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Libraries are places of possibility, where the right resource meets the right person at the right time. I chose this profession because I believe in the power of information to change lives. I’m committed to equity, inclusion, and lifelong learning, designing responsive spaces that reflect diverse communities. A teacher librarian must be curious, collaborative, and strategic – leading with empathy and evolving practice to meet changing needs. I see libraries as living systems, and I’m excited to keep growing, listening, and creating spaces where everyone feels seen, supported, and inspired. That’s where real transformation begins.
Reflective practice is critical in the ongoing professional development of educators, particularly those holding multi-faceted leadership roles such as teacher librarians. As I prepare to complete the Master of Education (Teacher Librarianship) program at Charles Sturt University (CSU), culminating with the capstone subject ETL512, it is time to reflect on the substantial growth I have experienced over the past several years. Commencing the course in 2021 with over three decades’ professional experience as a qualified teacher librarian and 26 years as Head of Library Services, I approached postgraduate study with a unique blend of established expertise and the curiosity to identify my strengths and deficits in contemporary theory and practice
This reflection is structured around three interrelated themes that emerged during my course work, each underpinning a significant shift in my practice:
Each theme is grounded in insights gained from specific subjects, my reflective blog entries, and ongoing documentation in my Notion workspace, and highlights where I began, my learning journey, and my improved, contemporary understanding.
Anchored in ETL533 Literature in Digital Environments
With the rise of digital technologies and the pervasiveness of online platforms in education, it would be easy to assume that, as an established teacher librarian, my expertise in literature and resource provision smoothly translated to the digital landscape. However, as I commenced ETL533, I encountered the reality that my previous competence with print and static digital resources provided only a partial lens for understanding the dynamic, interactive, and often non-linear experiences afforded by contemporary digital literature. My notion of “digital story” and its educational implications was constrained by the limitations of analogue paradigms. I had engaged with digital texts, but not systematically interrogated their pedagogical richness, nor their unique literacy demands.
ETL533 dismantled my outdated view of digital literature by delving into the affordances of interactivity, non-linear narrative structures, and the multimodal combinations that now define twenty-first century reading and knowledge construction (ETL533 [Literature in Digital Environments], 2022). Studying topics such as immersive narratives, multi-sensory digital experiences, and multimodal interfaces, I began to appreciate that digital literature requires a new critical literacy, not just functional ability with technology. My assessment work challenged me to critically analyse what makes a good digital text, recognising, for example, that not all digital products surpass their print counterparts, and that elements like hyperlinking, embedded multimedia, choice-driven pathways, and social-networked collaboration fundamentally alter the reading experience.
I reflected in my Thinkspace blog that content overload in both professional learning and classroom environments can dilute deep comprehension, echoing my realisation in ETL533 that meaningful engagement with digital texts is best served by focused exploration and critical analysis, rather than chasing every new trend or resource (Farquharson, 2022, para. 1). This was powerfully evident when constructing my digital storytelling project – a “Choose Your Own Adventure” for secondary students – which revealed how platform limitations, user experience design, and the stability of digital infrastructure, can influence learning outcomes. Questions raised by my peers regarding the target audience (Farquharson, 2022, para. 2) further pushed me to clarify the educational rationale of my work, a process that forced me to bridge theory and practice with greater self-awareness.
My post-course understanding now extends beyond a “linear as digital” paradigm. I recognise digital storytelling and literature as democratic literary forms, offering opportunities for creativity, personal expression, problem-solving, and collaboration – especially when designed with student agency in mind. ETL533 illuminated the need to teach students to not only access digital texts but to critically evaluate and interact with them, employing criteria for quality and suitability that incorporate both pedagogical and technological dimensions (McGeehan et al., 2018). Moreover, the theoretical frameworks studied affirm that digital environments, when thoughtfully used, facilitate deeper cognitive processing through interactivity and active construction of meaning (Valenza & Stephens, 2012).
Critically, I now approach the curation and use of digital literature with an understanding of its potential to foster digital, information, and critical literacies, meeting diverse student needs and aligning with the AITSL professional standards for ICT and resource selection (Plan for and implement effective teaching and learning (Standard 3), 2022) and ((Create and maintain supportive and safe learning environments (Standard 4), 2022). Additionally, I better appreciate the strategic significance of digital resources in achieving school-wide learning goals, whether as part of curriculum integration or broader initiatives for digital citizenship and equity.
Anchored in ETL567 Research in Practice and ETL512 Professional Experience and Portfolio
A hallmark of my professional identity was deep experiential knowledge about policy development, collection management, and curriculum partnerships which, although invaluable, risked becoming insular, especially regarding systematic evaluation and evidence-based reflection. My engagement with action research and formal evidence-gathering was sporadic and often responsive rather than proactive. While reflective practice was present in informal habits, through ad hoc library reviews and discussions with staff, it lacked the structure and intentionality to meaningfully inform transformation or advocacy.
ETL567 was a catalyst for embedding systematic inquiry into my professional repertoire. This subject laid bare the value of formal research design, from paradigm selection to methodology and ethical dissemination. I was challenged to critique research literature as a potential practitioner-researcher, recognising the implications of methodology, sampling, validity, and impact in both published literature and local action research, and “thus be able to think in terms of ‘research methodology ’, not just methods and techniques or tools.” (Research Methods : Information, Systems, and Contexts, 2017, p. 4)
One pivotal realisation was considering the need to triangulate experiential “knowing” with empirical evidence for robust advocacy within school communities (Case et al., 2016, p. 224). As my assessment submission noted, formal research offers powerful levers for raising the library’s profile, arming teacher librarians with credible evidence to articulate their impact on student learning, information literacy, and curriculum outcomes. The comparative evaluation assignment reinforced the complexity of educational research, including the delicate balance between statistical rigor, contextual relevance, and practitioner agency.
ETL512 consolidated these habits of systematic reflection and goal setting. The portfolio and reflective activities required me to assemble concrete evidence from across the course, allowing for holistic, critical analysis of my growth and impact. Importantly, I learned to see reflective practice not merely as self-assessment, but as a continuous, cyclical process of description, analysis, planning, and action, drawing on established frameworks and models. The capstone subject also foregrounded lifelong learning as a professional imperative, further cemented through explicit links to the AITSL standards regarding ongoing professional development and evidence-informed improvement.
Having methodically applied reflective practice frameworks to my leadership, teaching, and advocacy, I am now acutely aware of my professional identity as an evidence-informed practitioner. Effective advocacy for the library and its programs requires not only professional judgment, but tangible data in the form of student engagement metrics, reading improvement statistics, policy audits, and action research reports. This dual lens, valuing both experience and systematically gathered evidence, enables more persuasive communication with administration and the broader educational community, especially when articulating the strategic value of the library in student outcomes and reform agendas.
My use of structured reflection tools, such as Notion, for tracking projects and capturing longitudinal growth, has established a new discipline in my practice. I set goals that are measurable, regularly reviewed, and aligned with both personal development and school strategic planning. This aligns with expectations under the AITSL Framework for teacher performance and development (Reflection, 2022).
Anchored in ETL503 Resourcing the Curriculum, ETL505 Describing and Analysing Education Resources and ETL401 Introduction to Teacher Librarianship
My experience as Head of Library Services gave me a practical command of cataloguing, classification, and resource management. However, engagement with ETL505 highlighted a foundational gap: understanding and systematically applying metadata standards was, in my case, often relegated to the background amid the never-ending rush of making resources available. Policy and systems knowledge was, at times, locked away in my head rather than transparently codified or applied. This was especially acute regarding collection management frameworks and collaborative approaches to resource discovery.
ETL505 forced me to confront and rectify the limitations of formal but outdated, experience-based cataloguing practices. The subject demanded rigorous application of standards such as Resource Description and Access (RDA), Dewey Decimal Classification (DDC), and controlled vocabularies (e.g., SCIS subject headings), emphasising their critical role in supporting student and teacher access, discovery, and equity within the information landscape (ETL505 [Describing and Analysing Education Resources], 2021). I realised that the accuracy, consistency, and transparency of metadata are essential levers for educational access and inclusivity. This was reinforced by module readings and reflection, which discussed the importance of metadata quality, authority control, and the user-centred design of cataloguing systems.
ETL503 made explicit the necessity of policy infrastructure – especially robust, regularly reviewed collection development policies. I reflected in my blog that ad hoc policies open libraries up to ethical and legal risk, inconsistent selection, and diminished advocacy power (Farquharson, 2022-3). ETL503 reinforced the strategic dimension of policy as a mechanism for organisational legitimacy, curriculum alignment, and futureproofing amid change, particularly in International Baccalaureate and multi-campus contexts.
Exposure to the conceptual underpinnings in ETL401 (Introduction to Teacher Librarianship) reignited my appreciation of strategic leadership, operational planning, resilience, advocacy, and the change management responsibilities of the modern teacher librarian. The emphasis on the complexity of the role contributed significantly to my strategic thinking, reinforcing the need for communication with school leadership and staff about the library’s contribution to teaching, learning, and well-being (ETL401 [Introduction to Teacher Librarianship], 2021).
Through this multifaceted learning journey, my understanding of resource description, policy, and leadership shifted from the terrain of functional expertise to strategic professional identity. I now recognise collection management policies as foundational acts of advocacy, equity, and inclusion. The quality of resource description profoundly impacts students’ ability to access, navigate, and use information, particularly for those with diverse learning needs or languages other than English.
Moreover, my capacity for systems thinking and strategic influence has expanded. No longer content with keeping policies “in my head,” I understand the necessity of codifying processes, seeking ratification, and planning for reviews and revision as integral elements of resilient, future-facing library management. This shift ensures the library’s continued relevance, strengthens its position within the broader school strategic plan, and aligns with both ALIA-ASLA standards (Standards of professional excellence for teacher librarians, 2004) and the AITSL framework for accomplished and lead teachers.
Finally, I have become more adept at connecting operational resource management with broader advocacy to articulate the library’s impact to the school community. This alignment marks a transition from “lone ranger” to collaborative, visible leader.
The CSU Master of Education (Teacher Librarianship) program has provided a scaffold for both consolidation and disruption, valuing my career’s accumulated wisdom while challenging its boundaries and blind spots. The three themes I have articulated here have each forced me to expand my lens, challenge habitual thinking, and integrate new tools and frameworks. As I complete the course and contemplate continued professional development, I am committed to sustaining these habits and perspectives. I will continue to use digital documentation tools, engage with literature and standards, and, above all, advocate for the central role of the library and teacher librarians in nurturing the next generation of learners and thinkers. The journey has made me more reflective, responsive, and future-minded—a legacy I will strive to exemplify and share.
As I complete the Master of Education (Teacher Librarianship), I am committed to applying my learning to strengthen my professional practice and leadership as a teacher librarian. The following outlines how I will act on key standards to support student learning, strategic library management, and whole-school development.
I will actively seek collaborative opportunities with teachers to co-design information literacy and literature programs that are responsive to student needs and interests. These programs will integrate digital tools, diverse texts, and inclusive pedagogies to foster engagement and improve learning outcomes. The inclusion of student voice and data to shape programs is a vital aspect of the TL role and will reflect the evolving needs of our school community.
I will write, review and revise library policies to ensure they explicitly support the library’s mission and strategic goals. This will include formalising procedures, aligning resource selection with equity and inclusion principles, and embedding regular policy review cycles. Through my membership of teaching and learning teams across the school, I will continue to advocate for the library’s role in whole-school planning and ensure its services remain future-focused and mission-driven.
I will implement systems to monitor teaching practice and evaluate student progress in information literacy and reading. Using both qualitative and quantitative data, I will measure the impact of library programs and resources against standards and benchmarks. I will use this evidence to refine services, advocate for improvements, and demonstrate the library’s contribution to student learning and wellbeing.
I will continue engaging in research to inform evidence-based innovation in library programs, particularly in digital literature and inclusive practice. I plan to maintain my social media presence to share insights and foster professional dialogue. I will also initiate and support professional development opportunities for staff, positioning the library as a hub for collaborative learning.
I will develop a whole-school focus on information literacy, embedding it into curriculum planning and staff development and leading initiatives that build capacity across the school, ensuring that information literacy is understood as a shared responsibility. My leadership will be grounded in consultation, strategic advocacy, and a commitment to inclusive, student-centred practice.
In summary, the course has equipped me with the frameworks, tools, and confidence to enact meaningful change. I will use these insights to lead with purpose, evaluate with rigour, and collaborate with empathy—ensuring that the library remains a transformative space for all learners.
Case, D. O., Given, L. M., & Mai, J.-E. (2016). Looking for Information : A Survey of Research on Information Seeking, Needs, and Behavior. Emerald Publishing Limited. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=4717105
Create and maintain supportive and safe learning environments (Standard 4). (2022). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/standards
ETL401 [Introduction to Teacher Librarianship]. (2021). https://www2.csu.edu.au/handbook/handbook21/subjects/ETL401.html
ETL505 [Describing and Analysing Education Resources]. (2021). https://www.csu.edu.au/handbook/handbook20/subjects/ETL505.html
ETL533 [Literature in Digital Environments]. (2022). https://www2.csu.edu.au/handbook/handbook22/subjects/ETL533.html
Farquharson, M. (2022). Reflections on digital literature environments. Libraries for Life. https://thinkspace.csu.edu.au/miffyf/2022/07/12/reflections-on-digital-literature-environments-1/
Farquharson, M. (2022-3). ETL503 Assessment 2 Part B: Reflective practice. Libraries for Life. https://thinkspace.csu.edu.au/miffyf/2024/05/18/etl503-part-b-reflective-practice/
McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just Because It’s Digital, Doesn’t Mean It’s Good: Evaluating Digital Picture Books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. https://doi.org/10.1080/21532974.2017.1399488
Plan for and implement effective teaching and learning (Standard 3). (2022). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/standards
Reflection. (2022). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/reflection
Research Methods : Information, Systems, and Contexts. (2017). (K. Williamson & G. Johanson, Eds. 2nd ed.). Elsevier Science & Technology. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=5161869
Standards of professional excellence for teacher librarians. (2004). Australian Library and Information Association and Australian School Library Association. https://read.alia.org.au/sites/default/files/documents/alia_asla_standards_of_professional_excellence_for_teacher_librarians_2004.pdf
Valenza, J. K., & Stephens, W. (2012). Reading Remixed. Educational Leadership, 69(6), 75-78. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=73183267&site=ehost-live