Part B: Reflection

 

My understanding of the role of the TL has changed immensely over these two years as I conclude my M.Ed. TL (Master of Education-Teacher Librarianship) and it will continue to evolve as I take chances and risks, explore my personal and professional abilities and continue to put theory into practice.

 

In the 21st century, an effective teacher librarian is a highly organised resource manager and an information specialist who knows how to integrate technology and collaborate to improve educational learning outcomes of the students (Kaur, 2023). The modern-day librarians wear many hats which makes their role imperative for the school community. I aim to develop digital skills as emphasised by Amy Walduck during virtual study visit so that in this ever-evolving digital era, I can take advantage of every opportunity and use it as a springboard for my career.

 

I have learnt that innovation as a catalyst for change (Markless, 2009, p. 150) should be TL’s essential toolkit to survive and meets the needs of a changing education environment in this technological age. TL as an instructional leader and change agent has the capacity to instruct teachers and students by incorporating innovative way of learning. A TL can drive change and achieve a collaborative decision by being at the forefront of innovative practice, forward planning, effective communication and showing a clarity of purpose.

 

As I reflect on ETL 504 learning, I realise that how TLs have the power to bring out the best in others by ‘Leading from the Middle’. TLs are often lone practitioners who are not recognised as part of the formal leadership group in the school, hence the need to strongly advocate their role by promoting digital literacy skills, curriculum expertise that is highly essential to develop students’ 21st century skills. TLs need to develop and use essential people skills like empathy, vision, communication, and flexibility so that they can become leaders within their organizations.” (Schachter, 2009, p. 49).

 

My understanding of information literacy (IL) which incorporates under its umbrella many other literacies like digital literacy, cultural literacy, emotional literacy, visual literacy etc. (Shapiro and Hughes, 1996) has developed immensely as Kuhlthau outlines (2004) that IL is not a discrete set of skills, but rather a ‘way of learning’.

 

Image credit: Secker, J. & Coonan, E. (2011)

 

While working on this assignment I realised how in this era of information overload and technological disruptions, fostering digital literacy can ensure sustainable lifelong learning. I am already using STEM/technology in day-to-day library activities and endeavour to regularly develop my technological skills so I can use it effectively to design engaging curriculum-focussed activities like Digital Storytelling, Infographics, Book trailers, Word Clouds, Interactive book reviews and many more (Kaur, 2023).

The analysis of different leadership theories helped me realise the kind of leader I would like to become. I found transformational leadership most suitable for myself along with instructional leadership. ETL 504 has taught me how an effective TL is a curriculum and transformational leader who can transform the vision of the school community through building effective library and information services and programs using abilities of an instructional leader to lead change that can contribute to the development of lifelong learners (ALIA, 2002). As Weisberg (2020) states “You must become a leader if you want to keep your job”.

Merely giving facts and strategies to the students won’t engage or challenge them, rather the need is to equip them with digital literacy skills where they can apply multimodal media such as visual, auditory, reading, writing, and kinaesthetic methods. This will ensure that learning is personalised and matches students’ unique strengths and interests, and quality and best teaching practices are observed (Kaur, 2022). Also, it made me realise how important it is for teachers to be aware of the copyright issue and fair use of digital learning materials, an area that is often overlooked in this era of information overload (Kaur, 2022).

I mentioned in my critical analysis from ETL 504 assessment 1 on how a TL can effectively support the school’s strategic goals by teaching critical and creative thinking, ethical understanding, literacy and ICT through connections to literature, digital citizenship, intellectual integrity and referencing (Toner, 2011).

I have also understood how important it is to promote and advocate our role. I found module readings very useful, and one key message/take-away that will be forever ingrained in my mind is that to effectively advocate for your role it is important to be visible to the key stakeholders, be flexible enough to support 21st century learning, implement strategic planning to lead library’s future proofing goals and model best practice for teaching staff, students and the wider community.

As TLs if we don’t advocate for our positions then we risk being expendable.  Using social media to highlight key events/achievements can reap amazing benefits for advocacy (Jones, 2021). Regular contribution to school’s newsletter/website, conducting professional developments activities, active participation in staff meetings, writing blogs/book reviews/reading competitions with students/staff etc. are few other ways to promote our role.

This reflective and critical analysis has given me deeper insights into my role as leader in the position of Teacher Librarian. I am ready for the challenge that lies ahead and excited to develop policies to streamline the functions of the library like Collection Development policy, 3-year strategic plan to show my visibility, passion and goals to the school’s executive team. I am excited to mould my students into innovative learners who are digitally and emotionally literate.

 

 

References

Australian Library and Information Association (ALIA, 2002). Standards of professional excellence for teacher librarians. http://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

Jones, A. (2021, May 6). School library advocacy: The time is now. Knowledge Quest. https://knowledgequest.aasl.org/school-library-advocacy-the-time-is-now/

 

Kaur, P. (2022, Oct 5). Mindful Reflections. ETL 533- Literature in Digital Environments- Part D Critical Reflection. https://thinkspace.csu.edu.au/puneetk/category/etl533-literature-in-digital-environments/

 

Kaur, P. (2023, Jan 17). Mindful Reflections. ETL402- Assignment 2- Reflective Blog Post.  https://thinkspace.csu.edu.au/puneetk/2023/01/17/etl-402-assignment-2/

Kaur, P. (2023, Feb 5). Mindful Reflections. ETL512- Professional Reflective Portfolio. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=140&action=edit

Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services (2nd ed). Libraries Unlimited.

Markless, S. (2009). The innovative school librarian thinking outside the box. Facet.

Schachter, D. (2009) ‘Developing and Applying Emotional Intelligence’. Information Outlook. 13(5), 49.

Shapiro, J. and Hughes, S. (1996). Information literacy as a liberal art. https://www.educause.edu/apps/er/review/reviewarticles/31231.html

Toner, G. (2011). ‘An introduction to the Australian Curriculum’. Connections 76(2–3). https://www.scisdata.com/media/1359/connections76_finalpages.pdf

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364

Part A- Statement of Personal Philosophy

In the 21st century, an effective teacher librarian is a highly organised resource manager and an information specialist who knows how to integrate technology and collaborate to improve educational learning outcomes of the students. An effective teacher librarian is dynamic and flexible lifelong learner who is committed to develop both professionally and personally, using the Standards of Professional Excellence for Teacher Librarians, a benchmark for quality teaching and ongoing professional practice endorsed by the Australian School Library Association (ASLA) and the Australian Library and Information Association (ALIA, 2004).

An effective TL will foster a love of reading by constantly developing innovative ways in a supportive environment that can have positive impact on student learning.

An effective TL uses teaching (curriculum knowledge and pedagogy) and librarianship qualifications (library and information management knowledge and skills) to support and implement the vision of the school community and build effective library and information services and programs that can contribute to the development of lifelong learners (ALIA, 2002).

 

References: –

Australian Library and Information Association (ALIA, 2002). Standards of professional excellence for teacher librarians. http://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

 

 

Part B

1. Library Management/Value of Teacher Librarian

I have been at my current school since 2016, on various temporary engagements. In 2020 after Covid lockdown, I was asked to fill the vacant TL position. My school Principal thought I had the demeanour of a TL. I have always been passionate about books, reading and my flexible, dynamic and adaptive personality was an added advantage. Our old school library had 12 desktops and teacher/student resources that were never borrowed. I knew that I have a big job ahead to cull all old resources, use our library budget wisely to buy quality literature, big books, decodable resources and levelled guided readers. And most importantly enthusiastic and optimistic mindset to make this place an innovative and flexible learning hub as mentioned by Liz Derouet during ETL 512 virtual study visit.

Seeing the progress, I have made so far, my principal gave me the opportunity to be the TL for the following years. Her immense support and confidence in me allowed me to put all my learning into practice. “Principal support enables school librarians and programs to thrive, and the lack of principal support can decimate programs” (Everhart, 2004, p.38).

After analysing NAPLAN reading and comprehension results, it was decided that our school needs to invest in independent reading opportunities for students during the school day. For many students, school is the only place with access to high-quality, appropriate, and interesting books to read without interruption (Hall et al., 2014). So, I undertook online training by Renaissance at the end of 2021 and proactively worked to implement ‘Accelerated Reading program’, a supplemental reading program to achieve desired student outcomes.  It gave me an opportunity to build our library collection, design appropriate signage and make recommendations on how to best implement the program that meets students’ various reading levels and interests. It reinforced the belief how school librarians impact student achievement and play a key role in achieving school’s desired student outcomes (Hughes, 2014).

 

As libraries continue to evolve in this digital age, my Principal and I took a major decision to refurbish our school library in 2022 in order to create a vibrant and flexible learning environment that could cater for different needs like quiet study, collaborative study, research corner, makerspace etc. The library as a space serves as a learning space, a research space, a social space, an innovative space, and a flexible space (Chan and Spodick, 2014). Based on fluid design principles, our students are extremely in love with whiteboard tables, comfortable lounges where they can connect, explore and satiate their curiosity for learning and sharing.

 

I intend to build a stronger relationship with my school executives and staff members so we can share the same vision about the library and collaboratively plan teaching and learning activities that can make a positive impact on student achievement. As I am only one unit away from finishing my Masters’ course, I aim to utilise 2020 to work on collection development policy that reflects the aims of the school and its students and can help in ensuring optimal use of budget allocation so I could justify my choices and one that can reflect best professional practice (Kaur, 2022). A well written policy that embraces technological and educational changes and meets the learning, recreational, emotional needs of its users can help move the library from a dodo bird to a phoenix (Wade, 2005).

 

References:

Chan, D.L.H. & Spodick, E. (2014). Space development: A case study of HKUST Library. New Library World, 115(5), 250-262.

Everhart, N. (2006). Principals’ evaluation of school librarians: A study of strategic and nonstrategic evidence-based approaches. School Libraries Worldwide, 12(2), 38-51.

Hall, K. W., Hedrick, W. B., & Williams, L. M. (2014). Every day we’re shufflin’: Empowering students during in-school independent reading. Childhood Education, 90(2), 91-98.

Hughes, H. (2014). School libraries, teacher-librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50. https://doi.org/10.29173/slw6869

Kaur, P. (2022, Jan 29). Mindful Reflections. ETL503-Assignment 2. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=17&action=edit

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

           

2. Information/Digital Literacy

 

My understanding of information literacy (IL) has developed immensely while working on ETL401 Introduction to Teacher Librarianship unit. I realised how our students find it difficult to search for quality information in this era of information overload. TLs are rightly called information specialists as they act as a sieve who can give access to quality information by filtering the vast amount of information. IL incorporates under its umbrella many other literacies like digital literacy, cultural literacy, visual literacy etc. (Shapiro and Hughes, 1996). Kuhlthau outlines (2004) that IL is not a discrete set of skills, but rather a ‘way of learning’.

 

Image credit: Secker, J. & Coonan, E. (2011)

The above diagram shows how all literacies fit together. I believe that TLs can strongly advocate their importance if they demonstrate best practice and discuss the importance of embedding information literacy during staff meetings.

I also thoroughly enjoyed ‘Literature in Digital Environments’ which could also be aptly called Digital Literacy and believe that I have gained vast knowledge through exploring, learning and using digital storytelling as a tool to engage students. The NSW English K-10 Syllabus has mandated that in each year, students must study examples of media, multimedia and digital texts which are appropriate to their needs, interests and abilities. I got an opportunity to unleash my creativity by creating a Digital Story using my experience as an Immigrant through Canva, an online graphic design tool (Kaur, 2022).

Digital Storytelling Project example created on Canva for Stage 3 students: –

I have explored different digital/technological platforms like Canva, STEM Beebots, Storybox Online, Book Creator, MS Sway and want to learn more ways on how I can embed new technologies such as Artificial Intelligence, machine learning, virtual reality and educational software that have revolutionised the field of education. I will also educate staff and students on relevant copyright policies and procedure using information from the website Smartcopying: The Official Guide to Copyright Issues for Australian Schools and TAFE for fair use of digital learning materials as often this area is easily overlooked.

The modern-day librarians wear many hats which makes their role imperative for the school community. I always aim to develop digital skills as emphasised by Amy Walduck during virtual study visit so that in this ever-evolving digital era, I can take advantage of every opportunity and use it as a springboard for my career.

 

Last year, I embedded applied digital skills from Google for Education into my stage 3 teaching program and taught students about cyber safety, evaluating credibility of online sources, understanding digital footprint, creating strong passwords, researching a topic and presenting the findings using infographics. I am happy with the pleasing progress that my students have made so far. Most of them know our library management system and can search from library database to find availability of a particular resource.

I found Guided Inquiry Design (GID) model the most appealing out of all inquiry models as supported by Kuhlthau’s broad research spanning more than 30 years (Kuhlthau, 2004). Acquiring these essential research skills prepares them to successfully embrace the challenges of 21^st century learning and equips them with lifelong skills of deep and meaningful learning. Transformational opportunities for students’ collaboration, creativity, and technology experiences move them on the hierarchy of Bloom’s Taxonomy (Bloom et al., 1956). I have designed units of work using GID model for various stages. But I believe school librarians can successfully and confidently execute this IL model if there is explicit support and understanding from school leaders or principal (Kaur, 2021) and expertise of both teachers and teacher librarians is utilised to form a meaningful inquiry task.

 

References:-

Bloom, B. S., Eglehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: A classification of educational goals. NY: Longmans Publishing

Kaur, P. (2021, May 20). Mindful Reflections. Reflective Practice. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=11&action=edit

Kaur, P. (2022, Oct 5). Mindful Reflections. ETL-533 PART A: Context for Digital Story Telling Project. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=43&action=edit

Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services (2nd ed) Westport, Conn. Libraries Unlimited.

Shapiro, J. and Hughes, S. (1996). Information literacy as a liberal art. https://www.educause.edu/apps/er/review/reviewarticles/31231.html

Secker, J. & Coonan, E. (2011). A new curriculum for information literacy: executive summary. http://ccfil.pbworks.com/f/Executive_summary.pdf. CC BY-NC-SA 3.0.

 

3. Literature

 Children’s literature is an integral part of the culture of school libraries. TLs provide opportunities for meaningful connections to literature for their readers through developing a range of literature programs/events. I work at a school with 90% of students from EaLD background and TL has a huge role to ensure that their literacy needs are met. I try to inculcate a love of reading through organising various reading challenges (PRC; BNRC- Our School’s own Reading Challenge) book week celebrations, world book week, library lovers, book talks, book clubs, author meets, National Simultaneous Storytime, literacy rotations using CBCA shortlisted texts and many other events. Parents and the wider school community are informed through regular announcements using school’s newsletters and seesaw (online communication platform tool). I use bulletin boards for themed displays that not only helps enhance the appearance of the library but informs, motivate and explains school activities, highlight major library events and showcase students’ work.

The success of such events relies heavily on the passion and commitment of the teacher librarian. I am extremely enthusiastic to use my passion and commitment to make our school library a success where students feel passionate about literature and books. Key personal attributes identified by McPherson (2020, p. 137) for successful library programs include “strong leadership, commitment, enthusiasm, dedication in making the library a success, passion about books and the library, and innovativeness.”

Students and teachers are provided with lists of best books and popular titles/genres/recommended texts through displays and staff meetings. It is the role of TL to provide students and teachers with good quality literature across various genres and formats with strong curriculum links (Derewianka, 2015) that supports their reading interests and levels. ETL 402 really shed light on TLs essential role to collaborate with classroom and support teachers and highlight the importance of fiction collection and the different ways it can be embedded into school curriculum. John Hattie, (2012, p.74) identifies collaboration as a key influence on quality teaching. “The co-planning of lessons is the task that has one of the highest likelihoods of making a marked positive difference on student learning”. Often teachers are extremely busy fulfilling the vast curriculum requirements and rely on expert’s knowledge to source a range of high interest quality literature. Hence TLs who are rightly called information specialists can use their knowledge of literary strategies, books, students’ reading preferences, multi-literacies to equip them with the skills and strategies required to become a successful global active citizen (Kaur, 2023).

As our primary schools are more culturally diverse now, so my future goal is to invest in suitable texts that represent culturally diverse classrooms. Engaging picture books, historical fiction and non-fiction narratives and Indigenous texts can assist in developing students’ understanding of multiculturism which can foster empathy and sympathy. A quality children’s book will hold its reader’s attention through its well-structured story, creative use of language, effective use of illustrations to enable students to make meaningful connections with the story (Wyse and Jones, 2008). I also aim to weed non-fiction collection as they are only gathering dust for years. This will leave more room for engaging and meaningful texts that can offer right mix of information along with appealing and colourful illustrations. I also learned from ETL533- Literature in Digital Environments to incorporate digital texts which could help facilitate communication for new migrant students and builds their confidence as they usually shy to express themselves due to lack of language skills. Again, it is important to keep abreast of the changes and developments taking place, in order to better understand the context, value and opportunities in using digital literature. I am also keen to buy bilingual texts, but the challenge is how to source good quality texts and resources that can effectively support bilingual learners.

References:-

Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching Writing in Today’s Classrooms: Looking back to looking forward ,69-86. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2620&context=sspapers

 

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Kaur, P. (2023, Jan 17). Mindful Reflections. ETL 402 Reflective Blog Post. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=48&action=edit

McPherson, M. (2020). The Influence of Teacher Librarians’ Personal Attributes and Relationship with the School Community in Developing a School Library Programme. School Libraries Worldwide, 136-150. https://doi.org/10.29173/slw8254

Wyse, D. and Jones, R. 2008, Teaching English, Language and Literacy (2^nd ed). London: Routledge

 

 

 Part C

The Standards of Professional Excellence for Teacher Librarians document identifies the distinctive knowledge, skills and commitment of excellent teacher librarians. The twelve Standards provide a framework for ongoing professional learning and inspiration for quality teaching. I feel I have made a good start and have achieved some of these professional goals. However, I know that I have just touched the tip of the iceberg and the hidden 9/10th of the iceberg is still left to explore and achieve in the future.

 

Professional Knowledge:

I believe that when we have an open and curious mind then there is so much to learn every day and apply those skills and strategies to develop our practice. Hence, I feel passionate about standard 1.1, ‘knowledge of the principles of lifelong learning’ (ALIA & ASLA, 2004) and believe that I want to be a lifelong learner throughout my career. With over 8 years of teaching experience, I have a sound knowledge of pedagogy, information literacy, literature and differentiating the teaching content to suit learners across various abilities and backgrounds. ETL 402 ‘Literature Across the Curriculum’ helped me gain a huge understanding of literary learning and its importance for our students so they can appreciate literature and acquire set of skills to become successful in 21st century society. I feel that I have this immense responsibility, challenge and opportunity ahead of me to provide students with regular opportunities like Author Visits, Literary rotation activities during Book week/Education week, reading challenges, displays about various genres, participation in literary fest etc. so they can connect with appropriate and quality literature and for me to excel as a TL. So, it becomes imperative that I continue learning both professionally and personally and embracing rapidly changing technology and curriculum demands to guide students. I actively and constantly seek professional development courses and workshops on various platforms to fulfil this goal. Enrolling in this Masters’ course also shows my commitment towards lifelong learning.

 

Professional Practice:

ASLA’s Standard 2.1- ‘Learning Environment’ involves creating and nurturing an information-rich learning environment so that the students are encouraged to read for information and pleasure.  As a full-time TL for almost three years now, I always strive to create a flexible learning space for the students, so they feel welcome and excited as soon as they step inside this dynamic library space. New future-focussed furniture, themed displays, ICT and STEM activities and easy access to latest bestsellers/graphic novels/literature has helped me make our school library an inviting and productive space. I regularly get complemented from school staff and the community for the incredible and happy space that I have created over these years. As most of the students at my school are from low socio-economic background so I believe the role of the library and teacher librarian is vital not only for providing resources and knowledge to ensure equity but also the opportunities to help them develop intellectually and socio-emotionally. I would like to team teach to create ICT, literature programs, Personal Interest Programs (PIPs). My goal this year is to develop an effective and consistent Collection Development Policy (CDP) that reflects school’s vision and mission and inform the future needs and direction of the library using the knowledge gained from ETL 503 ‘Resourcing the Curriculum’ unit.

 

Professional Commitment:

I believe this course has immensely challenged my thinking about teacher librarianship. I now feel a passionate advocate for this profession and want to continue striving towards making a positive impact on student learning and educational outcomes.  Standard 3.2 mentions commitment to the principles of education and librarianship and how excellent teacher librarians advocate their role as a teacher librarian in schools and the wider community. I am keen to conduct information sessions about Guided Inquiry, new resources, reading programs and initiatives and its implementation at staff meetings and encourage teachers to collaboratively plan and teach inquiry-based learning projects to build students’ information literacy skills. I aim to network with fellow teacher librarians by attending conferences and training courses, reading library journals etc. to stay an informed professional. In conclusion, my understanding of the role of the TL has changed immensely since I started my studies and it will continue to evolve as I take chances and risks, explore my personal and professional abilities and continue to put theory into practice.

 

 References: –

 

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

 

 

 

 

 

 

 

 

 

Part B – Reflective Blog Post

This subject has given me a better insight into literary learning. Although I was aware of literacy learning, a term very often used in primary school context as we develop students’ ability to read, write, speak and listen across various key learning areas. I have gained a huge understanding of this concept now and have realised its importance for our students where they can appreciate literature and acquire a set of skills through it in order to become successful in 21st century society.

I am eager to plan collaboratively with our literacy team to implement the literary learning program this year. In my role as school’s TL, I feel that I have an essential role to collaborate with classroom and support teachers and highlight the importance of fiction collection and the different ways it can be embedded into school curriculum. John Hattie, (2012, p.74) identifies collaboration as a key influence on quality teaching. “The co-planning of lessons is the task that has one of the highest likelihoods of making a marked positive difference on student learning”. Often teachers are extremely busy fulfilling the vast curriculum requirements and rely on expert’s knowledge to source a range of high interest quality literature. TL are rightly called information specialists and through their knowledge of literary strategies, books, students’ reading preferences, multi-literacies, copyright expertise and excellent collaboration, they can equip students with the skills and strategies required for a global active citizen. I am eager to apply various Literature Response strategies to make learning relevant, engaging and exciting for our learners. Engagement with response strategies encourages students to respond deeply to the literature, share ideas with others by carefully considering multiple perspectives (Larson, 2009).

I have realised that one of the vital roles of a TL is to provide students with regular opportunities to connect with literature and this is only possible if a TL regularly organises literary events like Author Visits, Literary rotation activities during Book week/Education week, reading challenges, displays about various genres, participation in literary fest etc. that could expose students to quality high-interest literature and hence promote reading. In this era of information overload and technological disruptions,  I am keen to embrace technology and regularly train myself so I can use it effectively to design engaging curriculum-focussed activities like Digital Storytelling, Infographics, Book trailers, Word Clouds etc. ETL 402 has taught me interesting strategies and has exposed me to a variety of tools to implement those strategies. I have learned that student learning should happen across various genres, formats etc. for their well-rounded development. Learning outcomes can only be met if learning is shared rather than isolated as text discussion with other readers helps improve understanding. Reading is a social process of meaning construction (Leland, C. et al., p. 196, 2012). Literary learning should help students understand real world issues cooperatively and develop cognitive skills to critically evaluate the texts that they read (Grasso,2016).

I am extremely enthusiastic to use my passion and commitment to make our school library a success where students feel passionate about literature and books.

References:-

 

Grasso M. (2016). The importance of multicultural literature. SCIS. 1(96). https://www.scisdata.com/connections/issue-96/the-importance-of-multicultural-literature/

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Leland, C., Lewison, M., & Harste, J. (2012). Teaching children’s literature: It’s critical! Routledge.

Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62 (8), 638-648. https://www-jstor-org.ezproxy.csu.edu.au/stable/20486619#metadata_info_tab_contents

 

 

 

 

 

 

Part B

I think through ‘Resourcing the Curriculum’ unit I have developed a great understanding of TLs as not just being the manager of the library collection but also the importance of effective collaboration with the wider school community to develop library collection policies and procedures that can help successfully achieve the outcomes of future focussed learning. I also learnt the importance of setting up the selection criteria and selection aides that are used as the guidelines to the selection.

In my blog post (Kaur, 2021, Nov 26), I have mentioned how strongly I resonate with Kay’s teaching philosophy to keep learning authentic and connected so students can apply it to improve their knowledge. I think it is essential to regularly collaborate with classroom teachers as they know their students’ best and their individual learning needs and interests while looking for suitable resources that can fulfil those goals.

 

 

I have learnt that there are few things that we can keep in mind to ensure effective resourcing of a curriculum: –

1. A policy that reflects the mission of the school library, statements of freedom of information, collection evaluation, the long and short-term goals regarding the provision of resources.
2. Equitable access to information resources to ensure that the collection meets the diverse needs of the learners.

• Balanced collections comprising of print and digital resources that is based on a collection management policy which is collaboratively developed by the school community led by the teacher librarian and school leaders.

1. Responsibilities for collaborative decision making when selecting high quality resources that support teaching and learning requirements (ASLA, 2009).

As an informational professional it is important to continuously seek knowledge and understand different viewpoints to achieve a better insight. I noticed that my regular readings of discussion forums and blog posts enhanced my learning of important policies like ‘Collection Development Policy’ which is one of the strategic future focused documents that covers key areas like copyright, collection evaluation, resource selection, weeding, collection mapping, censorship, budget constraints, technological changes etc. An effective CDP that has clearly documented guidelines can guide the individuals involved in implementation of collection development task, hence ensuring consistency. It is extremely important to promote awareness of these issues with school leaders and I will be using our staff development day or one of the library showcase days as a platform to communicate these relevant issues that are too easily overlooked.

 

I completely agree with this statement by Wade (2005) that a well written policy that embraces technological and educational changes and meets the learning, recreational, emotional needs of its users can help move the library from a dodo bird to a phoenix.

 

I particularly got intrigued by forum discussions on censorship called ‘Key takeaway from your readings on censorship’. Censorship is a complex issue and one that can be frustrating for a teacher librarian specially if there is no clear selection policy and a challenged resource process. I agree with Lisa Gemell’s comment in which she states importance of making informed decisions and having a process for objections that can support librarians and make them feel confident about their selected resources. (Gemell, 2021, December 28)

 

Clare Hilzinger’s mentions that creating a censorship checklist in the form of an appendix to know the reason why a particular resource is not appropriate could be a useful tool too. (Hilzinger, 2022, January 10) . I think for my own practice I will prioritise the issues of revising copyright regulations using information from the website Smartcopying: The Official Guide to Copyright Issues for Australian Schools and TAFE and censorship. I will also share the relevant policies and procedures with the executive team. I also intend to inform staff members about Creative Commons and the four possible conditions for using Creative Commons licensed resources.

 

Collection development policy can also assist in future proofing the collection as it can also become a training tool for future practitioners and help in building a vibrant library collection (Chaputula & Kanyundo, 2014). I think for CDP to assist in future proofing the collection, as an information leader the onus lies with an effective TL who is prepared to be flexible and embrace technological changes. As a key member and information specialist of a school community, a TL needs to be well-informed of all the changes and ready to communicate and educate the school community on issues that are generally overlooked in a busy school environment. There is also a need to continually evaluate, assess and develop collection in accordance with the new resources and incorporate collections that include a broad range of print, digital and transmedia content. (Shaw, 2022, January 4)

 

According to Abercrombie (2018) the collection development policy must reflect the changes in access to information and adapt to these for the library to remain relevant. To improve my practice and become an effective and confident Teacher Librarian, I think having a CDP that reflects the aims of the school and its users and one that can help in ensuring optimal use of budget allocation will help in making my choices justified and will also reflect best professional practice.

 

References: –

Abercrombie, S. (2018). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/

 

Australian School Library Association (ASLA). (2009) Statement on school library resource provision.  https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_School_Library_Resource_Provision.pdf

Chaputula, A. H., & Kanyundo, A. J. (2014). Collection development policy: How its absence has affected collection development practices at Mzuzu University Library. Journal of Librarianship and Information Science, 46(4), 317–325. https://doi.org/10.1177/0961000614531005

Gemell L, (2021). Forum 6.2 – Key takeaway from your readings on censorship

https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&nav=discussion_board_entry&conf_id=_115077_1&forum_id=_260201_1&message_id=_3853864_1

 

Hilzinger C, (2022). Forum 6.2 – Key takeaway from your readings on censorship

https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&nav=discussion_board_entry&conf_id=_115077_1&forum_id=_260201_1&message_id=_3853864_1

Shaw B, (2022). Forum 7.1: In conclusion. https://interact2.csu.edu.au/webapps/discussionboard/do/forum?action=list_threads&course_id=_58478_1&nav=discussion_board_entry&conf_id=_115077_1&forum_id=_260202_1

 

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.