teaching practices with staff. The flexible design has promoted opportunities for student engagement in social and collaborative learning, through the different modes of instructional delivery and pedagogies.
Figure 8. First library set up – before and after
In setting up my second library in a temporary space, it has been equally important to create a functional, welcoming and dynamic environment for students. This is to ensure students feel a sense of belonging (La Marca & Manning, 2007) not only during library learning sessions, but also during break times where students have the option to socialise and connect with friends, or alternatively, find sanctuary and solace away from the chaotic playground. Although the second library is a much smaller space and equipped with only second-hand furnishings, it is without doubt one of the most valued spaces within the school. Exhibiting passionate expertise about library spaces and design, I have also been actively involved in reviewing library floor plans and specifications for our new school build (due for completion in April 2024), in order to provide feedback and requests relating to furnishings and fit outs most appropriate for use in our upcoming space.
Figure 9. Second library set up – before and after
Research undertaken for the Library Services Design Proposal assessment task complimented my understanding of student ownership and the significance of students having pride in their learning space (Weaver Dunne, 2000), to help positively impact upon the learning environment. Based upon this idea, considerable effort has been made to ensure the display areas are always dynamic, fun and fresh, in order to renew students’ enthusiasm for the library space and also stimulate their sense of wonder and curiosity. This includes my own created displays, as well as areas showcasing the students’ contributions and creations. It is pleasing to see that students are always excited to engage with new display areas throughout the space with eagerness and interest.
Figure 10. Examples of dynamic displays in first library
Figure 11. Figure 10. Examples of dynamic displays in second library
The mission to create to create engaging library spaces has extended beyond the physical realm and into the digital world also. At both schools I have established and managed the school library website to engage students in this contemporary online environment and to connect with families. I use this platform to keep students and families up-to-date with information including the latest library news and events, access for students to the online catalogue through their student portal and provide support and access to Premier’s Reading Challenge as well as Book Club information. It also houses past and present library newsletters and provides student voice with an online book suggestions Google form.
Figure 12. School library website
LEADERSHIP AND ADVOCACY
The TL has a crucial role in developing a love of literature and a strong reading culture within the school community. In order to achieve in this mission, it is essential that the TL develops themselves as both a leader and advocate for the library, its programs and services. In doing so, the TL and school library are rightfully positioned as fundamental to the daily operations of the school and can positively impact upon teaching and learning programs, student outcomes and the school’s educational agenda.
Throughout the subject ETL504: Teacher Librarian as Leader, it was valuable to explore the different leadership and management styles (Brien, 2022, July 13) and how they operate within a school organisational context. What resonated most during my own exploration of the topic was Sinek’s (2014) assertion that great leaders garner trust and cooperation, which was reinforced by Ezard (2015) who further explored trust-building strategies (Brien, 2022, July 8a). In various reflections, I shared my belief that quality leaders have effective communication skills, are supportive of new ideas and initiatives and build genuine and authentic relationships with others (Brien, 2021, September 20; 2022, July 9).
Befitting of the TL, I consider these qualities to be very much aligned to Greenleaf’s (1977) servant leadership style, which is characterised by the individual as servant first, with the leader trait a choice and proclivity that follows. Adding to my understanding was the work of Spears (2004) who identified various key attributes of the servant leadership style to include qualities of listening, empathy and foresight, with a commitment to growing the capacity of others. In my own professional practice, I consciously endeavour to incorporate these qualities to best serve my school community.
Although the TL isn’t recognised as existing in a formal position of leadership, Cox and Korodaj (2019) suggests that a mere shift in perspective can be quite powerful, with the TL having the ability to ‘lead from the middle’ (Kachel, 2016) of the school organisation. In establishing two brand new school libraries, I have naturally had to adopt a leadership role in order to take charge of establishing quality resource collections, develop policies and procedural systems and documents and coordinate with various staff at different management levels on curriculum programs and events. Following from this, I believe that advocacy for the library goes hand in hand with the notion of leadership, where I have actively sought to establish the library as a distinctive brand, aligned to the school’s mission and goals.
The organisation of many library events involving students and families has been one conscious way to advocate for the library and promote a positive culture around reading and literature. I have coordinated extensive Book Week activities across both schools to include activities such character parades, performance incursions, book character hunts and book fairs. For this year’s National Simultaneous Storytime event connected to The Speedy Sloth, by Rebecca Young, I organised the student sponsorship of a sloth through the Sloth Conservation Society, connecting the students to real life learning and global community impact. Similarly, participating in events such as International Dot Day (connected to the story The Dot, by Peter H. Reynolds) creates enthusiasm and excitement amongst students and staff alike, in celebrating the message of this story and sharing in the joy of literature.
Figure 13. Book Week 2023
Figure 14. Book Week 2022
Figure 15. National Simultaneous Storytime / International Dot Day 2023
Another way to advocate for the school library has been through the establishment of a regular school library newsletter. The purpose of the newsletter has been to connect with families in order to keep up-to-date with library news and information and also recognise and share library-related celebrations and events. It also provides the community with interesting library statistics including the growing collection size, popular borrowed titles and the highest class and individual borrowers. The newsletter is shared on our school social pages and then housed on the school library website.
Figure 16. Example pages from library newsletter – including library statistics
PART C – Professional Standards
By reflecting on my learning throughout the Master of Education (Teacher Librarianship) course, I can see the monumental progression I have made since concurrently beginning my journey as a novice TL. The theoretical insights I have gained, combined with the practical application of my new learnings, have developed my skills as an effective TL able to support students in an innovative 21st century library learning environment. However, this commitment to learning is only the beginning, as I continue to strive to meet the Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA), (2004) professional standards, on my journey towards excellence as a teacher librarian.
Standard 1: Professional Knowledge
This standard relating to professional knowledge involves having a deep understanding about the skills associated with lifelong learning, knowledge about developmental stages of learners and the curriculum, and possessing library information management expertise (ALIA & ASLA, 2004). In my primary school setting, I am continuously refining my skills as it relates to this standard through engagement in targeted and relevant professional learning. I am also consistently seeking out opportunities to developing my understanding of the intricacies of library management across a variety of settings and organisations. Whilst on professional placement for example, I had the opportunity to explore the back-end workings of the public library system, which was beneficial in offering an alternative perspective on library management, organisational systems and procedures. This is effectively new knowledge that has helped to expand my foundation of understanding, as it relates to the broader library information environment.
Standard 2: Professional Practice
This standard relating to professional practice centres around engaging learners in an information-rich environment, based upon collaborative practices designed to support both students and teachers in learning centred around literature and information literacy skills development (ALIA & ASLA, 2004). Being at a brand-new school with no established history of programs, I primarily collaborate with the Assistant Principal Curriculum and Instruction in the broader planning of programs and the suggestion and organisation of resources required for acquisition relating to upcoming units of work. The next step in my TL journey is to delve more deeply into teacher-level collaboration, which can be somewhat limited in a release-from-face-to-face (RFF) library model (which is currently in operation primarily due to broader teacher shortage issues).
Standard 3: Professional Commitment
This standard relating to professional commitment is about dedication to life-long learning principals as it applies to all learners in the school community, as well as commitment to librarianship and education, through active engagement in leadership, advocacy and professional network opportunities (ALIA & ASLA, 2004). To date, I believe this is where I have excelled the most in my librarianship journey. I am active in my own school context in leading and promoting all library-related initiatives and this knowledge and experience is frequently shared with others across many formal and also social professional learning networks and platforms.
References
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