Reflections of a TL

Part A – Statement of personal philosophy

An effective Teacher Librarian (TL) should be a visionary with strong leadership skills alongside a focus on innovation. A TL must be enthusiastic and committed to not only support the teachers around them but to also inspire their students to read for pleasure and be competent digital citizens.

TL’s are information specialists with an in-depth knowledge of literature, information literacy, curriculum needs and skills in collection management. To be an effective TL, one must also be understanding, flexible and approachable to all members of their school community.

Part B – Critical evaluation

‘We learn through our own experiences, and often through others.’

(Worthy, 2023). This was my view of what literary learning looks like in a blog post by yours truly, ‘Being reflective…’ whilst completing ‘Literature Across the Curriculum’ (ETL402).

‘…belief that a teacher librarian’s (TL) main role was just teaching.’ (Worthy, 2020). Was another of my early blog posts, ‘ETL503 Course Reflection’, whilst completing the subject ‘Resourcing the Curriculum’. The simplicity of my views and perceptions of what a Teacher Librarian (TL) looked like and the role of literature in education was evident in the early stages of the Masters’ course. A much more comprehensive depth of knowledge and understanding developed over the five years of study with each subject undertaken. This, combined with the practical experience in my TL role has provided a more holistic understanding on the Teacher Librarian.

Various key learning areas became more significant and influential in forming my practice throughout the Master of Education (Teacher Librarianship). These three areas with which I have related and felt the most growth and development as a TL are: Literature in Education, Leadership, and Digital Literacy.

Literature in Education

Reflecting on blog posts from 2019 whilst completing ‘Resourcing the Curriculum’, it was evident that I had a growing respect for the expectations for the role of TL as shown in ‘Teacher Librarian’s role as an expert’ (Worthy 2019). This was specifically illustrated, in the professional role of a TL as stated by the NSW Federation of Teachers (2020). My concerns were shared about the expectation that a TL should have a knowledge of all areas of the curriculum so they could resource teachers/library needs. This seemed an impossible feat at the time.

In ‘Censorship’ (Worthy, 2020), I discussed the questions I had, which were many, relating to the challenges with school libraries and the freedom to access all knowledge versus materials that may coerce, promote or distort information and queried: does self-censorship take over?

Kimmell (2014), aided in my understanding by stating the key focus for developing a library collection and resourcing curriculum as:

“Collection development is anchored in the historical and cultural roles of libraries as providing a community of users with access to information and ideas (2014, p.16).

Assessment 1 in ETL503 gave me an opportunity to use the tools and methods to critically analyse resources. It has become evident throughout the course that the role of the school library collection focuses on continual critical evaluation and providing resources that support, not only the curriculum, but the whole school community’s needs. A comprehensive collection development policy is an integral part of this. As part of my TL role, I had a chance to work with an early policy that I edited and updated to suit the changing needs of the school community. Using supporting resources provided through the module notes such as example policies from Barbara Braxton’s Sample Collection Policy (2014) and St Andrew’s Cathedral School Collection Management policy (2016). Looking back on the IFLA Trends report (2013) and the updated version (2018) was thought-provoking.  They suggested different directions libraries may take in the future such as access due to new technologies and libraries having the ability to make the Internet more useful by being more accountable and more inclusive.

Exploring the capabilities of utilising fiction in educating across curriculum areas was beneficial in a practical sense whilst studying ‘Literature across the curriculum’ (ETL402). The opportunity to delve more deeply into the many genres and 21^st century trends contributed to my knowledge and revealed the enormity of resources in literary learning utilising fiction. The reading ‘They kind of rely on the library’ (Oltmann, 2016)  inspired me to expand my own school setting to allow access and freedom to information. As mentioned in my blog post  ‘Being reflective….’  ‘The assessment tasks provided arguments for incorporation of resources into teaching programs from Kindergarten to Year 12 within my own school setting. I have already used the resources and knowledge acquired to provide arguments for further funding and resourcing (Worthy, 2023).

Developing a literary learning resource kit for assessment 2 in ETL 402 was hugely beneficial in many ways. The focus was on implementing knowledge on Aboriginal and Torres Straight Islander Peoples through picture books in a foundational classroom. I shared this toolkit with colleagues who integrated this into their classrooms. This practice has inspired me to create other toolkits, with a focus on different stages and using different genres.

By providing a range of texts, informational and literacy, students can build content knowledge and understanding on a deeper level, connecting reading to purpose. Curriculum outcomes can be met more broadly by utilizing a variety of resources. Fiction can ignite students’ natural curiosity about the world around them, providing a platform for teachers to then delve more extensively into educating and inspiring them in certain areas of the curriculum (Worthy, 2023).

Finally, gaining a deeper knowledge and understanding of specific literature response strategies has aided my classroom teaching. Feedback is a key element in influencing a students’ achievement and progress. As cited in Okello (2021), research indicates that reading aloud improves comprehension, vocabulary, and fluency. In a practical sense, I continue to use resources such as literature circles and interactive story maps. The ‘story map interactive’ provided by Read, Write, Think (N.D) is an online tool which has graphic organisers for teachers and students to focus on key elements of a story. Using such, my confidence, knowledge and skills as a TL have achieved a high standard.

Leadership

I wrote a blog post; ‘ETL504 Reflection’ and shared my thoughts; ‘Organisational theories, Management theories, Leadership theories, Leading change, Leadership for learning, 21^st century learning, Strategic planning aaaaaaaand at the centre of it all, the teacher librarian (TL) as a leader. I am without a doubt more knowledgeable from the vast content covered in this course, if not a tad confused’ (Worthy, Oct 3, 2020).

This post from nearly 4 years ago is still relevant. Throughout my learning, I have discovered that to be current with the evolving educational landscape and school leadership structures of the 21^st century learning and teaching framework, I must continue to professionally develop and adopt various leadership styles and models in response to situations. This is an essential part of creating a positive, student-centred, and learning focused culture (Bush & Glover, 2014). Leading change through effecting leadership must be also aligned with nurturing and developing all members of a school community.

Module 2 in ETL504 focussed on organisational theories. Exploring the different management theories, classical and scientific, along with strengths and weaknesses formed a sound basis of knowledge. Mintzberg’s alternative classification: The entrepreneurial organisation, machine, professional, divisional, innovative, also offered a different set of structures (Kokemuller, 2017). In a real-life situation such as my school library, I have applied this knowledge within the nature of the information service in which I work.

‘Organisations as Organisms’ (Worthy, 2020), I reflected on the metaphor of organisations being referred to as ‘living things’ that have requirements for survival and adaptations. That the organisation as a whole, also depends on each of its parts (staff) carrying out functions together to survive and thrive. Through my role as a TL this belief has been further cemented in my thinking, especially in everyday interactions within a school context.

One of the biggest challenges I have experienced more recently, is with individuals in leadership positions who are not a positive influence in the workplace. The knowledge I gained around understanding leadership theory has helped me recognise some of the more negative interactions with leadership and allowed me to form professional responses. My belief is that although the Australian Professional Standards for Principals exists (AITSL, 2014), not all principals are both aware of these standards or have the ability to meet them. The experience of negative leadership makes me more driven to employ the attributes a leader ‘should’ have to be effective and respected in my profession. A key takeaway from this subject focus, is that as a TL, advocacy for the importance of the role is done through results. Being visible, modelling best practice, and being an active contributor are all important. However, demonstrating your ability to manage your team, your time, your workload and your ‘space’ is integral.

Self-reflection is an integral component of being an effective leader. Completing the ‘Organizational Behaviour Self-Assessment Exercises’ as part of the ETL 504 learning tasks was informative in providing me with an idea of my own conflict handling styles. My two highest scores were for compromising (17/20) and problem-solving (18/20). See all scores below. Suggesting I am always looking to satisfy all parties. An interesting and useful (although not surprising to me) source of feedback.

(Worthy, 2020).

Another chance for me to further my knowledge in this area was the development and critical analysis of a concept map in Assessment item 1. Both the practice of using the program to create the visual, along with the thinking required to explore the roles and elements within a school organisation allowed a deeper understanding and insight how this structure supports positive school environment and therefore, staff wellbeing and student outcomes (Meulemans & Matlin, 2019).

(Worthy, 2020)

Case study tasks are a crucial part of learning, as I engaged in not just regurgitating information learnt on strategic planning, budgeting, conflict management, team building and advocating the importance of the school library; it also gave me time to reflect on the challenges and opportunities first-hand of working within a team. This was reflected in my blog post ‘ETL504 Reflection’ posted October 3, 2020.

The importance of continuously discovering areas of personal growth such as understanding and confidence in using digital tools/technologies, and conflict handling skills and leadership styles, allows me to plan for continued professional learning. It gives purpose and direction to understanding and assisting my students with learning skills, literacy skills, and life skills in the 21^st century (Thoughtful Learning, 2017).

Digital Literacy

ACARA defines digital literacy as encompassing the ‘knowledge and skills students need to: create, manage, communicate and investigate data, information and ideas; solve problems; and work collaboratively at school and in their lives beyond school’ (ACARA, p. 6, 2021).

During a review of the Australian curriculum by the Australian Curriculum, Assessment and Reporting Authority (ACARA)in 2020, the capability of Digital Literacy (formerly ICT) was included with a re-structure that would better reflect the changed focus to Digital Literacy.  The Review of ICT capability was also informed by research into digital intelligence and digital literacy (ACARA, 2021). As a result of the review many changes were made. A comparison of the previous ICT and newly defined DL, along with definitions, is shown in the table below.

(ACARA, p. 4 2021)

Gaining an over-arching understanding of the five key elements of digital literacy on the learning continuum as below, has given me the ability to be able to organise and plan for digital literacy lessons within my school context. Each of the components has a set of ‘sub-elements’ such as ‘managing digital wellbeing- managing online privacy and safety- manage digital identity’ (ACARA, 2021). There is an increased need for schools to embed digital literacy skills into all subject areas in all stages of the curriculum. I have been particularly empowered in my role as a TL to instil these capabilities as a focus rather than an ‘add-on’ (Hague & Payton, 2010). Utilising the resources such as these, has assisted in creating a relevant and organised focus in my programs and lesson plans.

(ACARA, p. 6 2021)

As part of the Master of Education (Teacher Librarian) course, I participated in ETL523- Digital Citizenship. Initially, I found myself very apprehensive due to my inexperience in this area. However, throughout the course readings, I discovered that my personal knowledge and experiences surprisingly aligned well with my research on global, social and cultural concepts. This was reflected in my blog post ‘Digital Citizenship Guide Reflection’ (Worthy, 2022). I developed a digital artifact, as part of the assessment task, that was a safety users guide to online gaming. Everything about this task was new and challenging including using iMovie and playing Minecraft. My professional satisfaction is evident in this blog post, as I assert my competence about creating additional digital citizenship tools AND gaining approval to purchase Minecraft Education for my students.

Participation in ‘Social Networking’ (INF506) was one of my most enjoyable and meaningful units of study. The practical tasks, such as regular blogs, creating an online account for twitter and following specific organisations forced me into relating the module learnings into the real world. I reflect on the range and depth of knowledge I gained from some of these blog posts:

‘Social Media & Society’, where I posted an analysis of a study investigating the elderly and social networking fighting loneliness,

‘The influence of technology on society and organisations’, where I argued against myself about the positive and negatives of the impact of technology on society,

‘Embracing a library 2.0 ethos’, I examined Laura Cole’s (2016) TedX talk on ‘the Re-imagined’ library.

‘1 Robot Library Assistant Please!’, here I shared my wish for an ‘emotive library assistant’ like the one developed in the Oodi Library in Helsinki (Exelsson, 2019).

The subject content of INF506 has allowed me to take a broader view and provided me with the skills to acknowledge the benefits of social networking and develop effective skills in critically analysing. Web 2.0 and Library 2.0 had a defined place in my understanding. Through interaction with the resources provided in INF506, I gained a deeper understanding of the complexities of the actuality of these terms (Worthy, 2022). This point of view as stated in my blog, ‘My personal reflection of INF506’, is still applicable and relevant. I continue to appreciate the challenges to my beliefs that are presented to me through this course and all ongoing professional development opportunities.

Part C – ASLA/ALIA professional standards

Prior to commencing the Master of Education (Teacher Librarianship), through Charles Sturt University, I had little foundational and theoretical knowledge of many aspects of the Teacher Librarian (TL) profession. Through completion of the required subjects in the course combined with my personal experience, in a TL role, I have developed into a more knowledgeable and experienced professional in this field. However, I am also aware that the complexity of the role dictates continuous learning.

Literature across the curriculum (ETL402) was an enjoyable and worthwhile subject, as the assignments were practical and useful in my real-life work situation. Providing a diverse and quality fiction collection within a school library not only allows access to foster a love of reading but can also have a place within the classroom as educational information tools. Teacher Librarian as a Leader (ETL504) was another notable subject that further developed the skills and attitudes required to be a professional TL. The assessment tasks were particularly pertinent and resonated with my understanding of leadership as part of a team. Learning about leadership theory and making an argument for including TL’s into middle management was of practical use and framed the importance of the TL role in planning and implementation of resources and curriculum in a school setting.

Further professional development focus and direction should be based on both the extent of my current skills and experience in conjunction with the ALIA-ASLA standards of professional excellence for teacher librarians ALIA-ASLA standards of professional excellence for teacher librarians. I have identified the following areas that I believe would continue to inspire me and develop my expertise as a TL:

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

In my practice as a classroom teacher, I have always gathered data, whether through qualitative methods such as observation, bookwork, participation or quantitatively through more formal evaluation assessments or testing. However, I have not simulated this in my new role as a TL. I wish to learn more methods of data collection and analysis through professional development opportunities or feedback from colleagues and students. Feedback is essential in improving and developing as a teacher as well as understanding benchmarks and informing programs and services.

Professional Commitment within any line of work is important, however I have identified leadership as an area of focus for my personal journey.

3.3 demonstrate leadership within school and professional communities.

It has become evident that within our industry we must continuously advocate for our role and educate others as to the importance of what we do as TL’s. By actively engaging in school leadership and participating in key committees we make ourselves more visible and possibly valued. Although in many ways we have the responsibilities of leadership in areas of our role, we often do not obtain the recognition and are thus disempowered within the school system. I plan on undertaking professional development opportunities in both areas of leadership, more specifically woman in leadership.

For several years I have been working in classroom education within different subject areas. The nature of the work began to change and present challenges with which I was no longer philosophically aligned. I chose to take the road into becoming a Teacher Librarian originally so I could stay within schools and be a part of student’s growth and development as young people. I did not realise then, the enjoyment and reward I would experience working as a TL. I will continue to better myself in this role so I can be better for them. I foresee the Library and the TL as a place of refuge, refreshment, challenge and care; a place where every student can come to be recognised, valued, understood and encouraged. This is my vision as a TL to be and create a space for this to be a reality.

References

Australian Curriculum, Assessment and Reporting Authority. (2021). General Capabilities- Digital Literacy. Australian Curriculum Review. gc_digital_literacy_ict_capability_consultation_curriculum.pdf (australiancurriculum.edu.au)

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for school principals. http://www.aitsl.edu.au/australianprofessional-standard-for-principals

Australian Library and Information Association. (2004). ALIA-ASLA standards of professional excellence for teacher librarians | ALIA Library

Braxton, B. (2014). 500 hats. Retrieved from http://500hats.edublogs.org/policies/sample-collection-policy/

Bush, T. & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553-571.

https://doi.org/10.1080/13632434.2014.928680

Cole, L. (2016). The Reimagined Library- Where will it find you? TEDx San Antonio. https://www.youtube.com/watch?v=PnYDl66YfQ0

Hague, C., & Payton, S. (2010). Digital Literacy across the curriculum. Futurelab. www.futurelab.org.uk/ projects/digital-participation

International Federation of Library Associations. (2013). IFLA Trends report. Retrieved from: https://trends.ifla.org/

International Federation of Library Associations. (2018). IFLA Trends report updated. Retrieved from: https://trends.ifla.org/

Kimmel, S, C. (2014). Developing collections to empower learners. American Library Association. ProQuest Ebook Central. Retrieved from: http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=168658

Kokemuller, N. (2017). Mintzberg’s five types of organizational structure. Hearst Newspapers: Small business. http://smallbusiness.chron.com/mintzbergs-five-types-organizational-structure60119.html

Meulemans, Y. N., & Matlin, T. R. (2019). Are You Being served? Embracing Servant Leadership, Trusting Library Staff, and Engendering Change. Library Leadership & Management, 34, 1-12.

NSW Teachers Federation. (2020) The Role of the Teacher-Librarian in the School Community. https://www.nswtf.org.au/pages/role-teacher-librarian-school-community.html

Okello, B. (2021). The Power of Read Alouds // How to Perform an Effective Interactive Read Aloud. Notre Dame Center for Literacy Edition. University of Notre Dame

https://iei.nd.edu/initiatives/notre-dame-center-for-literacy-education/news/the-power-of-read-alouds-how-to-perform

Oltmann, S. M. (2016). “They kind of rely on the library”: School librarian serving LGBT students. Journal of Research on Libraries and Young Adults, 7(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2016/03/Oltmann_They-Kind-of-Rely-on-the-Library.pdf

Read, Write, Think. (N.D). Organizing and Summarizing- Story Map. https://www.readwritethink.org/classroom-resources/student-interactives/story#

St Andrew’s Cathedral School. (2016). St Andrew’s Cathedral School Collection Management policy. Retrieved from: http://library.sacs.nsw.edu.au/files/The_Collection_Management_Policy_2016.pdf

Thoughtful Learning. (2017). What are 21st century skills? Thoughtful learning. https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

Worthy, J. (2023). Assessment #2 – Literary learning response kit. ETL402 Literature Across the Curriculum. Charles Sturt University.

            Worthy, J. (2019-2023). Reflections of a TL. Reflections of a TL – Just another CSU Thinkspace site

How does one really learn?

We learn through our own experiences, and often through others. 

My views on literary learning have developed beyond this simple statement through the knowledge acquired in ‘Literature Across the Curriculum’. 

Literature allows us to live others’ lives, in another time and reality. It allows us to experience emotions and connections. It opens up a wider view of the world and experience different perspectives. 

The course provided an opportunity to realise these benefits and much more. Exploring the capabilities of utilising fiction in educating across curriculum areas was beneficial in a practical sense. The assessment tasks provided arguments for incorporation of resources into teaching programs from Kindergarten to Year 12 within my own school setting. I have already used the resources and knowledge acquired to provide arguments for further funding and resourcing.

Since completing Module 2- Diverse voices and forms, I now have numerous children’s books blog posts popping up in my daily emails. This keeps me relevant and current.

With honesty in mind, I did struggle with trying to ‘label’ and ‘classify’ books into so many categories; The multitude of narrative techniques, writing styles, forms, formats….. As well as the many literacies- trans, multi, visual etc etc. Trying to determine and label when so many just don’t fit the box was and still remains challenging. 

Subsequently, when delving into Genres and 21st century trends I was reassured that we don’t need to label as much literature overlaps genres. I was encouraged when exploring the various readings around literature with themes of Lesbian, Gay, Bisexual, Transgender, Gender diverse, Intersex, Queer, Asexual and Questionsing (LGBTIQA+). ‘They kind of rely on the library’ (Oltmann, 2016) provided me with a realisation of support around my own thoughts and feelings about pushing for LGBT materials in my library collection. Working in a Christian School library presents challenges in this area, however this reading gave me inspiration and knowledge to make my argument stronger.

Finally, Module 7- Teaching and Promotion Strategies for Using Literature offered a huge variety of readings that allowed a more specific direction for researching my own personal setting. One of my goals in my role as a Teacher Librarian (TL )is to change the culture of reading in my school. Specifically I have been working on a proposal to introduce a whole school reading program. A Culture of Reading (2010) provided me with useful and practical information to integrate into my proposal. Furthermore the strategies of sustained silent reading (SSR) and DEAR (Drop everything and read) gave names to my thoughts.

The concepts and applications presented in this module in 7.2 Curriculum-based teaching  on literary learning strategies for classrooms have developed my understanding even further through the development of assessment 2- A literary learning resource kit. Not so much with the theoretical readings of Beach, Appleman, Hynds & Wilhelm (2011). I found this reading a challenge and would suggest it as a use for specific questions and guidance rather than background knowledge.

Final reflections based upon 8.1 leave me remembering, although the subject and assessments are done, As a TL my questioning, learning, reflecting is never done. I will  continue to question ways in which I can provide my students with access to diverse and rich resources through making arguments for the benefits. I will continue to encounter challenges in my role and will continue to advertise and sell myself as a literature and literacy expert along with all the other statements suggested in Johnson’s (2018) Blog post.

References

A Culture of Reading. (2010). Reading Today, 27(6), 38. https://www.proquest.com/docview/375563030/fulltextPDF/EDCA6AEE09C148D4PQ/8?parentSessionId=tpBUXfYLLEG25Iwwv%2BYpo9jo12N6GZlTxCArMiRCYmo%3D 

Beach, R., Appleman, D., Fecho, B., Simon, R., Hynds, S., & Wilhelm, J. (2011). Teaching literature to adolescents. Taylor & Francis Group. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=667835 

Anonymous. (2023). ETL402- Literature Across the Curriculum. Charles Sturt University. https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_66271_1&content_id=_5641624_1&mode=reset 

Johnson, D. (2018, August 10). BFTP. School Libraries – a student right. The Blue Skunk Blog. http://doug-johnson.squarespace.com/blue-skunk-blog/2018/8/10/bftp-school-libraries-a-student-right.html 

Oltmann, S. M. (2016). “They kind of rely on the library”: School librarian serving LGBT students. Journal of Research on Libraries and Young Adults, 7(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2016/03/Oltmann_They-Kind-of-Rely-on-the-Library.pdf