Part A

An effective teacher librarian is an individual who can collaborate with staff and students. They use technology to enhance learning and give students the opportunity to acquire skills they need to be successful 21st century learners. A teacher librarian applies best practice in all areas of their role and supports the teaching and learning of curriculum within the school. They develop collections and programs that promote information literacy and literacy enrichment while fostering a love for reading within the school. They are trusted members of the teaching staff and essential for school success.

Part B

Information literacy

Information literacy

Information literacy is a term I had not come across before starting my studies at Charles Sturt University (CSU). Through ETL 401 Introduction to teacher librarianship, I soon discovered not only its importance for me but how vital it is for students to grasp if they are to become successful 21st century learners. According to Information literacy group, information literacy is “ knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner “ (2018). One of the main focus areas for teacher librarians (TLs) in this current climate should be developing information literate students (Herring, 2007).

As students are taught to develop critical and creative thinking skills they are also taught how to apply these skills when stepping into the information landscape, supporting students in this journey is where the speciality of teacher librarians comes into play (Lamb, 2011). While studying ETL 401 I have been able to reflect on how the information society (Johnston, 2016 November 23) impacts upon information literacy. I have learnt that one is highly connected to the other, as new advances in the information society are developed and used, students evaluate, use and communicate using these technologies and this majorly affects levels of information literacy (Johnston, 2017 January 3). Information literacy is ever evolving and will never fully be grasped in its entirety, it will keep changing as the way information is accessed, shared and stored continues to do the same (Healy, 2003).

Inquiry models

Information literacy in practice sees inquiry models becoming one of the tools teacher librarians use in order to teach students about questioning, interpreting and drawing conclusions from information they come across. In ETL 401 we learnt that when students are involved in inquiry learning they take the user from ignorance to understanding (Charles Sturt University, 2016). In module 5.3 Information literacy models, we were exposed to many different types of inquiry models including Big6, the ISP model and  Guided Inquiry Design.

Assessment task 3 in ETL 401 allowed me to explore the models further and create a unit that linked in with the history curriculum. I chose guided inquiry as I believe it to be the best information literacy model to help students construct meaning, think creatively and solve problems. The structured guidance in this model was superior to others and the stages of open, immerse, explore, gather, create, share and evaluate are easy for students to understand and follow (Maniotes, 2016).  During the unit creation I used scaffolds as this method guided and supported students through the difficult patches in their information research (FitzGerald, 2011). Reflecting on what I had learnt through creating inquiry units (Johnston, 2017 January 28)

I took notice of not only my own learning journey but those of my fellow university students. The lack of support that many of us felt when we approached our principals and supervisors about inquiry learning was pretty disheartening but since completing placement I have seen firsthand where these units fit into the teaching and learning of the school well, the library. I have seen the teacher librarian plan and collaborate with teachers in delivering inquiry units, this is something I always hoped for when learning about them back in 2017 (Johnston, 2017).

Role of the teacher librarian

This generation of students can sometimes be referred to as digital natives, a term that implies they have grown up with technology from birth and therefore it is assumed these students must have a deep well of knowledge when it comes to technology use and access to information (Prensky, 2011). However while learning about information literacy I feel it is actually neglectful to not teach such important skills just because this generation of children have had access to connected devices from such a young age. This train of thought does not take into account the effect of the digital divide (Johnston, 2021 March 10) and the understanding that use of technology does equate to effective use of information access and understanding. It is the role of the teacher librarian (Johnston, 2016 November 27) to help students decipher information in order to provide the best in 21st century learning as possible.

Information overload is a real issue that this generation deals with and the skills taught by the teacher librarian is what gives students the necessary tools to tackle these issues in their research journey. If teacher librarians are information specialists then it’s vital that information literacy be a key cornerstone in which the function of the teacher librarians operates out of within schools. Students need guidance in this very confusing realm of information and it’s the teacher librarian who is the most equipped within the school to deal with this. Their role is vital for learning success.

Technology

Digital learning environments

Technology should be embraced in libraries if the aim is innovative and future thinking spaces where 21st century learning is facilitated (Wiley, 2019). Digital learning environments (Johnston, 2021 May 30) act as a vessel to developing 21st century skills, they allow students to use technology to access contemporary learning by use of educational apps, websites and digital tools, with the aim to enhance student learning (Johnston, 2021 March 14). A good digital learning environment meets the learning needs of all students by providing opportunity for blogging, digital portfolio creation, digital communication and collaboration (Charles Sturt University, 2021).

Teacher librarian as technology leader

Teacher librarians need to welcome technology as they embrace their roles as technology leaders. TLs contribute to all learning areas and stages across the school, they possess passion for innovation, collaboration and skills in technology that lead to good practices in 21st century learning. When teacher librarians take up their leadership roles (Johnston, 2017 October 6) schools can see real change and impact in the digital learning environment within the school.

I witnessed on placement, my supervising teacher finishing up a term unit with stage 3 on genius hour where students had conducted their own research and shared their findings in a variety of different ways using digital tools. She supported students using many different means to show their findings. She embraced the title of technology leader and made space for it within the library and her teaching programs and the results were evident in what students could create in their library lessons with her.

Digital citizenship

In ETL 523 Digital citizenship in schools is where I was first introduced to the phrase digital citizen. Richard Culatta (ISTE, 2018) describes digital citizenship as “ using technology to make the community better”. A good digital citizenship curriculum prepares students to be active, level-headed members of the digital learning environment however are we teaching digital citizenship well? (Johnston, 2021 March 1). Greenhow (2010) points out that for students to become good digital citizens then they need it modelled to them. It is up to us as teachers to guide, teach and model appropriate behaviour online. Instruction must begin at a young age as children have access to digital technologies long before they even enter school (Hollansworth, Dowdy & Donovan, 2011).

Assessment 2 in ETL 523 saw me create a web guide around digital footprints (Johnston, 2021 March 27). This assessment was where I was able to delve further into digital citizenship beyond the teaching in the modules and discovered the impossibility of not being an active member of the digital world, our focus on teaching students not to create a digital footprint needs to pivot as we show them how to make their digital life work for them, how they can leave a positive digital footprint that will be an asset to them (Charles Sturt University, 2021). This was a new concept for me, as I look at my own children it never occurred to me that there really is no choice for them, the world they are growing up in demands they are connected digital citizens, I can protect them from it for as long as possible but eventually they must join such a world to keep up with their peers and as educators we owe it to these children to not only keep them safe online but to help them create, share, collaborate, communicate and observe well in the digital environment (Charles Sturt University, 2021).

Technology skillset

My biggest learning curve while studying all of the combined subjects has been my upskilling in technology. I will be the first to admit my technology skill level needs to improve, I know how to use Microsoft office tools and use Google drive and documents, but I have not really ever had the internal drive to make websites or graphic designs for the fun of it. I picked ETL 523 Digital citizenship in schools as an elective in the hope that it would help improve my technology skillset.

When I read the assessment expectations for the digital citizenship guide, I’ll be honest, I questioned if this elective was actually achievable for me, could I do well in creating such technology driven assessments or would I crash and burn? Creating a website and then a digital artefact was a lot to take on and in all honesty I spent more time trying to figure out the actual technology aspect of the assessment than I did researching and creating the content but that experience is the achievement through this entire course that I am most proud of, I created a website from scratch about digital footprints (Johnston, 2021 March 27) and made an infographic on Canva to support teaching and learning and collated resources with pearltree. It has shown me that when given the opportunity I do have the knowledge to complete such tasks and when in the position of teacher librarian I can create online content that will benefit students and the school, I just need to give it a go.

collection

The role and nature of the school library collection enriches the teaching and learning programs by resourcing curriculum school wide (NLNZ, 2017). The nature of the collection must ensure resources are current curriculum appropriate, however it must be extremely flexible as community and school needs change (Kennedy, 2013). Building collections that are centred in quality rich literature and broader informative texts that cater for a wide variety of user needs is at the heart of what teacher librarians do. While studying ETL 503 Resourcing the Curriculum and ETL 505 Describing and Analysing Educational Resources I have worked on practical skills needed as a TL to develop well-resourced collections that are anchored by well written documentation that serves the library and the school. In ETL 505 I learnt many skills needed to manage the catalogue including the Dewey Decimal System, SCIS subject heading and descriptive cataloguing.

Participating in the 2021 study visits helped consolidated my learning of collection development by seeing how different libraries in different contexts build their collections and how they differ from each other in order to meet the needs of their communities. Completing my placement in a primary school library I saw and participated in weeding, stocktake and resource selection, all tasks that focused around developing the collection for the next school year.

Policies and procedures

In ETL 503 I learnt about collection development policies. A collection development policy is a strategic document for the school as it outlines the nature of the collection and aids in providing guidelines for staff. A development policy helps keep things consistent, making sure the library continues to move forward (Mesling, 2003).  Assignment two in ETL 503 I was able to re-write a collection development policy that suited my own school environment. This is something my school at the time did not have, I was able to pass my assignment onto my principal and TL as a starting point for a collection development policy for our school, a collection policy was created for our school and the TL seeking my input in creating this document.

While on placement I was able to network with another TL from another school who is very passionate about library policies and procedures. In a zoom call she walked me through her policies and procedures for her library and the necessity of such policies and how they supported the collection. I learnt from this experience that policies are there to future proof the collection and to protect you as the TL, as the TL is usually a stand-alone position every decision made comes back on you so having policies and procedures to not only help guide you in decisions you make but back you up if questions arise from a staff, student or parents is vital, policies and procedures are necessary in building strong collections that serve the school well.

Meeting learning needs

While participating in the study visits in ETL 507 I was able to identify how each of the different librarians build collections with user needs at the forefront. They know their community and met their needs by the thoughtful ways the developed collections. The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) seeks out members of communities in which pieces may have originated from, they operate under elder guidance in order to identify correct authorship and to ensure cultural sensitivity is carried out (personal communication, September 6, 2021). Good collection development has been proven to be the most effective when the librarian has a combination of subject knowledge, awareness of the current catalogue and knowledge of the user population (Sutton, 2003).

While on placement I observed how the TL knew the learning needs of each stage. She had printed out the units each stage was studying next year in HSIE and created resource boxes to meet these needs, she included in these boxes texts that would suit average reading level and younger readers, identifying which students would need these to ensure they had access to informative texts they can read. Reflecting on what I have observed from study visits and placement it is easy to see what makes a great TL, its someone who knows their community and the learning needs of their school well.  When a TL can identify these needs they can develop collections that include resources that meet all needs of users ensuring everyone has access to resources that suit them.

Weeding

While on placement I participated in weeding. Through writing the collection development policy I had an awareness of the need for weeding, but the reality is something very different. In order for the collection to continue to be used by students the shelves need to be appealing, they can’t be overflowing, they need to have texts that are new, and all resources must be current and up to date. This wasn’t something I really has considered before, I mainly considered weeding as getting rid of damaged or very old resources, I never thought of it as a necessity for students to view the collection as appealing.

Through participating in this process I now see the need to weed and the necessity for policies that support decisions associated with it. Collection development is not only what you add into the collection it is also what you take out, old and unappealing resources have no place in collections that are there to meet the needs of 21st century learners.

 

Part C

The Australian Institute of Teaching and School Leadership (AITSL) produces standards for teacher librarians. These standards cover the areas of professional knowledge, professional practice and professional engagement (AITSL, 2014). These standards represent quality teaching and should be at the forefront when teacher librarians are planning their professional goals and be the guide that directs professional development and learning.

The standards that are grouped under professional knowledge focus around knowing students and how they learn and knowing the content and how to teach it. In my studies I have found designing literature rich units, inclusion of cross-curricular priorities and providing opportunities for students to use digital technologies helped build upon the knowledge I already have about how students learn, and the content found in the curriculum. I do however acknowledge that an area I personally need to keep working on is standard 2.6 Information and Communication Technology (ICT) (AITSL, 2014, p.6). I thought I had an okay level of technology knowledge but as I have learnt the teacher librarian is also a technology leader within the school, I need to further develop my skills in this area so I can support staff and students and in turn improve student outcomes.

Professional practice looks at planning and implementing effective teaching and learning, creating safe learning environments and providing feedback on student learning. While studying at Charles Sturt University (CSU)  I have been given the opportunity to develop inquiry learning programs that develop high order thinking skills, select and use a variety of resources to enhance learning and create digital citizenship programs that encourage ethical use of technology. While on placement I worked hard on standard 3.4 select and use resources (AITSL, 2014, p.9), but I know this is something that I will gain more experience with when in the job of teacher librarian. I look forward to creating electronic resource lists and promoting resources located within the school to colleagues to enhance the learning taking place in classrooms.

Professional engagement sees the teacher librarian engage in professional learning and engage with colleagues, parents and the school community. While working through each subject in the masters degree a level of professional engagement has always been encouraged in the way of forums, video class discussions and social media networking, however I saw this more evident while on placement. I observed my supervisor attending every stage meeting to work with all teachers across the school, engaging with parents on a regular basis and reaching out to other teacher librarian friends she has met through the network meetings she attends. I had the opportunity to make some connections while on placements with TLs from other schools and look forward to working on standard 7.4 engage with professional teaching networks and broader communities (AISTL, 2014, p.12) further as I continue building upon these new connections and look forward to meeting others in my local area through network meetings once I have secured a position as a teacher librarian.

I acknowledge the importance of these standards and am committed to meeting them in order to become an excellent teacher librarian. I am thankful for all I have learnt through studying at CSU and feel like I have a really good springboard to launch my career from in the library because of what I have learnt.

References

Australian Institute of Teaching and School Leadership. (2014). 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

Charles Sturt University. (2021). Module 2.1 The 21st century learner  [module     notes]. ETL 523, Interact2. https://interact2.csu.edu.au

Charles Sturt University. (2016). Module 5.3 Information literacy models [module notes]. ETL 401, Interact2. https://interact2.csu.edu.au

FitzGerald, L. (2011). The twin purposes of guided inquiry: guiding student inquiry           and evidence-based practice. Scan, 30(1), 26-41.

Greenhow, C. (2010). A new concept of citizenship for the digital age. Learning and leading with technology 37(6), 24-25.

Healy, L. W. (2003). Content industry outlook 2003: Asteroids that are changing the information landscape. The serials librarian, 46(2), 27-32. https://doi.org/10.1300/J123v46n01_05

Herring, J. (2007). Teacher librarians and the school library. In S . Ferguson (Ed.) Libraries in the twenty-first century : charting new directions in information (pp.27-42).

Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 554), 37-47. https://doi-org.ezproxy.csu.edu.au/10.1007/s11528-011-0510-z

Information Literacy Group. (2018). Information literacy definitions. https://infolit.org.uk/definitions-models/

ISTE. [username]. (2018, October 11). Rethinking digital citizenship. YouTube. https://www.youtube.com/watch?v=iwKTYHBG5kk

Johnston, M. [melgjohnston] (2016, November 23). Information society. Mel’s Reflective Journal. https://thinkspace.csu.edu.au/melissa/2016/11/23/information-society/

Johnston, M. [melgjohnston] (2016, November 27). Assessment 1 Part B- Role of the     teacher librarian. Mel’s Reflective Journal. https://thinkspace.csu.edu.au/melissa/2016/11/27/assessment-1-part-b-the-role-of-the-teacher-librarian/

Johnston, M. (2017). Topic 5.2 Forum [post]. ETL 401, Interact2. http://interact2.csu.edu.au

Johnston, M. [melgjohnston] (2017, January 3). Information literacy. Mel’s Reflective Journal. https://thinkspace.csu.edu.au/melissa/2017/01/03/information-literacy/

Johnston, M. [melgjohnston] (2017, January 28). Assignment 3 part. C- reflective practice. Mel’s Reflective Jornal. https://thinkspace.csu.edu.au/melissa/2017/01/28/assignment-3-part-c-reflective-practice/

Johnston, M. [melgjohnston] (2017, October 6). ETL 504 Assignment 2 Part B      Reflective practice- Report and case study participation and reflection. Mel’s Reflective Journal. https://thinkspace.csu.edu.au/melissa/2017/10/06/etl-504-assignment-2-part-b-reflective-practice/

Johnston, M. [melgjohnston] (2021, March 1). Are we teaching digital citizenship well? Mel’s Reflective Journal https://thinkspace.csu.edu.au/melissa/2021/03/01/are-we-teaching-digital-citizenship-well/

Johnston, M. [melgjohnston] (2021, March 10). The digital divide. Mel’s Reflective Journal. https://thinkspace.csu.edu.au/melissa/2021/03/10/the-digital-divide/

Johnston, M. (2021, March 14). Digital learning environments [comment on “forum          3.1- Designing the digital learning environment”]. Charles Sturt University.

Johnston, M. [melgjohnston] (2021, March 27). A positive digital footprint. https://thinkspace.csu.edu.au/digitalfootprint/

Johnston, M. [melgjohnston] (2021, May 30). ETL 523 Assessment 2 Part B critical reflection. Mel’s Reflective Journal https://thinkspace.csu.edu.au/melissa/2021/05/30/etl-523-assessment-2-part-b-critical-reflection/

Kennedy, C. (2010). School library collections survey 2013. https://studentslearn.wordpress.com/2014/02/13/scis-school-library-collections-survey-2013/

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Research & Practice to Improve Learning, 55 (4), 27-36.

 

Maniotes, L. (2016). Inquiry Ideas- getting started with guided inquiry. School library connection.

Mesling, C., F. (2003). Collection development policies in community college         libraries. Community and Junior College Libraries, 11, 73-88. https://doi.org/10.1300/j107v11n02_07

National Library of New Zealand (NLNZ). (2017). Purpose of the school library https://natlib.govt.nz/schools/school-libraries/understanding-school-libraries/purpose-of-the-school-library

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Sutton, L. (2003). Collaborating with our patrons: letting the users select [paper    presentation]. ACRL Eleventh National Conference, Charlotte, North Carolina, USA. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/pdf/lsutton.PDF

Wiley, J. (2019). How technology is changing the future of libraries. The Wiley Network. https://www.wiley.com/network/librarians/library-impact/how-technology-is-changing-the-future-of-libraries