Professional Reflective Portfolio

Part A: Statement of personal philosophy

As an effective Teacher Librarian, I foster a love of learning in my students. I accomplish this not only by promoting a reading culture but also by providing access to a diverse range of literature that encourages representation and cultural understanding. For lifelong learning, I support students in developing and applying 21st-century skills to explore and better understand the world we live in. I enable students to gain the knowledge and skills to think critically and creatively, especially in an online environment, teaching them how to discover and use quality sources.

Part B

Professional Learning Networks (PLN)

Networking is an important skill for Teacher Librarian’s (TL) to master. TL’s use personal learning networks to enhance and expand learning by being supported and connected to a learning network (Hermon, 2022, 22 Jul). During the Master of Teaching of librarianship course there has been many chances for networking opportunities. Within each subject we connect using discussion posts and zooms with students within the subject.

An important networking opportunity for me has been the ‘in the zone’ zooms that Krystal runs each week. Not only can you talk with fellow students about assignments or current issues in our workplaces as TL’s, we also can ask questions and advice of Krystal. I further connected with students from ‘in the zone’ though social media, I set up a TL Instagram account and through that followed many other students. ‘In the zone’ allows students to talk through any issues in an informal environment to make sure they can get their head around assignments or other TL related tasks. It also feels like you start to get to know the people that go each week and are able to ask for their advice. This networking each Tuesday has allowed me to connect with my fellow university students and gain the support of this PLN.

The ETL512 study visits was an excellent opportunity to build on my PLN. I met TL colleagues/ university students and we have created our own PLN. Through the use of social media, we created a fb friends page and regularly ask questions and advice of each other. This has helped support us through the highs and lows of the course, including subject completion and placement completion, the many rejections of placement and of course Book Week! This is evident in my Thinkspace blog post Connections and friends in the TL community (Cook, 2025, Sept 1). Being able to share these moments with TL colleagues is invaluable to my PLN.

“Excellent Teacher Librarians actively participate as members of professional communities” (ALIA, 2004, p.4). Being a member of ALIA has allowed me to complete PL through the association, to keep abreast of best practise professional development, and also provides networking opportunities through its membership (Donham & Sims, 2020). Meeting with PLC’s will always be an important professional development opportunity, allowing TL’s to share their practise and improve their skills and knowledge in advocacy (Pentland, 2023). The Department of Education also holds network meetings which are important PLC events to attend where TL’s can meet with each other and share knowledge. Through PLC’s TL’s will be effective members of their school communities through latest professional development.

Placement will be a further opportunity to expand my PLC in the future. To strive to be an excellent TL is to actively participate in library networks, sharing knowledge, promoting library services to the wider community and demonstrating collegiality through mentoring colleagues (ALIA, 2004).

Inclusion through literature collection development

While working at Birrong Public School and assessing the collection for future development, I was shocked at how little access students had to books that represented different cultures. Not only was the collection outdated in parts, it included racist books including one titled “Aboriginies”. After carefully weeding the non-fiction section, it became clear that there was a need to increase the number of rich Indigenous texts. Through gaining knowledge and skills in collection development in ETL503 especially since reading and using the Australian Institute of Aboriginal and Torres Strait Islander Studies guide, and consequent blog posts, I have put my understanding into practise (Australian Institute of Aboriginal and Torres Strait Islander Studies, 2022; Cook, 2024 May 28). When the library was given extra budget, I was ready to enrich the library collection with an array of indigenous texts written by indigenous people. I scoured Magabala books website to look for fiction and non-fiction texts that would enrich our students understanding. With only a few students who identified as indigenous, incorporating books representing indigenous people was important for those students to see the culture through a window (Gaston, 2021).

Figure 1 – Magabala books website

After replenishing the indigenous books, I took a deep dive into the other books on the shelves to see which nationalities are represented so students could see their culture in the books they were borrowing (Gaston, 2021). More than half of our students were Muslim faith so ensuring that picture books featured woman with hijabs was an important part of my search. This was a much harder task. I went to a renowned book shop to ask for help, but they had only a few books we already had in our library. I would need to research these books for myself, and special order them to be able to get them. I started a list of books, asking advice of fellow TLs in online forums. It is important to me that our families in the community feel valued and seeing their culture shown in picture books is a critical part of that recognition (Cook, 2024 May 28). For how many Muslim people live in Sydney, and many of whom wear hijabs, I am so surprised at the lack of representation in picture books.

Figure 2 – Hijab kids books Book review

Through learning about collection development in ETL503, helped to conceptualise the need for a Collection Development Policy (CDP). Through the essential role of the qualified TL important selection decisions are made, with knowledge of the school and its context, to meet the needs of the community (Oddone, 2019). At Birrong Public School, the previous librarian left no teaching and learning program, let alone a CDP. The previous librarian used monthly boxes chosen by a bookshop, with the only other books purchased were the book week finalists. It was clear that the school needed a clear CDP to ensure that books were purchased to meet students’ needs, and that students see themselves in books and that their eyes can be open to new lives and worlds like looking through a window (Gaston, 2021). The students at this school were suffering as their needs and interests weren’t being addressed. A CDP needs to be developed by a qualified TL to keep the collection relevant now for library users and in the future.

Research skills in primary school

During my time as a classroom teacher, I have always taught elements of research to my students. Whether this is looking at how to highlight important information, or even good websites to use to research. In my first year as TL I tried to implement inquiry learning and inquiry-based research skills with my students in different KLA’s. This became a very hard task that I realised needed to be broken down into smaller more manageable parts and more scaffolding of how to research and note take needed to be provided for my students.

In ETL 401 we learned all about different ways of inquiry leaning. I implemented this learning into my teaching by stepping out through inquiry-based learning and creating units around that. In ETL 501 the dynamic information environment I really got to step out and put in practise inquiry-based learning and creating resources to support students understanding. The websites that we created and shared with each other is one of the most valuable resources that I have collected during this degree, find mine here.

Figure 3 – Year 6 History Significant Australians Google site

 

Figure 4 – Referencing: how to

To have these resources ready to go means I can input these interactive resources into any task for my students in the future. From accessibility symbols to how to referencing guides, these resources will be valuable and at my fingertips.

Figure 5 – Use creative commons for images: how to

 The hard tasks of notetaking and finding relevant resources is also supported with clear instructions using infographics and videos, aimed at my students’ level and needs.

Figure 6 – How to evaluate websites

Figure 7 – Note taking: how to

Figure 8 – Ask the librarian

The Google form ‘Ask the Librarian’ allows students to ask questions and make comments about tasks. This increased connection affords students support at their time of need, not waiting until their library class time.

I have reflected on my students needs in my blog post reducing the information literacy gap (Cook, 2024, September 11). Students that I have taught in metropolitan and western Sydney need explicit instruction on the use of the internet and more specifically searching for information. I have created an infographic to support students search skills.

Figure 9 – How to search

ETL 567 gave me another perspective on research. In a reflection blog post I look back at the subject and how it supported me to understand the struggles that students go through when researching (Cook, 2025, Jul 28). Through struggling I got a first-hand experience on how our students feel in the learning pit. For me this was a full circle moment where all the learning I have completed in this course came together to understanding of the importance of research skills and how to build on skills through the struggle of the learning pit.

“To best prepare them for the future, we have to help them develop the persistence to push beyond basic recall of content and instead engage in productive struggle and deeper levels of thinking” (Dene Poth, 2019). Throughout the TL course when learning about inquiry learning, we look at the importance of the struggle and persistence that students need to go through when learning something new. I fully understand the mentality of the learning pit scenario through my completion of ETL567. I realised I was in the learning pit, confused and worked hard to climb out and understand the research and concepts.

Figure 10 – The Learning Pit

Part C Reflection of a TL

 

As I come to the end of my Masters of Teacher in Librarianship degree, I reflect on the crucial learning that I have gained from this course and make goals to work on in my future endeavours. Drawing on a combination of the ALIA/ ASLA standards and my Thinkspace blog ‘Reflections of a TL’ through my course, I am able to narrow down my strengths through evidence on my blog (ALIA, 2004). My placement will be after submission of this portfolio, but my goals are also evidence of my skills and confidence in my abilities.

The areas of the ALIA standards which I have been continuously and reliably meeting include:

1.2 know about learning and teaching across curriculum areas and developmental levels

1.3 have a rich understanding of the school community and curriculum

2.1 Engage and challenge learner’s within a supportive, information rich learning environment

Through ETL501 The Dynamic Information Environment I used my knowledge of curriculum and of teaching and learning (ALIA, 2004) in the information space and through learning in throughout my degree and applied it to create a google site.

The creation of this google site in ETL503 brought together an abundance of understanding that I have gained from my studies. I had tried to create a similar website before starting my Master’s degree but struggled with the structure and the scaffolding of students when so many students needed assistance. The creation of this resource was a key moment for me in putting some many ideas and connections together. Through the use of this Google site I am able to support, engage and guide students through the research process, with all necessary resources integrated and embedded throughout. The creation of my own content allows me to explain to students in my voice and language which makes the site more supportive for my students. The resources that I found and created through this subject will continue to help me in the future in teaching information skills to others.

To achieve the status of an excellent librarian and to work on my skills as an information professional, I continue to develop

2.4 evaluate student learning and library programs and services to inform professional practice

ETL503 Resourcing the curriculum taught us about the importance of a collection development policy. I implemented these ideas in my TL practise but did not create a policy. This is an area I am eager to develop further. I aim to focus more on evaluating needs and services in alignment with policy. Additionally, I am interested in creating and assessing policies related to collection management. These are the tasks and skills I hope to refine and master in the future.

3.3 demonstrate leadership within school and professional communities

ETL504 has expanded my knowledge of leadership, especially middle leadership. I have come to recognize that I have demonstrated leadership skills throughout my teaching career, but I would like to take time to reflect on and further develop these skills to enhance them. I intend to move out of primary school teaching to explore more areas to skills will be an important future goal for my career. The world is my oyster and I plan to get ample experience and learn about the range of occupations available to me with my education.

 

References:

Australian Institute of Aboriginal and Torres Strait Islander Studies. (2022). AIATSIS Guide to evaluating and selecting education resources. AIATSIS. https://aiatsis.gov.au/sites/default/files/research_pub/AIATSIS%20Guide%20to%20evaluating%20and%20selecting%20education%20resources.pdf

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Cook, M. (2024). Year 6 History Significant People. Google site. https://sites.google.com/view/history-significantpeople/home

Cook, M. (2025, May 28). Assessment 2 reflection 503 part b. Reflections of a TL. https://thinkspace.csu.edu.au/melissacook/2024/05/28/assessment-2-reflection-503-part-b/

Cook, M. (2025, July 28). Research in practice etl567 subject reflection. Reflections of a TL. https://thinkspace.csu.edu.au/melissacook/2025/07/28/research-in-practice-etl-567-subject-reflection/

Cook, M. (2025, Sept 1). Connections and friends in the TL community. Reflections of a TL. https://thinkspace.csu.edu.au/melissacook/2025/08/31/connections-and-friends-in-the-tl-community/

Cook, M. (2025, Sept 11). Reducing the information literacy gap. Reflections of a TL. https://thinkspace.csu.edu.au/melissacook/2024/09/11/reducing-the-information-literacy-gap/

Dene Poth, R. (2019, April 19). The future of work: How do we prepare our students? Getting Smart. https://www.gettingsmart.com/2019/04/the-future-of-work-how-do-we-prepare-our-students/

Donham, J., & Sims, C. (2020). Enhancing teaching and learning : A leadership guide for school librarians. American Library Association.

Gaston, N. (2021). Diverse schools need diverse collections. https://natlib.govt.nz/blog/posts/diverse-schools-need-diverse-collections

Hermon, A. (2022, Jul 22). Building culture change[Audio podcast]. School librarians United.

Little wings creative. (2025). Hijab kids picture books review. Little wings creative. https://littlewingscreative.com/hijab-kids-picture-books-review/

Magabala Books. (2025). Books. Magabala books.https://www.magabala.com/pages/books

Oddone, K. (2019). School library collection development: It’s not as simple as you might think. Linking Learning. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

Pentland, C. (2023). School Librarians ARE Teachers and Instructional Leaders. Knowledge Quest, 52(1), 4-6. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/school-librarians-are-teachers-instructional/docview/2890975876/se-2

Sketchplanations. (2021, March 8). The learning pit. Sketchplanations. https://sketchplanations.com/the-learning-pit