Part A – Personal Philosophy
What makes an effective Teacher Librarian?
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.
Charlies Sturt University, Wagga Wagga campus library (Charles Sturt University Library, n.d.)
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
Reference List
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