Part A: A Personal Philosophy

Passion and empathy. These two key ingredients in the recipe for being an effective teacher librarian (TL), are essential in navigating through the dynamic information landscape and adapting to change. A passionate TL will always strive to excel in innovative ways to promote and develop information literacy and upskill the users, regardless of limitations or challenges faced. Passion is a driving force in being an advocate for reading, information and communications technology (ICT) and resource development, whilst creating a safe and inclusive physical/digital space for all users.

Empathy is of equal importance in providing quality teaching and learning support, tailored to meet individuals’ needs. It is also foundational in leadership development and forming positive connections with all users and stakeholders. Thus, effectively serving the community and supporting 21^st century teaching and learning practices.

Part B: Themes and Critical Evaluation

Since one of my very first reflective entries – My journey to ‘library land’ (Boulos, 2020), my views and perceptions of what the role of a TL is and how they function within the school community to effectively support teaching and learning, have significantly transformed. A depth of knowledge and understanding were gained with each subject undertaken, leading to a gradual shift and transformation in practices to incorporate these new insights.

During my learning, various themes and key learning areas were pivotal in forming my views and ideas of what it means to be an effective TL. Three of these themes have resonated with my professional growth and development the most: leadership, the information environment and building a future-ready library.

Leadership

With a very limited initial understanding of the word ‘leadership’, undertaking ETL504 provided a deeper insight and the start of a steep learning curve into how TLs act as leaders in their school communities and the way they engage and collaboratively work with other leaders within their organisation. Through this subject, I learnt that the multifaceted definition of leadership, as explored in The ‘L’ word blog post (Boulos, 2021), has so many implications and elements to it, and even more so when viewed from the ‘TL as leader’ lens. Despite there being no single definition for leadership, a simple summary could be “to influence, inspire, and help others become their best selves, building their skills and achieving goals along the way” (Robbins, n.d.). In this statement, “along the way” may refer to progression in time or development in technology or perhaps even new curriculum directions. This simple, yet clear definition of leadership became my motto. I used it often as a guiding, self-reflecting standard in assessing my impact and practices as a TL in various aspects such as technology use or reading advocacy – how can I help these students to achieve their goal? Am I inspiring and influencing users in our school community to become their best selves? How am I building teachers’ skills?

Today’s constantly changing information and educational landscape, and even more so in recent years with the global health crisis faced, new challenges are constantly posed for schools and educational institutions. Through my learning, I have established that in order to meet the current and future educational agenda, by taking these changes into consideration and effectively responding to them, the school leadership structure must reflect the development of 21st century teaching and learning. Various leadership styles and models therefore need to be adopted by different roles within the school setting in order to successfully create a positive, student-centred and learning-focused school culture (Bush & Glover, 2014). I have also learned that leading change within an educational context, whilst nurturing the growth and development of its members in their different responsibilities and roles, demonstrates effective leadership (Holmes et al., 2012). This is crucial in providing individuals with the skills and attributes needed to adapt to the rapidly shifting educational landscape and adopting innovative approaches to creating a positive school culture (Bush & Glover, 2014).

By creating a leadership concept map for assessment item 1 in ETL504, my knowledge on effective leadership was further developed and consolidated through the use of this visual representation (pictured below). Through the critical analysis of the concept map and exploring the leadership roles involved and essential elements within a school setting needed to enact change (along with the feedback provided through this assessment), I gained a deeper insight into how effective leadership styles adopted by various roles within a school context support positive student outcomes (Meulemans & Matlin, 2019). I also gained further understanding on how effective leadership, including the TL’s role within this leadership model, leads to a 21^st century learning environment as well as establishing and influencing a culture which supports the community to embrace innovation and change (Gottlieb, 2012). This visual representation also helped in highlighting the need for a high level of collaboration between all roles and school community members, to effectively implement change (Platt, 2017). These collaborative practices as a professional learning community, which are directed by the principal, develop a shared vision for improved learning and student achievement (Potter, n.d.).

Through this assessment and the subject as a whole, I have also gained a deeper understanding into the various leadership styles that a TL must adopt and respond to in facilitating and promoting a positive response to change and in turn, positive student outcomes. In direct response to the principals’ instructional leadership, the TL is inspired to explore new curriculum directions and attain professional growth and leadership development through collaborative engagement and shared decision making. In turn, through ongoing feedback due to the reflective nature of this leadership style (University of Washington, 2015), teachers are inspired to develop pedagogical skills and part-take in the shared vision established. This is essential in creating a collegial and collaborative culture which is necessary in developing as a professional 21^st century learning community (Hicks & Given, 2013).

To put this into practice, I volunteered/requested to attend my school leadership meetings and formed stronger connections with the Head of Departments and the school executive. Having had no appointed TL previously at my school, there was limited knowledge and awareness of what the role actually entailed (even for myself initially as explored in my blog post We’re all in this together (Boulos, 2020)!). By simply attending these meetings and demonstrating leadership through shared-decision making and offering suggestions in developing strategies to improve literacy at our school (starting with implementing newly developed knowledge through ETL503 and creating a collection development policy/procedures document), a collaborative and collegial dynamic between myself as the TL and the school leadership/executive team was developed. Moreover, by constantly striving to adopt servant and transformational leadership in supporting and empowering teachers and students in embracing innovative pedagogical practices and upskilling them in the use of ICT tools and resources, a 21^st century teaching and learning school culture.

The Information Environment

Physical Spaces

Earlier in my learning journey, my knowledge of all the elements that make up the library space, both virtual and physical was quite basic and very limited. As I progressed through ETL501, I began to see that the library space serves many purposes, particularly the physical setting. As outlined in my blog post The learning hub (Boulos, 2021), the physical space serves more than just a place to read. It is a place for users to connect, create and communicate (Oddone, n.d.). For students in my school, it is often used as a place to socialise with friends, to challenge one another in a game of chess or simply to take refuge from unfavourable weather conditions. The library is also a safe haven for many students, as well as some staff who need to escape the busyness of the playground or take some time-out from staffroom politics!

Gaining this insight and a deeper understanding of how important it is for users within my school community to feel comfortable and happy within the physical setting, I immediately took to rearranging/re-designing the library space to increase its appeal and functionality. In order to create a more engaging and flexible learning and social space that promoted a greater sense of belonging for all users within the school community (La Marca, 2010), I gathered feedback/ideas directly from staff and students (and often invited parents in library newsletters to email through suggestions) who used the space regularly.

Through this feedback, whilst taking into account various aspects, as outlined by La Marca and Manning (2007), such as natural light, colours, comfortability, accessibility and traffic flow, I began to map out different ideas on multiple copies of the library floorplan. Having the school principal’s full support, despite a limited budget, I was able to re-design the physical setting with some rearranging of existing furnishings and purchasing of additional items.

I also reorganised parts of the fiction collection to resemble a bookstore presentation (Whisken, 2017) (on display stands and easels), with particular emphasis on the graphic novel collection (our most popular loans genre by far!). By implementing simple changes and reorganisation of tables, chairs and bookcases/print collection, to create a mixture of both academic/learning-focused and flexible seating areas, the library space was transformed into an ambient leaning, social hub.

Virtual Spaces

Knowledge in today’s world is delivered in many formats, hence, students need to be literate in various media types to accurately inform their learning (Mon & Mon, 2014). With the rise of digital and social media technologies, millions of users worldwide are discovering new ways to seek and share information. Having even more limited knowledge and depth of insight into virtual library spaces, delving into assessment item 1 in ETL501 provided relevant learning opportunities to develop a greater understanding of the importance of well-designed virtual library spaces that cater to the needs of all users in the school community. Through this task, I gained insight into the need for a virtual library space to reflect the school’s context and provide appropriate support for student groups within that school community that are specific to them and their learning needs. Furthermore, for successful selection and incorporation of quality, easily accessed resources to support the learning of these student groups, it is essential that the TL collaborates with the teaching staff and other professionals within the school community, (O’Connell, 2017). Thus, promoting the wholistic (emotional/behavioural/cognitive) growth of students and catering to different student needs (Bell, 2018).

As the information landscape dramatically shifted to a digital environment due to the global health crisis faced, I began to develop a virtual library space for users within my school community. To achieve this, I explored ways to engage the interests and needs of teachers and their learners, as research suggests, by employing various modes and delivery of content and information literacy through various digital tools, whilst focusing on the curriculum outcomes (Hewes, 2013). Virtual spaces incorporating multi-modal content such as audio and video formats, ensure inclusivity of all types of users, in particular English as alternative language or dialect (EAL/D) (which make up a large percentage of users within my school community) and low ability learners. One such way of developing the virtual library and increasing accessibility was by forming a digital book (audio and eBooks) e-platform for our members of our school community.

As explored also in ETL504, providing teachers with a range of resources and tools (such as Canva, Padlet and Diigo), not only adds value to teaching and learning practices by promoting a 21^st century pedagogical school culture, it also enables them to utilise these resources directly in their teaching practices. Additionally, creating virtual spaces or ‘libraries without walls’, removes accessibility issues by increasing equity in accessing resources to support the curriculum as well as the social, mental health and wellbeing of teachers and students, meeting the needs of all users (Hough, 2011). Thus, enhancing and facilitating deeper pedagogical engagement through a virtual library platform (Conn, 2020).

Building a Future-Ready Library

21^st Century Learning

Prior to embarking on my TL learning journey, as a science teacher, I was familiar with the term ‘21^st century learning’. To me this referred to creating engaging lessons that were in some way innovative, allowing students to think critically and creatively. However, as I progressed through the course (most subject areas but especially ETL503 and ETL504) and developed a greater understanding, my knowledge of what 21^st century learning in practice was further enhanced, particularly seeing it now from a TL perspective. I have learnt that effective 21^st century learning environments provide meaningful learning experiences to develop and equip the users with necessary skills required, in order for them to be “better prepared to thrive in today’s digitally and globally interconnected world” (Batelle for Kids, 2019).

Through completing assessment item 2 in ETL504, as explored in my blog post (Boulos, 2021), in order to respond and adapt to the ever changing information environment, TLs as information specialists need to provide 21^st century teaching and learning opportunities to members within their school community (O’Connell, 2012). As change agents, through innovation and use of digital technologies, TLs demonstrate leadership through implementing a student-centred approach in developing 21^st century pedagogical practices (Wolf et al., 2014).

Moreover, within the school context, 21^st century learning environments must support the curriculum and the relevant skills, such as global and cultural awareness, critical and creative thinking, problem-solving and collaboration, needed to succeed in work, life and citizenship (Batelle for Kids, 2019). Through my learning, I have gained further insight into the Australian curriculum and the main focus areas that have become priorities to be adopted and embedded in all learning areas and across different levels, as they enable students to engage with and better understand the world (ACARA, n.d.). These include the General Capabilities (GCs), which play a significant role in 21st century skill development, and Cross-Curriculum Priority (CPPs) areas. Through this assessment and subject readings, I have established that for successful pedagogical integration of quality resources to support curriculum programs and information learning needs, collaboration between the TL and teaching staff as well as other professional members within the school community, is key (O’Connell, 2017).

Technology and Social Media

As we navigate through a technologically-driven society, it is crucial to understand how advances in technology and social media applications impact the teaching and learning environment. Thus, as the media and information specialist within the school context, the TL must equip teachers and students with the appropriate skills and knowledge in accessing and utilising information in this digital information landscape. Prior to my learning in ETL401 and INF506, I lacked depth of knowledge and skills related to social media use and digital technologies when it came to teaching, as reflected upon in my blog post A journey across the social networking sea (Boulos, 2021).

After progressing through these subjects, I discovered how useful and applicable these digital tools are in building a future-ready library. Web 2.0 plays a vital role in the promoting information sharing, collaboration and communication between librarians and patrons and among librarians (Barhoumi, 2017). These participatory spaces also encourage and support users with the creation, organisation, finding and use of information. However, the core of social media and Web 2.0 applications is the “facilitation of interconnections between users” (Mon, 2014). Within the school context, students (and an increasing amount of teachers) are using social media to connect and collaborate with one another and to produce information that is meaningful to them. Students are enhancing their learning process and reaching desired goals by adapting to these digital tools and resources (O’Connell, 2013).

Despite the complexity and varying perspectives surrounding the use of social media and Web 2.0 tools in teaching and learning practices, I have found that the overarching message presented in most of the literature and research reviewed, as explored more deeply in my To infinity and beyond (2021) blog post, is that it is an inevitable future direction for Australian school libraries to adopt advancing digital technologies and internet spaces in educating students about the information society and how to manage, access and filter information appropriately (Click & Petit, 2010). As technologies advance and more specialised Web 2.0 and Web 3.0 tools and services are made available, school libraries are increasingly implementing these tools within their virtual spaces to meet 21st century pedagogical needs.

Makerspaces

Whilst TLs and school libraries are increasingly adapting to the digital shift in our learning environments and finding ways to embrace technological advancement, it remains a struggle for some (including myself) to effectively implement these current technologies in teaching and learning practices. As I was introduced to makerspaces (a term that was completely unfamiliar to me prior to my learning) in ETL401 and then again in ETL501, I fell in love! The idea of inspiring students’ creativity to freely explore and tinker through these informal learning settings using a range of materials and tools to ‘make’ (Sheridan et al., 2014; Nadelson, 2021), resonated so deeply with my own personal philosophy. Not only do these spaces promote and develop 21^st century skills, they are also inclusive and provide equitable positive learning experiences for different groups of users within the school community, including EAL/D learners (Murphy, 2018).

School libraries, often referred to as the ‘third space’ (Korodaj, 2019), serve a unique role in empowering and supporting its users to freely explore and link concepts between their existing knowledge, and new information gathered from their surrounding environment. My learning has led me to realise that makerspaces function similarly in enabling users to connect concepts learnt and taught through collaborative and creative spaces that engage participants through a range of high-tech (such as 3D printers, robotics, electronics and simulations) and non-tech materials and tools (such as LEGO, puzzles, craft supplies) (Daley & Child, 2015). With that, I decided to start small and develop a mobile makerspace trolley for library users within my school community (as pictured below). Although it was quite simple, comprising only of non-tech craft materials, students responded positively and were excited to utilitse it during the breaks and ‘make’ things in a social and collaborative way.

Part C: Evaluation

Through my learning journey in this course, I have gained a deeper understanding and insight into the role of a TL in developing and supporting 21^st century teaching and learning pedagogical practices within the school. As a model life-long learner, the TL needs to continuously strive to develop and excel as an effective practitioner using the professional standards (Australian Library and Information Association, 2004) as a guide.

Professional Knowledge

Focusing on attaining knowledge in various areas, this standard outlines the need for TLs to practically model life-long learning and continuously engage with the professional community in order to keep up to date with current research and be expert information specialists within their school community. As a qualified secondary science school teacher, my new role will be the continuum of my lifelong TL learning as a role model and an expert in supporting 21^st century teaching and learning. This would involve providing students with opportunities to develop and apply 21^st century learning skills and strategies. More specifically as a TL, I aspire to assist students as they navigate and process how to acquire reliable information and interpret it in multi-modal learning settings.

Professional Practice

Providing an information-rich learning environment while supporting and empowering students and teachers, is the core of this second standard. Creating positive learning opportunities through supportive spaces that promote 21^st century learning is a key factor in being an effective TL. Working towards professional practice and excellence, I aim to further promote and facilitate a love of reading within my school through advocacy and library programs such as Premier’s Reading Challenge and Book Week as well as curriculum development and resourcing through direct collaboration with faculty coordinators.  

Professional Commitment

Leadership is the driver of the third standard. Through leadership, the TL is not only able to demonstrate lifelong learning but to empower others to also become lifelong learners. By engaging in professional communities and collaboratively developing whole-school programs to support information literacy needs of students with staff/management, the TL can influence the school culture to embrace innovation and positively respond to change. To further develop in my professional commitment, I aspire to be an advocate of change through transformational leadership and providing an equitable and well-resourced library for all users within my school community.

References

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