Part A – What Makes an Effective Teacher Librarian?
An effective teacher librarian knows the curriculum and can effectively incorporate it into the library setting. They collaborate with classroom teachers to ensure the tasks are meaningful and that students have the necessary library and research skills. Teacher librarians connect readers to literature through the knowledge of the content and the organisation of the library space. They are an information resource and problem solver that should be utilised by students and staff and may be the first port of call for the answers to their questions. They are an essential service provided to the school community.
Part B – Themes
At the beginning of the course, I expressed my thoughts regarding the teacher librarian role in the blog post The role of the teacher librarian (Bolden, 2021, March 10). A year later in the blog post Teacher Librarians role and expertise (Bolden, 2022, March 2), it was evident that in a short amount of time, my views were already changing. Three years on, I am still learning that there is so much more to the role than just purchasing books to stock the shelves and then reshelving them once returned. It was evident from my time on the study visit and placement that the library management and the expectations of the teacher librarian vary from organisation to organisation because all organisations are different in what they specialise in.
Physical Spaces
The physical space and layout of the library has always been an interest of mine. As a classroom teacher, I regularly change my classroom layout to ensure that students learn effectively. I completed the ETL501 – The Dynamic Information Environment to learn more about the library’s physical space. In the blog post Dynamic Library Spaces (Bolden, 2021, July 30), I explain my thoughts about the upcoming subject.
Libraries have been around for many years, providing a physical location to house physical resources for archival purposes; however, nowadays, libraries are changing to become places of learning, study facilities, and flexible spaces (Holland, 2015). During the study visit to the State Library of Victoria, it was evident that many spaces were provided to their visitors, such as reading rooms, galleries, lecture halls, venues, and exhibition spaces (State Library Victoria, 2023). These spaces cater to all visitors, from people who would like a quiet place to study to the La Trobe Reading Room or Dome Room, complete back in the day with a “shusher” to family days encouraging children to come to the library. While the State Library constantly changes its exhibitions, the physical layout may often stay the same to preserve the history and architecture of the building, which, in this context, may remove historical awareness.
Clements (2017) explains that libraries have become learning hubs, and libraries need to be planned effectively for their users. The school library at the school where I work incorporates two spaces. At one end is the primary section, and at the other is the junior secondary section. The Library utilises all the walls for all the shelves and includes tables in the middle of the room for students’ use. With the primary shelves in rows, there is a lack of adequate observation from the circulation desk. The space is dated and uninviting and could be a more exciting learning environment. South (2017) implies that teacher librarians should move forward by pushing boundaries to respond to students’ needs. Both South (2017) and Clements (2017) explain that creating a range of learning spaces or zones, such as reading nooks, breakout spaces, and varied seating spaces, will allow for variety and flexibility. A rearrangement of the current space to create different learning zones and moving the shelves away from the walls should create and enhance the library space. The first assignment in ETL501 allowed the creation of a proposal to redesign the library space. As shown in the images, this design enabled students to utilise different zones and areas for both their learning and quiet reading needs.
According to Nayak and Bankapur (2016), designing library spaces should focus on learning rather than the resources. Moreover, the learners’ learning styles should also be considered. While on my placement, I was able to observe how a secondary school library space was organised. There were booths to allow the students a space to complete their distance education lessons. Tables were arranged in groups towards the back of the library to allow teachers to conduct lessons without disrupting the rest of the library. These tables were also used during lunchtimes for students to play games like Uno. Bean bags placed gave the students a quiet space to sit and read or rest.
Woree State High School – photos taken by Nicole Bolden
Whisken (2017) states that junior secondary students require more supervision as they have more energy, while senior students are often more lethargic and require less supervision, this was clearly observed during my recent placement and it was noted that the library was arranged according, allowing the different spaces to be utilised effectively by the students.
When I am the teacher librarian, I would like to change the library layout to ensure that it enables effective observations of the students and provides a more functional space for all users. While I have my ideas, Hughes (2019) states who should also be involved in library design. The other library staff should have input, as well as students, who may be able to provide their creative ideas. The library is often used for staff meetings, so the spaces must be flexible to accommodate various purposes. Korodaj (2019) states that libraries are about relationships with the whole school community. The library is often seen as a place to get books; my vision is to incorporate what I have been learning, collaborate with the classroom teachers, and encourage further use of the library in all primary and secondary classes because it is a practical physical space.
Collection Management
School libraries provide students with a wide selection of materials to grab their attention and appeal to their reading interests, abilities, and preferences (Fleishhacker, 2017). In the blog post, The School Library Collection (Bolden, 2022, February 23), when beginning the subject ETL503 – Resourcing the Curriculum, I explained my initial thoughts regarding the collection, including that our library appears controlled yet lacking in some resources.
While a teacher librarian’s role is often thought to be to order resources and place them on the shelves, it is also essential that knowledge of the curriculum and collaboration with the classroom teachers take place. When on placement, I observed meetings with the teacher librarian and classroom teachers that discussed obtaining the most current and relevant resources to align with the recent changes to the curriculum. One assignment for ETL503 was to produce an annotated resource list for teachers to use in the classroom. This valuable tool was used to assist teachers to use appropriate library resources linked to the curriculum. . I touched on this in the blog post, Teacher Librarians’ Role and Expertise (Bolden, 2022, March 2). When selecting resources to ensure the collection has a learner-centered approach, Hughes-Hassell & Mencall (2005) outline a table that included general selection criteria to assist in purchasing the most appropriate resource. Such tables may become a starting guide alongside other selection aids like library journals, SCIS, and The Children’s Book Council of Australia to assist in purchasing resources for the collection. When thinking about the kind of teacher librarian I would like to be, I think it is being involved in team planning, being aware of the current curriculum needs and outcomes, and providing the relevant resources to complement the teaching. I would also like to coordinate library lessons that supplement the teaching in the classroom. Teacher meetings and annotated resource lists should be utilised in the school library. I value the importance of both and would like to implement them to ensure a balanced collection that serves its users.
When managing a collection, censorship is one important consideration. Downey (2017) outlines that ‘self-censorship’ is managing a collection that reflects your preferences, finding reasons to say no to a particular book, making excuses about specific topics, and the fear that the selections made may reflect or present a judgement on the type of librarian you are. It is also outlined that ‘true selection’ is finding reasons to say yes, caring about your collection to ensure it is wide-ranging, having a diverse and inclusive collection, acknowledging your biases and preferences, and not allowing them to interfere with selections. As I currently work a Christian school, I recognise that many books may be written that do not align with the school’s values and beliefs. I wonder if excluding specific topics may create division and encourage a minority to be ostracised by their peers. However, censoring books where students are not interested in reading is not helpful; students must be aware of what has happened in the past and what is currently happening around them (Collins, 2019). Books can be recommended for a particular age group whose maturity can cope with the content.
The aim is to be a teacher librarian that understands their users. In the blog posts, Collection Development Policy (Bolden, 2022, April 27) and Connecting Readers to Literature (Bolden, 2023, March 22), I briefly explained that teacher librarians should allow students to read and that maybe the teacher librarian reads books before they are placed on the shelves. However, a teacher librarian’s time is limited, but reading may allow further confidence in what is in the collection.
When reading, my preference is a physical book. I prefer reading picture books to students over showing an ebook, although some excellent online resources are available. Although this is my preference, the reality is that eBooks are available and often a preferred option for students. The library must offer a service that includes a varied collection to appeal to all learning styles (McEwen, 2018). During placement, I was shown how the cataloguing of eBooks was undertaken, adding another aspect to the collection management. Further knowledge is needed regarding how many eBooks the school library has available for student borrowing and if there is a need for those digital resources. Knowing how high school students use their licences for their textbooks is also necessary. Further investigation into what we currently have and what can be offered within our budget constraints is necessary to develop my knowledge and confidence further.
These are only some parts of collection management, I have outlined further thoughts in regards to elements, such as policies, budgets, and suppliers, in the blog posts Collection Acquisition (Bolden, 2022, March 16) and Critical Reflection (Bolden, 2022, May 22).
Literature
Literature includes many more topics now, than when I was growing up. In the blog post Do you have a vision for the future of children’s literature? Who will be the drivers of change? (Bolden, 2023, February 28) I explain my emerging thoughts about literature, and as Teacher Librarians, we are the drivers for change. In the blog post Children’s Literature, I briefly outline my knowledge of literature. However, after completing a few modules from the subject ETL402 – Literature Across the Curriculum, I outlined some new fiction that I was made aware of in the blog post Realistic Fiction (Bolden, 2023, March 22). The subject allowed me to investigate various fiction titles to link these resources to their use in the curriculum. Fiction has developed, and topics that may not have been written about in the past are being introduced in current topics. The series “The Girls Who Changed the World” by Jackie French details past events such as early Australian life and World War 1, enlightening readers how one girl goes back in time to see the historical role of girls and women, how often they were overlooked but pivotal in changing the world (Better Reading, 2023). I used this series in my assignment, linking them to the Year 5 and 6 curriculum to introduce these current titles to students to better understand the past and the current world around them.
As technology advances, literature becomes more accessible in the digital format. In the blog post Digital Literature – Reflection, I explain my preferences and thoughts about digital literature. Initially, the first thought is that of eBooks, and this has already been mentioned in the Collection Management understanding, but what about other online resources? As a teacher, it is easy to access the online storytelling of books that link to the subject taught, especially since those titles may not be available in the library. However, the American Educational Research Association (2021) explains that print books outperform digital. This is something that will have to be considered. While digital literature is easily accessible and its use is encouraged in the curriculum, the benefit of a print book may be of higher value. However, as a teacher librarian, knowledge of print and digital literature is beneficial to ensure the curriculum content is covered.
As teacher librarians, the link between literature and the curriculum is presented through various strategies and student responses. While many different strategies could be implemented, reflecting on learning in the subjects ETL401 and ETL402 – I researched the approaches of Guided Inquiry Design, Literature Circles, and Book Bento Boxes.
Guided Inquiry Design is a framework that allows students to learn through eight phases of inquiry based on a broad topic with an essential question linked to the curriculum content (Maniotes & Kuhlthau, 2014). I focused on the Year 1 and 2 curriculum for the assignment, but I understand that this approach could be used across various year levels with varying levels of depth. I focused on the science curriculum that would allow collaboration with the classroom teachers to ensure student-centered investigation and learning.
Literature Circles was introduced in the 1990s; it is a technique for small groups of students to discuss a self-chosen text, each with a role to ensure equal participation (Herrera & Kidwell, 2018). Students are often required to participate in guided or silent reading, which can often be difficult for students who fear reading aloud. Literature Circles enables students to read and discuss their opinions and feelings regarding the book while listening to the opinions of their peers, creating a different learning environment.
Book Bentos Boxes are a creative response to the themes of a book by surrounding the book with related objects and taking a picture to entice other readers (LaGarde, 2021). A new take on a book review that involves more fun than writing words may entice students to read new books and make their own Book Bento to encourage others to read.
Literature is not just about reading a book and asking meaningless questions. There are more authentic ways to engage students and get their responses. Currently, the library program at school is completed independently and is not linked to what the teachers teach. The three strategies outlined are ones that I would like to implement, and I would like to investigate others that I can also use when I am in the teacher librarian role. In the blog post ETL402 – Critical Reflection, I reflected on the learning throughout the semester and further development. Library lessons must complement the learning taking place in the classroom with literature and meaningful responses.
Part C – Evaluation
Reflecting on my learning throughout the course, I recognise the many aspects of a teacher librarian that come together to make it a vital role in the school community. Following the ALSA/ALIA Standards (2004) ensures that professional skills, knowledge, and commitment are demonstrated.
Professional Knowledge
An effective Teacher Librarian must work with classroom teachers to support, oversee, scaffold, and provide or recommend resources for the different aspects of the curriculum covered at each year level. While there are no set library progression points in ACARA, it is essential that the library content correlates to Literacy, HASS, or Science Standards and also incorporates the general capabilities. The course content has modelled ways to stream library lessons to cover or complement the year-level curriculum. The Australian Institute for Teaching and School Leadership (2017) also has resources and focus areas that allow teacher librarians to ensure they follow the teaching standards.
Professional Practice
As a classroom teacher across the Prep to Year 2 cohort, I understand the curriculum, constantly review the content, and evaluate teaching. For many assignments completed throughout the course, I have focused on either the Prep to Year 2 or the Year 5 and 6 curriculum and incorporated many aspects of technology. I have become aware of new teaching and learning content such as Guided Inquiry units, Literacy Circles, Research Guides, and Book Box Bentos; these are some that I would like to implement when I am in the teacher librarian role. Furthering my knowledge of the Year 3 and 4 curriculum will be important for effectively implementing library lessons for this year level.
Currently library lessons are only conducted for Prep to Year 6, so it is worth considering the possibility of implementing lessons throughout the secondary school levels. This could be done by teaching study and research skills. Information sessions for new teachers and students may encourage a deeper understanding of the library resources and services. Upon completion of Resourcing the Curriculum subject, it was evident that some library policies needed improvement. A review of each policy will be necessary to ensure they are current and in line with the school guidelines.
Professional Commitment
The teacher librarian must actively participate and collaborate within the school community. If a teacher librarian is independent, their influence as a resource and collaborator is lost. In order to be consistently up to date with the current trends and my professional learning, professional development needs to be undertaken. I am a member of the School Libraries Association Victoria (SLAV) and endeavour to attend my local meeting each term. A yearly conference also enables teacher librarians to meet as a more comprehensive network and learn about what is happening in the library world. When I feel the time is right, I would also like to undertake further study in areas such as archiving.
While the teacher librarian course has provided me with the necessary knowledge, I still need to complete the practical side of library management, where all aspects of the role will come together. My placement gave me a small opportunity to put my knowledge into practice. However, it will only be once I am in the teacher librarian position that I can see how competent I am and ensure these standards are being followed.
References
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