Throughout this subject, my understanding of leadership and the role of the teacher librarian (TL) as a leader has developed significantly. Initially, I saw the TL as someone who manages library resources and supports the school community through information services (Sha, 2023, July 11). However, as I progressed through the course, my perception of the TL expanded. I now see the TL as a proactive leader, playing a crucial role in fostering digital literacy, information fluency, and creating a future-ready learning environment (Branch-Mueller & Rodger, 2019).
At the start of the subject, I focused mainly on the day-to-day responsibilities of a TL, such as maintaining collections and supporting literacy initiatives. However, through discussions and readings on various leadership styles, such as transformational, distributed, and servant leadership, I began to appreciate how these leadership approaches can empower TLs to be key change agents in school. For instance, transformational leadership encourages innovation and motivates staff and students (Wilson Heenan et al., 2023), while distributed leadership highlights the importance of collaboration, which aligns with how TLs often work across departments and with different stakeholders (Larsson & Löwstedt, 2023). This view is further supported by Williams (2024) in her forum post, where she believes a TL as a transformational leader will inspire and promote change through collaboration in school.
In one of my other blog posts, I mentioned the importance of TLs in supporting inquiry-based learning (Sha, 2023, September 29). As I reflect on that now, I see how this role is deeply intertwined with leadership. Inquiry-based learning requires students to engage critically with information, and the TL, by leading digital literacy initiatives, directly supports the development of these critical thinking skills (Sha, 2024, May 25). The TL’s leadership is about guiding not just students, but also staff, in navigating the ever-changing digital landscape.
My understanding has also been influenced by our discussions on strategic planning. Learning how to strategically position the library to align with school-wide goals, such as enhancing digital literacy, has deepened my appreciation for the TL’s leadership role in advocating for and implementing systemic changes. As we explored strategies for overcoming resistance to change, I came to see how TLs can lead from the middle to build consensus and support sustained change. A key challenge for TLs is often gaining buy-in from all stakeholders, but I now understand that by fostering collaboration and demonstrating tangible benefits to students’ learning outcomes, TLs can more effectively address resistance and secure support for new initiatives.
Looking forward, my practice as a teacher librarian will be shaped by this more dynamic understanding of leadership. As I mentioned in the forum post, I will commit to professional learning and aim to be an advocate for digital literacy and information fluency, taking a leadership role in driving innovation and collaboration across the school (Sha, 2024, September 8). Furthermore, I now recognise that leadership is not just about directing others, but about empowering and supporting both staff and students to engage meaningfully with information and learning. I feel confident that this knowledge will help me create a library that is not only a hub for information but also a centre for leadership and learning in the school.
Reference:
Branch-Mueller, J. L., & Rodger, J. C. (2019). Taking it Outside the School Library: Teacher-Librarians as School and District Leaders. Selected Papers from the … Annual Conference, International Association of School Librarianship, 1–11.
Larsson, P., & Löwstedt, J. (2023). Distributed school leadership: Making sense of the educational infrastructure. Educational Management, Administration & Leadership, 51(1), 138–156. https://doi.org/10.1177/1741143220973668
Wilson Heenan, I., De Paor, D., Lafferty, N., & Mannix McNamara, P. (2023). The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature. Societies (Basel, Switzerland), 13(6), 133-. https://doi.org/10.3390/soc13060133
In response to declining recreational borrowing and reduced student engagement with the fiction collection, genrefication is being proposed as a strategy to reimagine how students interact with the library. By organising books by genre, rather than alphabetically, the library aims to create a more intuitive, engaging experience that might better capture students’ interest.
Problem-Solving in the Change Process
To successfully implement genrefication, effective problem-solving is crucial. This requires addressing both internal library challenges and external school-wide considerations.
Internal factors: Within the library, we must assess how best to categorise and shelve books in ways that align with student preferences. This may involve surveying students to determine their favourite genres or running a trial period to gather feedback. Additionally, retraining library staff to navigate the new system and assist students will be essential.
External factors: From a broader school perspective, promoting the genrefication initiative to both students and teachers will be key. Engaging the school community in the process—perhaps by collaborating with English teachers to tie fiction borrowing to class reading activities—will create greater buy-in. Effective communication about the new system will also be necessary to avoid confusion or resistance.
Leadership Style: Transformational Leadership
To address the problem-solving required in this change process, transformational leadership is an ideal style. This approach focuses on inspiring and motivating staff and students alike, making it a powerful tool for promoting genrefication.
Key attributes of transformational leadership that would facilitate this process include:
Visionary thinking: The ability to articulate a clear and compelling vision for how genrefication can reignite students’ passion for reading will motivate staff and students alike.
Collaboration: Transformational leaders encourage teamwork and open dialogue, allowing staff to feel involved in the decision-making process. By gathering input from library staff, teachers, and students, the genrefication plan can be shaped to meet the community’s needs.
Support and encouragement: A transformational leader will provide support to staff as they navigate the change, offering guidance, professional development, and encouragement.
Adaptability: Given that genrefication is a new approach, the ability to be flexible and adapt the system based on feedback will be essential. Transformational leaders are open to re-evaluating decisions and making improvements along the way.
By employing transformational leadership to solve problems collaboratively, the library can facilitate a smooth transition to genrefication, ensuring that both staff and students feel supported and engaged in the process.
Charles Sturt University (CSU) presents an intricate organisational structure that requires careful analysis to determine its classification within organisational theory. The three primary organisational structures are hierarchy, team-based, and matrix. Each has distinct characteristics and implications for management and communication within an institution.
CSU’s Structure Analysis:
Hierarchical Elements – CSU’s structure displays a strong hierarchical component. The presence of multiple deputy vice-chancellors, chief officers, and various divisions and schools indicates a clear chain of command and defined lines of authority, which are characteristic of a traditional hierarchical structure.
Team-Based Elements – While hierarchy is evident, CSU also shows elements of a team-based structure. Divisions such as the Division of Learning and Teaching and the Division of People and Culture suggest a collaborative approach to specific operational areas, fostering teamwork within these units.
Matrix Elements – A matrix structure is typically defined by dual reporting relationships and a blend of functional and project-based management. CSU’s structure includes several research institutes and centres, such as the AI and Cyber Futures Institute and the Rural Health Research Institute, which might operate with cross-functional teams. However, the structure primarily leans towards functional management, with clear vertical divisions rather than a true matrix’s dual lines of authority.
CSU’s organisational structure predominantly aligns with a hierarchical model, incorporating team-based elements to promote collaboration within specific divisions. Although there are aspects that suggest a matrix approach, such as research institutes and specialised centres, the structure lacks the dual reporting relationships characteristic of a true matrix. Therefore, it should be considered more of a hybrid structure with strong hierarchical foundations rather than a pure matrix model.
In the realm of educational leadership, Bush’s (2015) organisation theory outlines four important elements: goals, structure, culture, and context. These elements provide a framework for understanding and steering educational institutions. Conversely, Robinson’s (2010) “Changing Education Paradigms” critiques the enduring educational models and underlines the necessity of evolving school cultures to foster contemporary learning paradigms.
Comparative Analysis:
1. Goals: Bush (2015) emphasises clear, strategic goals to guide educational leadership. Teacher librarians can drive change by championing initiatives like guided inquiry learning, which aligns with overarching educational objectives to promote critical thinking and lifelong learning. Robinson (2010) advocates for goals that foster creativity and divergent thinking, essential for modern education.
2. Structure: Traditional hierarchical structures in schools, as noted by Bush, often hinder innovative practices. Robinson (2010) argues for more flexible, learner-centered structures. Teacher librarians can advocate for collaborative spaces and integrated technology, fostering a more dynamic and adaptable educational environment that supports personalised learning experiences.
3. Culture: Both Bush and Robinson highlight the centrality of school culture. Bush (2015) sees it as a binding element, while Robinson (2010) views it as a critical factor in transcending outdated paradigms. Teacher librarians can influence school culture by initiating whole school reading programs, which cultivate a shared love of reading and learning. Additionally, promoting a culture of creativity and innovation is essential to align with Robinson’s vision.
4. Context: Understanding the broader societal and educational context is crucial. Bush (2015) and Robinson (2010) acknowledge that external influences shape educational practices. Teacher librarians can respond to these contexts by curating diverse and inclusive collections that reflect and respect the wider societal changes and needs. Adapting to cultural shifts and preparing students for a rapidly changing world are vital.
Conclusion:
In the decade since Robinson’s (2010) presentation, some traditional educational structures remain, but there is a growing recognition of the need for cultural shifts. Teacher librarians, by aligning with Bush’s organisational theory and Robinson’s vision, can be key drivers in transitioning to contemporary learning paradigms through targeted school library programs that nurture creativity, personalization, and cultural relevance.
In teacher librarianship, I believe in fostering a dynamic, welcoming learning environment that empowers students to become critical thinkers, lifelong learners, and responsible digital citizens. My philosophy centres on promoting information and digital literacy, and a love for reading. I am committed to collaborating with educators to integrate technology and resources effectively into the curriculum, ensuring equitable access to information. Through innovative programming, personalized guidance, and a commitment to intellectual freedom, I aim to cultivate a culture of inquiry, curiosity, and respect for diverse perspectives within the school community.
(Sheldon, 2019)
Part B – Thematic Reflections
Library Management
Throughout my teacher librarianship course, I have embarked on a transformative journey in understanding library management, recognising its important role in fostering student learning and engagement. This reflection critically evaluates my evolving perspectives and knowledge in library management, highlighting key insights gained from coursework, practical experiences, and scholarly literature.
In the subject ETL401, I explored the historical significance of academic libraries in fostering enduring connections with diverse stakeholders, including university researchers, instructors, and students (Gall, 2012). This foundational concept emphasises the crucial role of teacher librarians in actively engaging students in the operation of information centres, enriching their understanding of educational information services in lifelong learning and reading. During my placement at Charles Sturt University (CSU), I witnessed firsthand the implementation of various strategies aligned with relationship building, as highlighted in ETL401. Notable initiatives included the introduction of a feedback glass wall to encourage student input, as well as the provision of amenities such as complimentary snacks and stationery aimed at supporting students during their study sessions. These efforts fostered a sense of belonging and community within the library, contributing to a supportive learning environment (Cornelius-White & Harbaugh, 2010).
Library space management was another focal point in ETL401, emphasising the need to create learning environments accommodating diverse user needs. Theoretical insights emphasised strategic design and organisation for optimal functionality and user experience (Poljak et al., 2023). Mehta & Cox (2021) further supported the importance of library space, indicating that students value spaces offering privacy, control, and familiarity. During my placement at CSU, I observed a holistic approach to space management, prioritizing student engagement and inclusivity.
The intentional design of the Learning Commons reflected the library’s commitment to fostering collaboration and relaxation. Accessibility was emphasised through assistive technology rooms catering to students with disabilities, and training and study rooms equipped with both Macs and PCs catered to varied technological preferences. This demonstrates adaptability and inclusivity through thoughtful space management and innovative design, such as lighting and furniture. In my virtual study visits, the host from West Moreton Anglican College also discussed how they transformed their computer lab into a vibrant reading area in the library, providing another example to underline the commitment of the teacher librarian and the collaborative efforts of the school community.
West Moreton Anglican College library (Tehani Croft, personal communication, 2024)
In one of the assessments in the subject ETL567, I explored and learned about the impact of establishing a ‘makerspace’ in a library. This concept aligns with the principles of student-centred librarianship and offers students opportunities for hands-on learning and creativity (Austin et al., 2011; Bagley, 2012). By incorporating makerspaces into library spaces, teacher librarians can further enhance student engagement and participation in the library, fostering a culture of inquiry and exploration. Makerspaces not only provide students with access to various tools and technologies but also encourage collaborative problem-solving and experimentation. Research suggests that engagement in maker activities promotes critical thinking, innovation, and confidence among students (Teasdale, R. M. 2020). Additionally, makerspaces facilitate interdisciplinary learning experiences, allowing students to apply knowledge from various subject areas in real-world contexts. As such, the integration of makerspaces aligns with the goals of modern education, which emphasize the development of 21st-century skills such as creativity, collaboration, and adaptability.
Through courses such as ETL401, ETL567, and ETL512, I have gained invaluable insights into building positive relationships, promoting learning, and enhancing student engagement through effective library management practices. Critically reflecting on my learning journey, I recognise the significance of these principles in shaping the future of education and the role of teacher librarians as catalysts for change. Moving forward, I am committed to translating these learnings into tangible actions that positively impact student learning and teaching staff involvement with the library. I aim to creating inclusive and dynamic spaces that not only meet the diverse needs of the school community but also foster a culture of collaboration, innovation, and lifelong learning. This involves implementing evidence-based strategies, leveraging emerging technologies, and cultivating partnerships with stakeholders to co-create meaningful library experiences that empower and inspire learners. By embracing a learner-centred approach and embracing continuous improvement, I am confident that I can make a difference in shaping the future of education and promoting equitable access to information and resources for all students.
Information and Digital Literacy
In exploring the theme of Information Literacy throughout my course, I have developed a comprehensive understanding of literacy’s multifaceted role in contemporary education. This exploration has centred on two important areas: comprehending the dynamic nature of the information landscape and advocating for digital citizenship within educational settings.
The Essential Elements of Digital Literacy (Belshaw, 2012)
As a prospective teacher librarian, adapting to the constantly evolving information ecosystem is essential. ETL 401 illuminated the teacher librarian’s role as an information manager, emphasising the necessity of staying updated on changes in the information environment. With the rapid evolution of technology, particularly the Internet and the World Wide Web, the processes of accessing, utilising, and disseminating information have undergone significant transformations. Embracing information literacy involves skilful navigation, evaluation, organization, utilisation, and communication of information across diverse formats, crucial for effective decision-making, problem-solving, and knowledge acquisition. Furthermore, information literacy seamlessly integrates with digital literacy in the digital era. ETL 401 underlined the significance of digital literacy, emphasising the essential for students to cultivate competencies in responsibly navigating the digital landscape. This includes understanding digital citizenship, which involves digital safety, ethics, and well-being. Digital citizenship education empowers students to become thoughtful digital citizens capable of critically evaluating online information, safeguarding their privacy, and engaging in respectful digital interactions. As highlighted in one of my blog posts, teacher librarians carry the responsibility of guiding students in selecting and utilising new technology to enhance their learning (Sha, 2023).
Statement on Informatioin Literacy (Australian School Library Association, 2016
Moreover, in ETL523, I explored digital safety and well-being in educational settings, specifically addressing online safety concerns and promoting student well-being in the digital age through the development of an online wellbeing hub website. This assessment task deepened my understanding of digital safety, covering issues such as cyberbullying, online privacy, and digital footprint management. Through the creation of this online hub, I gained valuable insights into implementing strategies aimed at fostering a positive online culture and effectively supporting students in navigating digital challenges. Furthermore, I gained an appreciation for the significance of enhancing digital literacy skills through the Digital Environment Analysis Report in ETL523. For educators, proficiency in digital literacy skills equips them to adeptly utilise technology to enrich teaching practices, enhance student engagement, and tailor instruction to individual needs. Similarly, for students, acquiring digital literacy skills provides them with essential proficiencies necessary for thriving in the digital era (Nalaila et al., 2022).
Cyber Bulling and Online Safety website (Lin Sha, 2024)
Additionally, collaboration and partnerships play a crucial role in promoting information literacy and digital citizenship. Teacher librarians can collaborate with teaching staff, parents, and community organizations to develop comprehensive digital citizenship programs. By fostering partnerships with stakeholders, teacher librarians can lead impactful initiatives that promote information literacy and digital citizenship throughout the school community.
Looking ahead, my enhanced understanding of Information Literacy positions me to be a responsive and effective teacher librarian. I recognise the significance of cultivating information literacy skills among students, empowering them to navigate the digital world with confidence. As echoed by my classmate Kristin in ETL401 blog post, integrating information literacy initiatives into the curriculum and collaborating with teaching staff are key strategies for fostering a culture of responsible digital citizenship within the school community.
In summary, immersing myself in the exploration of Information and digital Literacy throughout my course has been transformative. It has equipped me with the knowledge and skills to navigate the evolving information landscape and champion digital citizenship in educational settings. By embracing information literacy principles and fostering a safe online environment, I am ready to make a meaningful difference in student learning and enhance teaching staff involvement with the library.
Literature in Education
In reflecting on my journey through the Master of Education (Teacher Librarianship) course, the role of literature in education emerges as a prominent theme. This theme has been thoroughly examined through two key subjects: ETL503 – Resourcing the Curriculum and ETL402 – Literature across the Curriculum. Each subject has provided distinct insights into the importance of literature in shaping students’ educational experiences.
ETL503 provided a comprehensive view of literature from the perspective of collection development. Reflecting on the blog posts I made throughout this subject, I feel I have gained a good understanding of the significance of maintaining a balanced collection to support diverse curriculum needs in schools.. A balanced collection includes both physical and digital resources, taking into account factors such as format and content. The profound influence of digital technology on education necessitates the integration of digital resources alongside traditional print materials. However, it is crucial to remain vigilant about the long-term accuracy and reliability of digital resources amidst the rapid evolution of information. Moreover, a balanced collection should include a blend of fiction and nonfiction materials to cater to students’ academic, recreational, and literacy needs. As highlighted by Stephens (2014), such collections not only support academic pursuits but also cultivate a culture of reading, thereby enhancing adolescent literacy levels in schools. Additionally, I gained insights into the importance of establishing a collection policy as a strategic document to guide collection development practices, ensuring inclusivity and non-discrimination in resource selection, as emphasized by Kimmell (2014).
ETL402 explored deeply into literature’s role across the curriculum, with a particular focus on fiction. This subject proved to be highly inspiring, offering a thorough exploration of various fiction genres and their relevance in educational settings. Through this subject, my knowledge of fiction literature expanded, and I developed a deeper understanding of the purpose behind including diverse genres in school library collections. My assessment in ETL402 centred on the integration of graphic novels into secondary school libraries, where I examined the unique value of graphic novels tailored for secondary readers. This assessment underlined the significance of narrative storytelling in fostering holistic learning experiences, engaging students across various interests and learning styles. In my blog post for ETL402, I reflected on the journey of exploring the diverse landscape of children’s literature, discussing the benefits it brings to students and potential concerns.
(Great Graphic Novels for Teens, 2021)
Beyond the academic curriculum, literature plays a crucial role in nurturing students’ empathy, understanding, and cultural awareness. Exposing students to characters from diverse backgrounds and experiences through literature enables them to develop a deeper understanding of the world around them. Thus, it is essential to immerse students in literature from the earliest stages of their education, fostering a love for reading and promoting lifelong learning.
In conclusion, the exploration of literature in education throughout this course has been enlightening and enriching. Through subjects like ETL503 and ETL402, I have gained invaluable insights into the strategic management of library collections and the transformative power of fiction in educational contexts. Moving forward, I am eager to apply these learnings to create vibrant and inclusive library spaces that inspire and empower students on their educational journey.
Part C – ALIA Aligned Final Reflection
As I reflect on my journey through this course, I am amazed by the significant progress I have made in my understanding of the teacher librarian role, especially considering that I had never worked in a school library before starting this course. While all the information I encountered was completely new to me, through dedicated study and engagement, I have not only absorbed a wealth of knowledge but also refined a diverse set of skills. These skills are evident in my blog posts, online discussion forums, and assessment tasks.
Throughout the course, I have come to appreciate the importance of aligning my practice with the professional standards outlined by the Australian School Library Association (ASLA) and the Australian Library and Information Association (ALIA) for Teacher Librarians. These standards serve as a robust framework that underpins the principles of lifelong learning, an area I’ve explored deeply during the course. I’ve gained a solid understanding of information literacy theory and practice, recognising its role in equipping learners with the skills they need to navigate the information landscape critically.
I believe that teacher librarians serve an essential function in facilitating lifelong learning to the students, as outlined in the ALIA professional standards. Teacher librarians need to have well-informed knowledge in information literacy. They should thoroughly understand how all learners develop and apply lifelong learning skills and strategies. Additionally, they must comprehensively understand the role of information and communication technologies in lifelong learning(Australian School Library Association [ASLA], 2004).
Moreover, I’ve learned how to collaborate effectively with teachers to plan and implement information literacy and literature programs that yield positive student learning outcomes, ensuring that these programs are responsive to the diverse needs of learners in the school community. The professional standards emphasise the importance of teacher librarians collaborating with teachers to design and implement information literacy programs and providing equitable access to resources (Australian School Library Association [ASLA], 2004). These standards highlight the role of teacher librarians in supporting learning and teaching by teaching the appropriate and relevant use of ICTs and information resources.
Additionally, the course has emphasised the importance of leadership in the teacher librarian role, a facet I’m keen on further developing. One of my goals during my work placement was to gain insight into the general business operation and management in a library, which aligns perfectly with developing leadership skills. I’ve learned to actively participate in key committees, advocating for a ‘whole school focus’ on information literacy policy and implementation (Australian School Library Association [ASLA], 2004).
Furthermore, I have learned about how the library supports the development of information and digital literacy skills for its users during my placement, which directly ties into the role of a teacher librarian in promoting information literacy and digital citizenship.
In conclusion, this course has been a transformative experience that has equipped me with the knowledge, skills, and attitudes essential for success as a teacher librarian. By embracing the ALIA and ASLA professional standards and continuing to engage in professional development, I am enthusiastic about embarking on this new chapter in my career. To further enhance my effectiveness as a teacher librarian, I recognise the need to pursue continuous professional development opportunities, such as attending workshops and conferences on emerging trends in library management, information literacy, and educational technology. Additionally, seeking mentorship from experienced teacher librarians and actively participating in professional networks will provide valuable insights and support as I strive to achieve excellence in my role.
This illustrations is license-free and embedded with attributions. https://storyset.com
Australian School Library Association. (2016). Joint Statement On Information Literacy. https://asla.org.au/information-literacy
Austin, K., et al. (2011). YOUmedia Chicago: Reimagining Learning, Literacies, and Libraries: A Snapshot of Year 1. Chicago: Consortium on Chicago School Research, University of Chicago Urban Institute. https://consortium.uchicago.edu/
Belshaw, D. [TEDx Talks]. (2012, November 19). The essential elements of digital literacies: Doug Belshaw at TEDxWarwick [Video]. YouTube. https://www.youtube.com/watch?v=A8yQPoTcZ78
Cornelius-White, J. H. D., & Harbaugh, A. P. (2010). Learner-centered instruction: Building relationships for student success. In SAGE Publications (CA) (1st ed.). SAGE. https://doi.org/10.4135/9781483349183
Gall, D. (2012). Librarian Like a Rock Star: Using Your Personal Brand to Promote Your Services and Reach Distant Users. Journal of Library Administration, 52(6–7), 549–558. https://doi.org/10.1080/01930826.2012.707952
Kimmel, S.C. (2014) Developing collections to empower learners. American Association of School Librarians.
Mehta, P., & Cox, A. (2021). At home in the academic library? A study of student feelings of ‘homeness’. New Review of Academic Librarianship, 27(1), 4-37. https://doi.org/10.1080/13614533.2018.1547774
Nalaila, S., Wawire, V., & Gathara, P. M. (2022). Classroom support for students’ digital literacy skills for learning in Tanzania’s public universities. Development in Practice, 32(7), 867–878. https://doi.org/10.1080/09614524.2022.2104219
Poljak, L., Webster, B. M., & Kiner, R. (2023). Exploring belonging through photovoice: examining the impact of space design on diverse student populations in an academic library. Performance Measurement and Metrics, 24(3/4), 195–210. https://doi.org/10.1108/PMM-08-2023-0023
Teasdale, R. M. (2020). Defining success for a public library makerspace: Implications of participant-defined, individualized evaluative criteria. Library & Information Science Research, 42(4), 101053-. https://doi.org/10.1016/j.lisr.2020.101053
Upton, K. (2023, July 18). Influence of digital information on the role of the TL. A Teacher Librarian is more than just an avid reader of books. https://thinkspace.csu.edu.au/booklover/
Reflecting on my journey through ETL523, I’m amazed by how my understanding of digital citizenship and its applications in shaping a school’s digital learning environment has evolved. This subject has been a transformative experience, broadening my perspective on the role of technology in education and highlighting the critical importance of digital literacy in today’s world.
One of the key insights I’ve gained is the integral role of digital citizenship in fostering a safe, responsible, and inclusive online environment for students. As I explore the concept of digital citizenship, I came to appreciate its multifaceted nature, encompassing not only the responsible use of technology but also issues of digital rights, ethics, and social justice. This expanded understanding has deepened my commitment to incorporating digital citizenship principles into my current teaching practice and advocating for comprehensive digital literacy education in school.
Examining the concept of digital citizenship within the context of preparing or adapting a school’s digital learning environment has been particularly enlightening. Through the gap analysis report, I gained insight into the challenges and opportunities associated with integrating technology into teaching and learning in my school. Identifying issues such as inadequate infrastructure and digital literacy gaps highlighted the complex interplay between technology, pedagogy, and school culture. This experience underlined the need for a holistic approach to digital citizenship education that addresses both technical and socio-cultural aspects of digital learning environments.
Throughout this subject, the role of the teacher librarian, school leadership and other school community members emerged as central to the successful implementation of digital citizenship initiatives. As a classroom teacher aspiring to become a teacher librarian, I recognize the crucial role these stakeholders play in shaping school policies, providing professional development, and curating digital resources. The library, in particular, serves as a hub for promoting digital literacy, facilitating access to information, and fostering critical inquiry skills. As I transition into the role of a teacher librarian, I am excited to leverage my newfound knowledge and skills to support the development of a vibrant and inclusive digital learning environment.
Participating in the gap analysis process has been instrumental in deepening my understanding of the complexities inherent in digital learning environments. By critically examining the existing digital infrastructure and identifying areas for improvement, I gained valuable insights into the challenges school faces in leveraging technology to enhance teaching and learning. Moving forward, I am committed to advocating for equitable access to technology resources, promoting digital literacy across the curriculum, and fostering a culture of responsible digital citizenship in my school community.
In conclusion, ETL523 has been a transformative journey that has expanded my knowledge and understanding of the role of digital learning environments in education. Through critical reflection and active engagement with course materials, I have gained valuable insights into the challenges and opportunities associated with integrating technology into teaching and learning. As I continue on my professional journey, I am excited to apply the knowledge and skills acquired in this subject to create a more inclusive and effective digital learning environment for my students.
Embarking on ETL402 has been like exploring unfamiliar territory, each module revealing new depths in my understanding of children’s literature. As I journey through these literary landscapes, I am deeply aware of the critical role I will play as a teacher librarian, shaping the literary experiences of future generations. My journey commenced with a reflective analysis of the child as a literary subject, a foundational step in understanding the detailed complexities of children’s literature. Through thorough investigation and exploration, I discovered the inherent value of children’s books, refining my ability to curate a diverse and inclusive collection that reflects the multifaceted identities of our student body. Wham et al. (1996) suggested that literature holds the power to shape students’ beliefs, values, and attitudes. Pantaleo (2002) further supported this notion, emphasizing that reading aids children in comprehending and valuing their unique identities, their contribution to the community, and universal emotions and themes depicted in personal narratives.
Exploring the diverse landscape of children’s literature, I immersed myself in its rich array of voices and forms, analyzing narrative techniques and exploring various genres. This exploration underlined the significance of offering literature that connects with the diverse identities and experiences of our students, including LGBTQ+ narratives and Indigenous perspectives. Equipped with a range of literacy strategies, I am prepared to curate age-appropriate materials that foster both cognitive and emotional growth among our young readers. As I prepare to embark on my future role, I recognize the crucial role I will play in nurturing empathy, understanding, and critical thinking through literature.
Transitioning to a broader perspective, the integration of literature across the curriculum raises numerous concerns, including representation, diversity, alignment with curriculum objectives, student engagement, and the need for teacher training and support. May and Wright (2007) clarified the resistance of subject-based teachers to whole-school literary aims, often viewing them as the exclusive purview of the English department. Furthermore, the negative impact of modern technology and social media on children’s literacy development (Auld, 2024) . These multifaceted issues underline the role of a teacher librarian in addressing the complexities of literacy education. In the meantime, I am aware of the transformative potential of digital literature in shaping the reading landscape of the 21st century. Embracing technological advancements, I aim to integrate digital resources and literature apps into our library collection, enriching students’ literary encounters and expanding their horizons. As I gaze towards the horizon of my career, I am eager to implement innovative teaching and promotion strategies that cultivate a culture of inquiry and lifelong learning. From whole-school initiatives to intimate literature discussions, I am committed to fostering a deep-seated love for reading and empowering students to become perceptive consumers and creators of knowledge.
In conclusion, ETL402 has been a transformative journey, equipping me with the knowledge, skills, and passion to embark on my role as a custodian of children’s literature. With each module, I have explored deeper into the complexities of literary learning, emerging ready to pave a path that will enrich the lives of countless young readers.
May, S., & Wright, N. (2007). Secondary literacy across the curriculum: Challenges and possibilities. Language and Education, 21(5), 370–376. https://doi.org/10.2167/le797.0
Pantaleo, S. (2002). Children’s Literature across the Curriculum: An Ontario Survey. Canadian Journal of Education, 27(2/3), 211–230. https://doi.org/10.2307/1602221Bottom of Form
Wham, M. A., Barnhart, J., & Cook, G. (1996). Enhancing multicultural awareness through storybook reading experience. Journal of Research and Development in Education, 30, 1-9.
Creating an online safety guide for students was both rewarding and challenging. As I reflect on the process, the most challenging part was ensuring the content was both informative and engaging while addressing important topics like cyberbullying, online safety, identity theft, and the ethical implications of AI in the virtual world.
In developing this website, I had to carefully research each topic to ensure accuracy and relevance to students’ lives. Balancing the depth of information with student-friendly language was a constant challenge. Additionally, finding appropriate resources and videos that would connect with students proved to be a time-consuming task. Thinking about digital citizenship provided valuable insights for a teacher librarian. It highlighted the importance of educating students about their rights and responsibilities in the digital world. It also emphasised the need for critical thinking skills when navigating online spaces and interacting with others.
As a future teacher librarian, the learning from this project can be translated back to my own school in several ways. Firstly, I could organise workshops for students to raise awareness about online safety and responsible digital citizenship. These sessions could include discussions and real-life scenarios to engage students and deepen their understanding. Secondly, I could collaborate with teachers to integrate digital citizenship lessons into the curriculum. By embedding these topics into various subject areas, students can see the relevance of digital citizenship in their everyday lives. Lastly, I could provide resources and support for classroom teachers to enhance their own digital literacy skills. This may involve offering professional development sessions, sharing useful online tools and resources, and facilitating discussions on best practices for incorporating technology in the classroom.
In conclusion, creating an informative website for students online safety was a challenging yet fulfilling experience. Through this project, I gained valuable insights into digital citizenship and its implications for students’ online behaviour. Moving forward, I look forward to applying these learnings in my role as a future teacher librarian to promote a safer and more responsible digital environment for both students and teachers.
This course has been a transformative learning experience, significantly expanding my knowledge and understanding of the nature of school library collections. Each module has contributed to a comprehensive view of effective information management, aligning with curriculum objectives and fostering a dynamic learning environment within the school community.
School library collection and Collection Development Policy
The library collection forms my support for teaching, learning, and nurturing a reading culture in school. Throughout this course, the importance of a well-crafted Collection Development Policy (CDP) has become increasingly apparent. Islip (2023) emphasises its role as a legal framework guiding the selection, acquisition, and management processes, with the primary goal of supporting collection development in a secure, non-discriminatory manner. The creation of a collection involves careful curation to meet diverse needs across curriculum areas, underlining the ethical responsibility. In my recent post (Sha, 2024, Jan 1), I highlighted the commitment of libraries to delivering unbiased responses and presenting diverse voices within their collections.
Developing Collections
The development of a library collection is an ongoing and collaborative strategic process. Recognising the importance of maintaining a balanced collection, I highly value involving all community members in decision-making to ensure the library remains relevant for the school community. As a prospective teacher librarian, the critical use of selection aids is indispensable. Mullins (2023) highlights challenges with some publishers providing limited information or not specifically targeting school users. Emphasizing learner-centred selection criteria is essential, aligning with Hughes-Hassell & Mancall’s (2005, p.43) perspective that “selection shifts from purchasing the best to purchasing the most appropriate”.
Some Considerations of Selection
The exploration of censorship, licenses, and copyright has deepened my understanding of the legal and ethical considerations involved in managing a school library collection. This exploration heightened my awareness and assured me that future collections will align with educational goals while adhering to legal and ethical standards. Another crucial aspect is internet filtering. This practice aims to enhance students’ online safety and engagement in class by limiting their internet access. However, in a recent post (Sha, 2023, Dec 30), I argued that the benefits of this type of censorship are limited. Instead, I emphasised the importance of promoting responsible access and enhancing students’ digital literacy level.
Budgeting and Evaluation
Budget planning for the school library is a meticulous process that reflects our commitment to inclusivity through resource allocation, catering to diverse learning styles. Regular collection evaluations play a crucial role, revealing gaps, and informing budget decisions. Weeding is an integral part of the evaluation process. I posit that weeding can create a more welcoming environment in the library and foster a passion for learning (Sha, 2024, Jan 1). Collection mapping is another vital strategy in the evaluation. Similar to weeding, I believe that collection mapping should be approached collaboratively and systematically to ensure the achievement of educational goals (Sha, 2023, Dec 31).
Future School Library Collections
Yeo (2024) shares a similar view to mine regarding the future of library collections. This perspective emphasises collaborative development within the school community. In the IFLA Trend Report (Sha, 2023, Jan 2), it is noted that adapting to technological advancements and staying informed about educational trends are crucial aspects. Considerations for global citizens and adapting to the preference for instant online access are deemed essential. The impact of digital resources is reshaping the traditional definition of a library.
Looking ahead, this course has provided me with practical insights for developing collections in a school library. I am eager to apply this newfound knowledge in my future role, ensuring that the library remains a dynamic, inclusive, and curriculum-aligned resource for our students.Top of Form
In comparing the IFLA Trend Report from 2013 with its update in 2018, it’s evident that both reports acknowledge the transformative impact of technology on information access, education, and social dynamics.
Both reports highlight the influence of technology on the global information landscape. In 2013, the focus was on the expansion and limitation of information access due to new technologies. The 2018 update builds on this, emphasising the shift to digital and its impact on library principles. The notion of education undergoing significant changes is present in both reports. In 2013, the emphasis is on online education democratising and disrupting global learning. The 2018 update reinforces this by acknowledging the challenges posed by the shift to digital, presenting an opportunity for libraries to play a role in making the internet more useful and inclusive. The concept of hyper-connected societies and the empowerment of new voices is evident in the 2013 report. In 2018, the emphasis is on the enduring importance of libraries as a source of expertise and truth in the face of the web’s challenges. Both reports recognise the social shifts brought about by technological advancements.
International Federation of Library Associations and Institutions. (2016).IFLA Trend Report. http://trends.ifla.org
