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A Reflection on Literary Learning

 

Literary learning

There is so much more to literature than literacy. In literary learning, the use of literature linked to the curriculum enables students to gain multiple competencies, starting with a deeper understanding of the topic content, through multi-literacies, to the building of character through empathy, emotional engagement and ‘moral imagination’, the term Rundell (2019) uses to describe the kind of imagination that allows us to experience the world from the perspectives of others.

 

Resources

I have realised how important the quality of resources is; resources that not only support the curriculum, but do so in sophisticated, artistic and innovative ways. Being able to guide students and teachers to the right resource can make a considerate difference to their learning: a difference between shallow, literal learning and lasting, profound understanding through engagement with texts that stimulate inquiry, deep thinking and empathy. Whilst there might be a place in school libraries for books about underpants, farts or glittery unicorns, children also deserve exposure to literature that is interactive, varied in formats and genres, that cultivates their appreciation of literary and visual arts, to stories that challenge the stereotypes and raise deep questions, and to characters that represent their diverse personalities. To increase engagement in curriculum topics, texts should not be boring – they are more likely to impact students’ learning if they stimulate an emotional response.

 

Strategies

Having the most amazing books just sitting on library shelves will definitely not do the trick. These resources need to be displayed well, promoted, and most importantly presented to students and teachers through meaningful reading response strategies. To create valuable experiences for students and keep them motivated and involved in their learning, we have to be looking for more creative and interactive ways of integrating literature into the curriculum (Kopka, 2014). As technology continuously changes, effective reading strategies must include the use of innovative formats and digital technology platforms. Whilst I was familiar with some of the strategies presented in the module readings and discussions of ETL402, many of them were new to me and I cannot wait to implement them in my own practice.

 

Time and free choice

Krashen (2011) hypothesises that language and literacy development happens when the reader is directed at a message they find interesting, not at the language itself (p.85) and stresses the importance of having access to a wide range of books and time to read, as opposed to the idea of compulsion and comprehension checking, both of which he finds counterproductive. Indeed, students’ free choice in the selection of their reading materials plays a crucial role in sustaining their motivation and their development as independent and life-long readers.

 

TL’s role and the power of collaboration

Teacher Librarians are experts in finding learning opportunities within resources, thus having a significant influence on teaching and learning within their school communities (AITSL, 2017 and Magdolenova, 2022). However, successful literary programs can only be delivered to students in collaboration with other educators, from class teachers, specialist teachers, and IT professionals, to leadership teams.

 

A recurrent theme throughout many subjects has been the importance of instilling the love of reading in students. In ETL402, through the exposure to high quality literature of all genres and through the understanding of its value, the love for children’s literature has been reawakened in myself as well. Its richness, its art and its impact on our growth as learners, as individuals, and empathetic human beings, and the discovery of new exciting possibilities of its delivery to students leave me with a renewed passion for the profession, a perfect culmination of my studies at CSU.

 

References:

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

Kopka. S. (2014, May 7). Transmedia and education: Using transmedia in the classroom with a focus on interactive literature. Sekopa. https://sekopka.wordpress.com/2014/05/07/transmedia-education-using-transmedia-in-the-classroom-with-a-focus-on-interactive-literature/

Magdolenova, M. [mmagdolen] (2022, May 23). Sophisticated Picturebooks in Upper Primary Classrooms. Panta Rhei. https://thinkspace.csu.edu.au/michaela/2022/05/23/sophisticated-picturebooks-in-upper-primary-classrooms/

 Rundell, K. (2019). Why you should read children’s books, even though you are so old and wise. Bloomsbury Publishing.

The Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards/highly-accomplished

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Sophisticated Picturebooks in Upper Primary Classrooms

Abstract

This article identifies the benefits of using sophisticated picturebooks in the instruction of  key stage 2 students (years 4 to 6). The author looks at the genre definition, features, value and pedagogical use of picturebooks aimed at older students and in particular the benefits of their use that go beyond literacy development. Furthermore, the article focuses on the role of the Teacher Librarian (TL) in developing the sub-genre in the library collection, the range of possibilities its use offers for teaching and learning, and its promotion with upper primary students and teachers.

Introduction

There is a tendency amongst teachers and parents to move able readers away from picturebooks and “upwards” into reading chapter books as early as possible. This tendency, felt acutely by the students themselves, throws an unjust judgement of all picturebooks as being simple and suited for a young and less able audience. There is, however, a whole sub-genre that has emerged within picturebooks, that fulfils a much higher literary and artistic criteria, often grouped together under the heading of “sophisticated picturebooks”. The urgency to discuss the value of such books stems from the fact that these true gems of children’s literature are often disregarded, precisely because of the complexity of thought they require and its mismatch to what has mistakenly been perceived as the right audience for picturebook genre.

Key issues

Defining picturebooks

The current trends in children’s literature, such as an increased complexity, expansion in the range of topic and issues within genres (Barone, 2011) and the growing influence of visual culture (Short, 2018) indicate that children of today are considered as being perceptive and deserving of the kind of literature that has the potential to enrich their lives and challenge their intellect. Wolfenbarger & Snipe (2007) explain that picturebooks are not merely books with illustrations – they represent a unique and rapidly changing art form, in which the text and art interact with each other and with the reader to create a unique experience. The compound word “picturebook” is therefore preferred by many as it reflects this union.

According to the Children’s Book Council of Australia’s guidelines for implementing the Book of the Year Awards, the age range for the Picture Book of the Year category is 0 to 18 years (CBCA, 2018). This fact in itself demonstrates the recognition of the value of picturebooks for a wider audience, including upper primary, secondary students, and beyond.

Sophisticated picturebooks

Sophisticated picturebooks encourage readers to question both the content and the format in greater detail (Templeton, 2020), challenge them to make connections to other knowledge and to form meaning (The National Library of New Zealand, 2013). Traditionally, in picturebooks for younger children, the illustrations help decode the written text. In picturebooks written for older children, the illustrations usually reveal multiple layers of meaning (Cochrane, 2018), their interplay with the text having a potential to construct multiple narratives (Antsey & Bull, 2012). This multiplicity of meanings, being one of the features of sophisticated picture books, allows readers to explore both visual and written language, but also enables deeper inquiry into values and cross-curricular themes present in this format. Sophisticated picturebooks use diverse techniques to stimulate the reader’s intellect and critical thinking – they deal with complex issues or emotions, and may involve non-traditional structures (plot, characters, settings, perspectives), literary devices, or complex artwork and design (Templeton, 2020 and The National Library of New Zealand, 2013).

Sophisticated picturebooks – examples

All of the picturebooks mentioned below are suited to upper primary students (years 4 to 6), can be used to support the curriculum, and link strongly to multiple IB learner attributes.

 

The Feather by Margaret Wild (2018) is a great example of a sophisticated picturebook that is open to interpretation, offering a multitude of meanings. It inspires discussions around the topics of selflessness and hope. Through the symbolic use of colours, Freya Blackwood, the book’s illustrator, creates still more levels of meaning and emotion. The readers are drawn into the images (Templeton, 2020), which makes this picturebook, which could also serve as a great introduction to the dystopian genre, perfect to use in the classroom, with a strong focus on visual literacy, symbolism and morality (PSHE, IB Learner Attribute: Caring and Principled).

 

 

Jim LaMarche’s vivid illustrations in Tony Johnston’s Puma Dreams (2019) are another example of an experience equal to visiting an art gallery. The extraordinary illustrations intertwined with the poetic text can serve as a prompt for writing a story about one’s aspirations and dreams (PSHE, IB Learner Attribute: Reflective), as well as a demonstration of the interaction with the natural world, exploring the topic of endangered animals and ecosystems (Sustainability Cross-Curriculum Priority).

 

Thomas Harding’s The House by the Lake (2020) is a picturebook rendition of an adult book that brings history to life, making it accessible to primary school students. Using their critical thinking, analytical and research skills, students can connect the state of the house in a particular time to the political situation of that age. This valuable classroom resource, uniquely featuring a house as the main protagonist, can be used to introduce the Year 6 topic of 20th century European history (IB Learner Attribute: Knowledgeable and Inquirer).

 

Jackie McCann (2021) demonstrates that there is no limit to what genres and topics can be presented in a picturebook format . His book If the World were 100 People (2021) is a collection of infographics, offering statistics on various aspects of the current state of the world, people and their issues. There are plenty of big, thought provoking ideas, complex global issues and perspectives to think about and discuss, making this book a versatile tool for the development of critical thinking in many subjects, including mathematics, geography and PSHE (IB Learner Attribute: Inquirer, Open Minded, Thinker and Knowledgeable).

 

The Barnabus Project by the Fan Brothers (2020) is a longer picturebook dealing with courage, individuality, freeing oneself from the pursuit of perfection, self-confidence, power of friendship and collaboration, kindness, finding one’s strengths, and freedom. All of these deep topics are set against the most unusual context of genetic engineering and can lead to in-depth conversations in the classroom.

The illustrations, rendered in graphite and coloured digitally, complement the text, capturing the essence of the story, and greatly contribute to this book’s potential to develop students’ emotional literacy and imaginative thinking (PSHE, Art, IB Learner Attribute: Risk-Taker and Thinker).

 

Value to the collection

Fiction and reading for pleasure

A lot of evidence has been gathered in the recent years to demonstrate the educational benefits of reading for pleasure and its positive impact not only on reading and writing abilities of students, text comprehension, grammar and breadth of the vocabulary, but also on subjects like maths, science, and history (Whitten, Labby, & Sullivan, 2016 and Department of Education, 2012, The National Library of New Zealand, n.d.). The effects of reading for pleasure on academic success are now well established and widely recognised. However, the benefits of wide reading for pleasure far exceed those of academic performance and include development in general knowledge, imagination, empathy, and critical reflection (Department of Education, 2012).

Sophisticated picturebooks – their advantages and value

Picturebooks in general are exceptionally well suited for classroom instruction, as their short format makes it possible to demonstrate and grasp even complex concepts in a shorter time frame. Peter H. Reynolds describes picture books as “big ideas delivered simply and efficiently”. The images give students contextual clues, making the experience feel  less threatening for reluctant or struggling readers. (The National Library of New Zealand, 2013).

Picturebooks are ideal prompts for discussions on moral values, historical perspectives, and personal or global issues. They can provide an engaging way of introducing new thematic units of work, as well as means of addressing sensitive issues (Templeton, 2020). By encouraging students to make their own connections, more complex picturebooks help develop critical thinking (Short, 2018).

Visual literacy

In sophisticated picturebooks, the illustrations complement and enrich the text, and give readers more details to extend its meaning. At other times, they may contradict the text or even, in the case of wordless books, become the only carriers of the meaning. It is therefore very important that students develop the ability to analyse images across various contexts (Templeton, 2020), decode symbols and extract meaning from them. Visual literacy is the ability to analyse the power of images (Winch et al., 2014) and their contribution to the meanings portrayed in a book (The National Library of New Zealand, 2013). Visual literacy is increasingly becoming a focus for educators, as there is a tendency of images to dominate written text in all areas of modern day life (Templeton, 2020) and to influence how meaning is created in the world (Short, 2018).

Emotional and social literacy

The potential of sophisticated picturebooks to elicit an emotional response in the reader (Templeton, 2020) and to generate the feelings of empathy and compassion makes them a valuable tool for the development of social and emotional literacy. Through vivid imagery, picturebooks give readers the means to understand and describe their own emotions and potentially help develop the ability to regulate them in social situations (Templeton, 2020). Mallan (2013) suggests that enabling students to understand the issues of identity, belonging, and safety, and how these can trigger different actions, has a great pedagogical potential. The emotional engagement students experience when exposed to the right texts has the power to ignite a lifelong passion for reading.

Sophisticated picturebooks in the classroom

Pantaleo (2014) suggests that while picturebooks must be respected for their aesthetic value, they also provide learning and teaching experiences. These might be content related, involve multiple literacies, and have the ability to influence social and emotional development (Pantaleo, 2014). Using sophisticated picturebooks in the classroom contributes towards a wide range of objectives within various national curricula, including the UK National Curriculum, which demands that the love of literature is developed through rich and varied literacy heritage, and stresses its intrinsic literary and artistic value (Winch et al., 2014). The inclusion of sophisticated picture books ensures such values are provided for through a unique visual experience. Further, sophisticated picturebooks challenge the traditional expectations of a story and thus they can serve as a springboard for critical and imaginative thinking (The National Library of New Zealand, 2013).

Sophisticated picturebooks constitute a unique form of fiction that deserves a prominent place in every school library collection. Their contribution towards the development of multiliteracies, as well as their positive impact on reading for pleasure, is invaluable in forming life-long reading habits in children.

 

Role of the TL

AITSL (2017) requires all teachers to be able to create, select, and use a wide range of resources in order to engage students in their learning, helping improve their literacy achievement, develop knowledge, skills, problem solving, and critical and creative thinking. The study of the value of sophisticated picturebooks, as well as the examples provided above, demonstrate that the use of this format is appropriate, and helps achieve the AITSL’s teaching standards.

Managing the collection

It is the responsibility of a TL to ensure the library collection is of the highest quality, that it is diverse in format and content, and responsive to the curriculum. The TL needs to be continuously perceptive towards new trends and developments in education and in the book publishing world. The resource selection process should be collaborative, with the subject leaders, class teachers, and students being able to contribute towards it, and in compliance with with the library’s collection development policy.

Sophisticated picturebook titles need to be identified when cataloguing, so they are easy to locate through the Library Management System. They should also be clearly labelled, as the content might not be appropriate for younger readers, and shelved separately from the picturebook collection (The National Library of New Zealand, 2013). The TL needs to ensure easy access to books in the most appropriate format – for sophisticated picturebooks in particular, this might be a print copy when reading independently, or with a small group of students. When sharing a story with the whole class, an e-book version, viewed on a big screen, would be a preferred choice, as it is essential that the students are able observe the illustrations in all their complexity and detail. If available, the TL should also gather and provide links to accompanying materials, like teaching guides, book trailers, short videos of authors introducing themselves or their books, or other useful supplementary material that may extend student’s general knowledge, their enjoyment, or understanding of the book.

Guidance and promotion

Readers of picturebooks are engaged in many levels of learning and pleasure, thus generating new teaching possibilities (Wolfenbarger & Sipe, 2007). Sophisticated picturebooks in particular, are unique in being multi-layered, which allows for their use across all year levels (The National Library of New Zealand, 2013). However, there are differences as to which layers of meaning are accessible to which students, based on their complexity and the amount of guidance offered. It means that some meaning may be lost on young readers, while more senior readers may still need guidance from their educator, in order to uncover deeper layers of meaning (The National Library of New Zealand, 2013) or to identify the story’s intended message (Strouse at al., 2018). Teachers, therefore, need to be aware of the features, meanings, intended message, and potential teaching and learning opportunities of these books, as they may not be obvious when using the text for the first time. It is the TL’s responsibility, as well as an opportunity for promotion, to make these details readily available, through resource kits, collections guides, or similar tools. The way the collection is promoted to users determines its actual use. It is therefore essential that the best resources are not only readily available to the school community, but that they are promoted by the TL in the most effective ways.

Roper (2015) suggests that the range of experiences picturebooks offer is possibly infinite, considering the multimedia experience, the topics covered, the complexity of storytelling, language, and art. TLs, as highly accomplished teachers, expected to assist colleagues to use engaging resources (AITSL, 2017), are skilled in finding the learning opportunities within the resources – picturebooks in this case – and sharing them with others. Given the complex nature of sophisticated picturebooks, this process, although time consuming, can have a significant impact on the range of experiences students get from the engagement with them.

Conclusion

Sophisticated picturebooks, as complex works of art, have become an essential part of a modern school library collection for their potential to develop multiple literacies, as well as reading for pleasure, for their use in the classroom, and for their artistic value. The TL’s role in the selection and management of these resources can be a determining factor of their use and impact on student learning.

 

Bibliography of literature

Fan, T., Fan, E. & Fan, D. (2020). The Barnabus Project. Tundra Books.

Harding, T. (2020). The House by the Lake. Walker Studio.

Johnston, T. (2019). Puma Dreams. Simon & Schuster Books for Young Readers.

McCann, J. (2021). If the World Were 100 People. Red Shed.

Wild, M. (2018). The Feather. Little Hare Books.

 

References

Antsey, M., & Bull, G. (2012). The picture book: Modern and postmodern. In P. Hunt & P. Hunt (Eds.), International companion encyclopedia of children’s literature, pp. 328-339. Taylor & Francis.

The Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards/highly-accomplished

Barone, D.M. (2010). Children’s literature in the classroom: Engaging lifelong readers. Guliford Publications.

Booker, K. (2012). Using picture books to empower and inspire readers and writers in the upper primary classroom. Literacy learning: The middle years, 20(2).

Children’s Book Council of Australia. (2018). The CBCA Book of the Year Awards Policy. https://cbcacloud.blob.core.windows.net/documents/National/BookOfTheYear/2018/PL_007_05%20BOTYA%20Policy%202019_final%20(1).pdf

Cochrane, G. (2018, February 5). Picture books are relevant for students of all ages. National Library of New Zealand. https://natlib.govt.nz/blog/posts/picture-books-are-relevant-for-students-of-all-ages

Department for Education (2012). Research evidence on reading for pleasure report. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf

Mallan, K. (2013). Empathy: Narrative empathy and children’s literature. In Wu, Y., Mallan, K. & McGillis, R. (Eds). (Re)imagining the world: Children’s literature response to the changing times (pp.105-114). New Frontiers of Educational Research.

Pantaleo, S. (2014). The metafictive nature of postmodern picture books. Reading Teacher, 67(5), 324-332.

Roper, I. (2015, November 10). Picture books for older readers: Panel discussion. Publishers Weekly. http://booksforkeeps.co.uk/issue/174/childrens-books/articles/other-articles/picture-books-for-everyone

Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

Strouse, G., Nyhout, A., & Ganea, P. (2018). The role of book features in young children’s transfer of information from picture books to real-world contexts. Frontiers in Psychology, 9(50).

Templeton, T. (2020). Picture perfect: The role of picture books in a secondary classroom. Scan, 39(6), 17-20. https://search.informit.org/doi/10.3316/informit.323170272128673

The National Library of New Zealand. (2013). Sophisticated picture books. Services to Schools. https://natlib.govt.nz/schools/reading-engagement/childrens-and-youth-literature/sophisticated-picture-books

The National Library of New Zealand (n.d.). Reading for pleasure: A door to success. Services to Schools. https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/reading-for-pleasure-a-door-to-success

Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (Eds.). (2014). Literacy: Reading, writing and children’s literature. (5th ed.). Oxford University Press.

Whitten, S., Labby, S., & Sullivan, S.L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64. https://www.shsu.edu/academics/education/journal-of-multidisciplinary-graduate-research/documents/2016/WhittenJournalFinal.pdf

Wolfenbarger, C.D., & Sipe, L.R. (2007). A unique visual and literary art form: Recent research on picturebooks. Language Arts, 84(3), 273-280.

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Study Visit Report – A Reflection

The 2021 CSU Virtual Study Visit has provided many opportunities for an insight into the possibilities the profession of an information specialist presents.

The two main areas of my personal enrichment that this visit has provided me with were:

  • learning about the specialisations which I knew very little of before; and
  • looking at what other school librarians, working in a library comparable to my own, include in their work and their way of dealing with some common issues in our field.

Due to my own background as a primary school librarian, I had previously not given much thought to other opportunities within the field and it was certainly an eye-opening experience to discover the world beyond school and public libraries. Special libraries, like health, law and orchestra libraries were completely new to me, while an archive/museum library presentation offered a window into a very complex world of resource preservation. The key learning point was that the special librarians are experts in search retrieval, they understand the context of a subject, not its content (Griffith, personal communication, August 31, 2021). It is therefore our transferrable skills as information specialists that can make it possible to move between different information agencies.

As a librarian dealing with staffing issues, it was particularly important for me to learn that although the Teacher Librarian services encompass many aspects, we will never be able to “do it all” and therefore personalization and customization is necessary (Godfree, personal communication, September 3, 2021). A realization significant to my own practice came from the words of Di Ruffles, who stressed the importance of being pro-active and getting parents and students on our side, as they are the best advocates for school libraries (Ruffles, personal communication, September 7, 2021).

I am grateful for the option of a virtual study visit – it was an invaluable experience for me as an international student, bringing a wealth of information, new experiences and sense of real connection to the world of information professionals.

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Study Visit Report – Essay

A well-resourced information agency is a successful information agency.

Information centres without great resources would be like empty treasure chests (Magdolenova, 2021, May 24). The quality of the resources and their relevance to the users is a non-negotiable element.   The nature of these resources, however, is a constantly changing part of the formula.

In a matter of decades, information agencies have evolved from being mere repositories of print resources to being dynamic centers where knowledge is not only stored and shared but also created, with resources taking on a multitude of shapes and forms.

Ruffles (personal communication, September 7, 2021) presents an overview of a plethora of activities and programs the libraries at Melbourne Grammar School offer to their students.   Her libraries are well-resourced in terms of print and digital resources, physical spaces, technology and staffing. She demonstrates that a well-funded and consequently well resourced library gives the librarians an opportunity to increase the scope of what they can do, and what they can offer their users, maximizing the impact on student achievement and well-being. When it comes to school libraries, the quality of the collection and access to resources has been identified as one of the main elements associated with good school library provision (Teravainen & Clark, 2017).

In order to create a well-resourced library, the starting point is establishing the purpose of the collection, as this should provide the base for all further decisions (Braxton, 2016). Each library has a unique mission and serves different users, who have a unique set of needs. The purpose of the library will also be unique, in alignment with the vision and mission of the organization, and it is for this reason that collection development process cannot be uniform. Hider (2013) acknowledges that the main problem of today’s digital environment is that the abundance of information resources makes finding and accessing the most useful information more difficult. He identifies two primary ways of addressing this problem – providing quality information resources and organizing them to facilitate effective access (Hider, 2013, p. xi).

It is not the quantity, but the quality of resources that is more important and in case of special libraries, like a health library or even an orchestra library, the quality is absolutely crucial. Griffith (personal communication, August 31, 2021) stresses the importance of strategic planning that guides the provision of resources in health libraries. She identifies the role of the special librarians as “connecting professionals with resources”. Likewise, Mathilde Serraille of Paris Opera Library stresses that provision of the right resources to the right users is absolutely crucial for the running of an orchestra, as is the librarian’s skill and responsiveness to sudden changes (Serraille, personal communication, September 1, 2021).

Systematic analysis and evaluation of resources, be these physical or online resources, are tools that help the collections stay current and relevant. Holly Godfree of Lake Tuggeranong College (LTC) Library explains in clear terms: “everything has to earn its place”. As an example, she provides reference to the LTC website, in which it is clear that only the top, most relevant resources, get their place on it (Godfree, personal communication, September 3, 2021). Keeping resources which do not fulfill the selection criteria in the collection is in fact detrimental to the rest of it and has a big impact on whether the resources are used effectively (Beilharz, 2007 and Magdolenova, 2021, May 24). Regular collection evaluation, the ability to quickly respond to changes in the curricula, current pedagogy trends and events happening around the world are important aspects for keeping the libraries up-to-date and well-resourced.

Lastly, easy access to resources, their promotion and the promotion of all library services need to be considered. The way resources are presented has a big impact on whether they are used effectively (Beilharz, 2007).

How flexible do the present-day information specialists have to be to keep ahead of their users and retain the relevance of their resources? Our flexibility, as information professionals, is being re-examined as the global pandemic effects not only the way resources are accessed, but the nature of the resources and services we offer. In a short time-frame, the librarians were ready to provide a whole range of online resources replacing the physical ones. Kylie Carlson of Yarra Libraries inspires the librarians with her modern and flexible approach, as she finds new ways to support and engage with her community, even in difficult times. Utilising her expert management and business skills, Carlson redefines what a public library can offer to the community, always adapting to the current needs of its members (Carlson, personal communication, September 10, 2021).

Creation of resources is a significant part of the work of the present day information specialists, as opposed to an old fashioned view of the profession being the one of the resource keepers. All of the presenters have demonstrated that creating their own resources is now an expected standard of a highly skilled information professional. Websites, research guides, video recordings, innovative borrowing kits, new programs and services are created using high levels of ICT skills, subject knowledge, originality and attention to detail.

Whilst resources are critical for any information agency, all of the specialists from a wide range of different organisations presenting at the 2021 CSU study visit prove that there is an extra element to the success of their libraries – the care and love they have for their communities, their enthusiasm, passion and sense of purpose in their work.

References:

Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.

Braxton, B. (2016). Sample collection policy. http://500hats.edublogs.org/policies/sample-collection-policy/

Grigg, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections (pp. 127-137). American Library Association.

Hider, P. (2013). Information Resource Description. American Library Association Editions.

Teravainen, A., & Clark, C. (2017). School Libraries. A literature review of current provision and evidence of impact. London: The National Literacy Trust.

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The Dynamic Information Environment – Reflection

The further I progress through my study, the more extensive the role of the Teacher Librarian appears to be. To provide a perfect fit for their users, the TL does not only select best available resources, but is a creator of content that supports the curriculum. Technology is the key element here that turns a resource into a learning tool. It is the TL’s domain to make sure the resources are used in a way that is most conducive to learning.

Providing the resources void of any further guidance reminds me of what it would be like being on the road with no signs. Just like the resources, the roads that can take us to our destination are there, but how much longer will it take to find the right one when there are no signs anywhere?

The TL has the responsibility to provide guidance that scaffolds and accelerates learning. Creating a resource guide made me aware of how closely intertwined librarianship is with pedagogy. Through the process of creating my first research guide, I have realized how much power lies with the TL – a power to make a shortcut, a fast, straight-forward path for the students to reach their learning objective, where they would be lost in a long, tangled journey without any directions.

As O’Keefe mentions, resource creation can be very time consuming (O’Keefe, 2021). Yes, to start with, there was a lot of frustration when the output did not look exactly as I would have liked it to, leaving a lot of scope for developing my knowledge of the platform. However, while the technical bits take a fair amount of time to master, the right template can be reused and serve to create of a bank of learning objects that will ultimately save a lot of time for the students and accelerate their learning. Technology simplifies the process of navigation through resources for the students and links them seamlessly with their learning objectives.

O’Keefe (2021) further notes that evaluation through feedback is critical.  From here, the final steps are crucial: ensuring easy access to resources, their distribution and promotion. The way resources are presented and promoted has a great impact on whether they are used effectively (Mann, 2010, Beilharz, 2007 and Magdolenova, 2021).

Digital resources that support the school curriculum, embed a range of information literacy skills and cater to all users are undoubtedly valuable assets. They build upon the strengths of the librarian, their technical competence and above all their curriculum knowledge. While the process and the extent of this service might be overwhelming at first, the key is to not go through it in isolation. Collaboration with the curriculum specialists, HODs and IT specialists will not only make the process more thorough, it will become a part of the advocacy for the services the modern librarians offer.

A 21st century librarian must be able to navigate in the digital environment and continue to develop their skills, in order to remain an important part in the learning process of 21st century students.

 

References:

Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.

Little, H.B. (2016, September 7). Curation and pathfinders. Knowledge Quest. https://knowledgequest.aasl.org/curation-and-pathfinders/

Magdolenova, M. [mmagdolen] (2021, May 24). Resourcing the Curriculum. Panta Rhei. https://thinkspace.csu.edu.au/michaela/2021/05/24/resourcing-the-curriculum/

Mann, A. C. (2010). How to make a good library pathfinder. Amy C Mann. https://amycmann.wordpress.com/practical-experience/continuing-staff-development/make-a-pathfinder/

O’Keefe, A. (2021). One of the many hats. [Forum Post]. ETL501, Interact2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_57506_1&nav=discussion_board_entry&conf_id=_114042_1&f

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Resourcing the Curriculum

 The school library is like a treasure chest. The librarian holds the key that unlocks it, but without great resources in it, the chest itself is of no value. It is the resources that may or may not have the potential to transform the library users into lifelong readers and learners. The quality of these resources – their relevance to users, their needs and their interests is what makes the library essential in supporting and enhancing the curriculum.

Collection development – these words initially evoke a picture of a librarian, indulging in the world’s finest literature, using their flawless intuition to select the best ones for their students. This almost lyrical imagery, described well in Montgomery’s initial thoughts on collection development (2021), is not how it really works and deals with just a fraction of what the development of a school collection entails. Many aspects I was not fully aware of prior to starting this subject are a part of the collection development process. The ones of the highest priority for my own practice as a primary school librarian are discussed in this reflection.

The starting point is establishing the purpose of the school library collection, as this should provide the base for all further decisions (Braxton, 2016). Each library has a unique mission, serves different users, who have a unique set of needs and the school itself has a unique ethos, vision and mission. Therefore, the purpose of the library will also be unique and it is for this reason that collection development process cannot be uniform, which I found one of the most challenging aspects of this subject. The framework for collection development cannot be simply replicated from one library to another; it has to be exclusively designed to match the library and its context.

Being one of those who inherited a library with no formal policies and procedures, I have taken the collection development as something embedded into my daily routines. For example, when a damaged book was removed from the collection, I would automatically add the title to the list of books to be acquired. However, in order to build a balanced, most current collection, a deeper analysis has to be performed regularly and a set of principles applied to every resource considered for purchase. The collection development and management process has to be systematic and guided by principles that reflect the library users’ needs.

While some collection evaluation processes do happen informally, there is a need for a documented framework of principles that can be shared with others and provide support for collection development decisions (Hart, 2003 and Magdolenova, 2021, April 30). In my own practice this also means moving from passive acceptance of the current state of the collection to active and continuous modification and improvement. This requires critical approach where the purpose of each resource is ascertained, but also regular collaboration with other staff and students to find out what their current needs are. The same principle applies to weeding of unwanted items. As discussed in an earlier blog (Magdolenova, 2021, May 10), we often do not realize that keeping resources which do not fulfill the selection criteria in the collection is in fact detrimental to the rest of it and has a big impact on whether the resources are used effectively (Beilharz, 2007).

In my blog Time for a Policy! (Magdolenova, 2021, May 19), I conclude that many issues can be solved simply by having a well-formulated collection development policy. It is a tool that helps understand and promote the library’s purpose, the short and long-term goals and secure the school leaders’ support. Not only does a policy promote awareness of the collection development and management issues, it also demonstrates the effective use of finances and puts the librarian’s decisions into context (Johnson, 2018).

As I progressed through the topic of the collection development policies, I realized what a great opportunity this subject offers to apply the knowledge acquired into my own practice. While working on the annotation of a policy provided by the university, I started working simultaneously on constructing my own library policy. Contrasting the two different school contexts enriched the learning experience and deepened my understanding of the topic. The experience confirmed my initial understanding that no two policies are the same or even similar. The most valuable bonus is having a fresh first draft of my own library collection development policy in hand.

The topic of ethics in collection development has been one of the more challenging ones. Morrisey (2008) poses numerous questions as a starting point for discussions on ethics and bias. One example is “Do you buy materials that don’t represent your own personal point of view?”. Yet again, a good policy covering issues of ethics and bias is of a greater value here than the good old librarian’s instinct, for it is often necessary to act against our instincts in order to develop a balanced collection. In this example, it might mean including materials that do not represent our own point of view. When it comes to ethics and bias, it can only help to re-evaluate our own collection development practices from time-to-time (ibid, p.170).

With regards to copyright, we have a duty, as librarians, to keep ourselves and others informed (Curtis, 2021) and although it is not in our capacity to control the whole school’s compliance to copyright, we should teach our school communities about its importance.

In Collections vs. Covid (Magdolenova, 2021, May 5) I examine the future of the school collections and the impact of the global pandemic on my own practice.

One of the negatively impacted areas has been my library budget. Grigg (2012) mentions that the decline in library collection budgets makes evaluation and assessment of purchasing decisions increasingly important. The unexpected challenges of teaching in both on-site and online environments, as well as in a variety of hybrid scenarios, necessitate the re-evaluation of our collections (Magdolenova, 2021, May 5). I too reconsidered the balance between the print and digital resources under these new conditions and it came as a complete surprise to me that the digital resources turned out to be real gems inside my treasure chest, offering new teaching possibilities, many of which are yet to be explored.

 

References:

Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.

Braxton, B. (2016). Sample collection policy. http://500hats.edublogs.org/policies/sample-collection-policy/

 Curtis, J. [John Curtis] (2021, April 24). The mythical beast of copyright. The Rabbit Hole.

Grigg, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections (pp. 127-137). American Library Association.

Hart, A. (2003). Collection analysis : powerful ways to collect, analyze and present your data. In C. Andronik (Ed.), School Library Management (5th ed.) (pp. 88-91). Worthington, Ohio : Linworth.

Johnson, P. (2009).  Fundamentals of collection development and management. (2nd ed). American Library Association.

Montgomery, A. [ARJM] (2021, March 9). Resourcing the curriculum – initial thoughts. Learn, Lead, Library.

Morrisey, L. J. (2008). Ethical issues in collection development.  Journal of Library Administration, 47(3-4), 163-171.

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Time for a policy!

As a primary school librarian working in a very busy library of over 900 users and one staff member (me), my very first reaction to the topic of collection development policies was: I know what I am doing and certainly have no time for extra paperwork. Luckily, this thought was never uttered out loud.

Yes, it might be very tricky to fit the policy development into a very busy timetable, but it might just be the most essential tool for an overwhelmed librarian like me. I group the reasons behind this idea into four areas:

Acknowledgement

Maybe not the most important one, but certainly a great benefit of having a collection development policy is simply to let others know what it is that we are so busy with in the library. Too often we feel alone, with no one else really aware of all the intricate tasks that are involved in building and managing the library collection. A written policy would shed some light on the librarian’s job and make its intricacies more visible, as well as, perhaps, appreciated.

Consistency

Without the policy, the decisions are random, made without context (Johnson, 2018, p.83) and might end up wasting time and resources, both of which are already scarce. The principles dealt with in the policy ensure the consistency of work of the present library staff and the continuity of that work when handed over to any future staff. It is in the interest of students that this consistency and continuity is maintained at all times.

Accountability

We are accountable for our collection. It is our responsibility – in fact, a great one. What is available in the collection might just be one of the things that shape the young minds of our users.

Further, the policy allows the librarian demonstrate and document how the library is using its financial resources effectively (Johnson, 2018, p.82).

Support and protection

 A collection development policy is a tool that guides the collection analysis, helps set out a plan for how it will be developed and defines the parameters for that development (Johnson, 2018). The structure helps the librarian see things more clearly and therefore take the collection management decisions that are right for their users. Further, the policy can be a very useful tool to substantiate the financial needs of the library. Many libraries have suffered big cuts and a well designed policy document can actually assist in justifying costs by demonstrating what is really needed and why.

Above all, the policy protects the librarian against external pressures (Johnson, 2018, p.87) and should the need arise, from unfair accusations regarding the selection of resources and their management.

References:

American Library Association. (2017). Workbook for selection policy writing.

Johnson, P. (2009).  Fundamentals of collection development and management. (2nd ed). American Library Association.

 

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Gardening

Good gardening involves a fair amount of weeding. As straightforward as this might be to many a good gardener, I have never quite realized what this really means for the library. Weeding has often been a task pushed aside for two reasons: one of them is the painful feeling one gets when decreasing the size of a collection built up so carefully. But the main reason for me has been that I considered the weeds as just an extra that does not add much value to the collection anymore, but equally does no harm. However, that is not quite how it works. Just like in a garden, every single weed takes up space and attention from the beauty of the flowers, i.e. our useful and quality resources in the collection. And it is not just about making the garden look nice; the way resources are presented has a big impact on whether they are used effectively (Beilharz, 2007).

It appears to me that are two types of weeding. There is the one that I perform almost daily, whenever a book is damaged beyond repair. Similarly, as I come across material that is outdated or irrelevant, I weed straight away. That might be the reason I never really gave weeding any more thought than that. Then there is another kind: proper, focused weeding, whereby one goes through each section and evaluates each item carefully, against a set of criteria.

Some years ago, our school library used to close down for business three weeks before the school holidays in order to complete the inventory process. That was a very generous time-frame and it included tasks like collection evaluation and weeding. Those three weeks then became two, then one and now I am requested that the library is fully operational till the very end of school year. Inventory is now conducted throughout the year with circulation ongoing and a thorough weeding has not taken place for a few years now.

As I got to fully understand the importance of the weeding process, it is now the matter of finding the time for it. It all goes comes down to how important it is to have a collection development policy. That is the tool that is missing in my library – a tool that would validate my request for having time (and staff) allocated for a regular weeding practice. A weeding policy and procedure, as a part of the collection development policy, would guide and justify the weeding of items from the collection, based on a set of relevant criteria.

References:

Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.

National Library of New Zealand Services to Schools. (n.d.). Weeding your school library collection. 

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Collections vs. Covid

Librarians around the world have been put in an extraordinary situation. Apart from many challenges, the global pandemic brings an opportunity to look at our work in a different light.

Changes that require flexibility, creativity and readiness to adjust teaching styles and approaches have been a part of the process. Another interesting outcome has been the necessity to evaluate the library collection, assuring that it is fit to serve students not only while they are physically present at school, but also while studying online, in addition to a variety of hybrid scenarios, for example while students are at school, but the exchange of books is not allowed due to strict health and safety protocols.

How has the pandemic changed reading in our schools? Will it revert to “normal” and more importantly: do we want it to? Yes – in many aspects. Students should be allowed to touch books again. Young children should be able to see and listen to their librarian read to them in person. However, there are many new lessons we have learnt and new ways we adopted.

One such example is my personal experience with picture books. I have always felt that this genre does not require a digital format, as children should be able to hold the book and not look at it on screen. As for the teacher or librarian reading a book to the children, well, they can just huddle up on the carpet, nice and cozy. “Miss, I can’t see the pictures!” (fairly serious shortcoming when it comes to picture books) – “Just come sit closer.” In retrospect, it must have been like listening to a movie, but not being able to see it. Luckily, this approach wouldn’t work in a pandemic: students now sitting two meters apart, socially distanced. I knew the time had come to put aside my dislike of electronic white boards, open an e-book and read to (and with) my students. Suddenly, they could all see the illustrations, they could read the text with me, everyone alert and involved. A different kind of experience. They loved it and I was thankful for every e-book available in my collection. Will I ever go back to reading a picture book in a print format to the whole class? Not if I have a digital version. (Unless the print comes with a set of 25 binoculars!)

The acquisition of electronic resources in our collection presents new challenges in terms of their selection and management (Kimmel, 2014). The librarian has to consider various types of access available from the providers, their compatibility with different platforms and users’ access to suitable devices.

According to Baron’s study involving students from different parts of the world, when reading for pleasure, they favoured print over digital (Baron, 2015).

Whilst e-books cannot replace the role the print books play in the primary library collection, they do have their place in it and offer a variety of new teaching and learning opportunities.

With new experiences in hand, some of us will reconsider the balance between the print and digital resources in our collections to better serve all users, exploring the possibilities they both offer.

 

 

References:

Baron, N. (2015). Words onscreen. New York: Oxford University Press.

Foley, C. (2012). eBooks for leisure and learning. Scan, 31(4), 6-14.

Kimmel, S. C. (2014). Developing collections to empower learners. American Association of School Librarians.

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Assignment 2 Part B: Reflective critical analysis

During the study of the subject ETL504: Teacher librarian as leader, I have examined many different concepts related to leadership in general as well as specific leadership opportunities for the teacher librarian.

 In my response to Topic 1 forum (Magdolen, 2014a) I have expressed my initial understanding of the leadership as the ability to successfully lead an organisation to achieve its goals.  While this is a correct idea, I have not, at that point, considered the notion of leader to be different from that of a manager and identified the leadership in terms of the school management.

 Since then I have learned about different types of leadership, concentrating the most on the transformational leadership, that provides people with vision, rather than with rewards and punishments.  I have expressed my own intention to become a transformational leader with strong aspects of servant leadership (Magdolen, 2014b), as it positions the leader into the centre, not the top of the organisation, where he/she helps others instead of controlling them.

I have learned about different qualities the leaders need to display, keeping in mind that that leadership is ‘the potential outcome of interactions between groups of people, rather than specific traits or skills of a single person’ (Robinson, Hohepa, & Lloyd in Townsend, 2011, p.98).

An idea that I consider significant within a school environment is expressed by Swaffield & MacBeath (2008, p. 37), who stress that leaders should always maintain a focus on learning and ‘attend to the conditions that favour learning’. Learning is therefore a prime concern of the leadership. I also believe that it is very important that this concern then translates into the actions of the school leaders (principals) that lead to shielding teachers from distractions to their focus on pupil’s learning, which in today’s schools are numerous.

One of the major learning steps in my understanding of the leadership has been during the work I have done on the assignment 1. Creating a concept map has been an excellent exercise in many ways. The format itself was new to me and so I acquired new skills just creating the map, but more importantly, I felt more than ever that analytical and deep thinking skills had to be utilised here in order to create a unique product.  It was exactly the kind of project that the teachers should be giving their students to achieve deeper and longer lasting learning.

S.T.E.E.P. scan proved to be a very useful exercise too, particularly for assessing the current state of the library and in order to stimulate thoughts about the vision for future and subsequent strategic planning to achieve the vision.

I have learned that teacher librarians hold a unique position in a school, as they work with and have the opportunity to influence all teachers and students.  This allows them to lead from the middle. However, in order to establish the leadership position, many conditions need to be satisfied. Firstly, the TL needs to take a proactive role and be ready to apply their expertise in the fields of pedagogy, librarianship, information-seeking, literacy and leadership.  Apart from the technical skills, the TL needs to demonstrate sound inter-personal skills: being able to establish trusting relationships, communicate clearly and effectively and work collaboratively with others.

The vital component of leadership is a vision that blends what happens in the library with the whole school learning.  Vision needs to be clear, well formulated and simple enough to be shared and remembered. Finally, a pre-condition to establishing the leadership position of the TL is “a mandate to implement or produce change” (Green, 2011, p. 22).  The trust of the principal, his support and vision for the role of the TL is the gateway that can open up many leadership opportunities for the TL.  Helping the principal understand the benefits of TL involvement in school decision-making groups is, according to Dohnam (2005, p. 301), “the first step toward exerting influence and leading from the middle”.

As a library administrator, I have previously considered myself to be a leader.  In my initial thinking, the leadership was linked to management and the differences between the two were fairly vague. I now view leadership as an ability to influence others and I understand there are many different ways one can exhibit leadership qualities.

The complexity of the role of the TL allows certain flexibility in the way they work, which is why we often find that every TL has their own special focus/vision for the library. It is this vision that reveals their potential to become leaders.

References:

Donham, J. (2005). Leadership. In Enhancing teaching and learning : a leadership guide for school library media specialists (2nd ed.) (pp. 295-305).

Green, G. (2011). Learning leadership through the school library. Access, Vol. 25, (pp. 22-26). Retrieved from CSU database.

Magdolen, M. (2014a, July 17). Topic 1 Forum Post. Retrieved from http://interact.csu.edu.au/portal/site/ETL504_201460_W_D/ 

Magdolen, M. (2014b, July 19). Topic 1 Forum Post. Retrieved from http://interact.csu.edu.au/portal/site/ETL504_201460_W_D/

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: From research to results (pp. 13-27).

School Library Association of South Australia (2008): SLASA Teacher Librarian Role Statement. Retrieved from http://www.slasa.asn.au/Advocacy/rolestatement.html

Swaffield, S. & MacBeath, J. (2009). Leadership for learning. Connecting leadership and learning: Principles for practice (pp. 32-52).

Townsend, T. (2011). School leadership in the twenty-first century: Different approaches to common problems? School Leadership and Management, 31(2), 93-103.