Author: Suzanne Gonye

Teacher Librarian as Leader

Like a phoenix rising from the ashes, the teacher librarian emerges as a beacon of knowledge, guiding and inspiring the school community with wisdom and vision. I know this reads like an opening sentence in a novel gracing the school library’s shelves. Still, it is how I feel writing my final (EVER) reflection in my Master of Education (Teacher Librarianship) course.

When I began this course and composed one of my first entries, Little Did I Know…. (Gonye, 2022, March 10) I had not considered the importance of studying a subject such as Teacher Librarian as Leader. I had identified roles associated with a teacher librarian but had not related the importance of leadership within this role.

One surprising revelation was that leadership transcends formal titles; anyone can embody its qualities. You don’t require a specific position to demonstrate the attributes synonymous with effective leadership. The term leading from the middle was something I knew I had done in previous leadership roles but had not labelled it as such. In my post titled, Leading from the Middle (Gonye, 2024, March 4) I realised that there is potential for me to exercise and build upon my leadership qualities in my role as a teacher librarian.

I hadn’t considered the various leadership styles available to a teacher librarian. The way a teacher librarian chooses to lead is a crucial element I had previously overlooked. With this new understanding, I reviewed my strengths, including building relationships through collaboration and implementing skilful communication techniques (Bender, 2005, p.25).  Adding to these traits, my ability to build relationships with children and gain the trust of staff and families aligns with the servant leadership style.

As I read about servant leadership (DocMartin Leadership, 2019) the servant leadership approach appealed to me as it encourages a focus on student-centred learning and cultivates a spirit of collaboration among staff. The primary emphasis of a servant leader lies not in their personal leadership aspirations or the organization’s goals, but rather in the welfare and requirements of those they lead. (Crippen & Willows, 2019, p.171). To be genuinely effective, I recognised the need to broaden my understanding of leadership by integrating transformational and distributed styles into my approach. This is especially vital for achieving the vision of the library as a key centre for integrating technology and promoting the development of future skills (Bonanno, 2015).

In a 21st-century education model, the role of the teacher librarian is to connect learners and facilitate knowledge construction, transforming the library into a space where students can create meaningful experiences tailored to their needs (Holland, 2015). In my post titled, Changing Educational Paradigms (Gonye, 2024, April 12) I had further explored the notion of the teacher librarian not only teaching in the ever-evolving educational landscape, but also through leadership, having the capacity to influence and shape the future direction of education.

While I am in the early stages of my career as a teacher librarian, I understand the crucial role I can fulfil in guiding staff towards adopting 21st-century curriculum practices. In my post titled The Teacher Librarian as Leader (Gonye, 2024, March 15) I explored qualities of leaders and how it is important to strike a balance between providing curriculum support, delivering classroom instruction, and navigating emerging learning technologies, literacies, and resources. Effective leadership involves staying grounded in the present while staying abreast of current and future trends to remain relevant in an ever-changing educational landscape.

Anticipating my future as a teacher librarian in a primary school, I approach it with a keen awareness of my unique position within the school community. It’s a ‘bird’s-eye’ view, as Cox and Korodaj (2019) aptly describe it. I’m filled with enthusiasm about exploring how I can leverage this perspective to create a meaningful and positive impact on the community.

References

Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues and administrators. Nomad Press.

Bonanno, K. (2015, March). A profession at the tipping point (revisited). Access. 14-21. http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: embedding the library and the teacher librarian in your school community. Access (Online), 33(4), 14–25.

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), pp. 171-180. https://journalofleadershiped.org/jole_articles/connecting-teacher-leadership-and-servant-leadership-a-synergistic-partnership/

DocMartin Leadership. (2019, February 8). What is servant leadership? [Video]. YouTube. https://youtu.be/3dS7FpUUbY8

Gonye, S. (2022, March 10). Little did I know…My understanding of the role of the Teacher Librarian [Blog Post] Assessment 1: Little did I know…. My understanding of the role of the Teacher Librarian – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, March 4). Leading from the middle [Blog Post] Leading from the middle – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, March 15). The Teacher Librarian as a leader [Blog Post] The Teacher Librarian as a Leader – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, April 3). Changing Education Paradigms [Blog Post] Changing Education Paradigms – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Holland, B. (2015, 14th January). 21st century libraries. The learning commons. Edutopia. https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

 

Changing Education Paradigms

When navigating school systems, it’s essential to consider the myriad factors that impact the school, its faculty, and its students. These influences span structural, cultural, and societal realms. For instance, considerations include the school’s organisational layout, leadership dynamics, and educational approach—is it age- or stage-based? Moreover, cultural influences shape the school’s identity, whether it’s a government, independent, or Catholic institution, and the predominant cultural groups among its student body. However, it’s the societal influences that are particularly pertinent in the current educational landscape. These include the role of social media in education, the economic landscape of the 21st century, and how these factors shape the concept of 21st-century learning within the school. Staying abreast of these societal influences is crucial for practical educational analysis.

Each school, even those within the same educational sector, possesses its unique identity, akin to living entities within their respective environments. While they may share common characteristics, such as belonging to the government sector and catering to primary and secondary students, their individuality extends beyond these surface similarities. For a teacher librarian, it’s essential to acknowledge this ever-evolving nature of the school environment while embracing the capacity to influence and shape it. To me, “leading from the middle” encapsulates the notion of occupying a dual role as a follower and a leader within this dynamic ecosystem.

Upon viewing Ken Robinson’s presentation, “Changing Education Paradigms,” the significance of collaboration in educational settings became evident. It underscored that individuals cannot thrive in isolation, collective effort drives school advancement. Collaboration serves as the cornerstone of growth and learning within schools. For a teacher librarian, integration into the school’s framework involves collaborating within their team and fostering partnerships across various teams, including teachers. While teachers specialise in specific subjects, librarians possess comprehensive insights into cross-curricular priorities and actively engage across the curriculum landscape.

Collaborative teaching initiatives involving the teacher librarian (TL) and classroom teachers signify a notable cultural transition in the TL’s role. No longer confined to traditional tasks like book borrowing and shelf organisation, today’s TLs actively engage in curriculum development. They spearhead initiatives such as team-teaching Guided Inquiry processes alongside subject teachers. Additionally, they take on the responsibility of ensuring that the library catalogue precisely reflects the school’s demographic and caters to its evolving needs and interests.

Finally, for students to effectively integrate into the contemporary job markets of the 21st century, schools must prioritise acquiring skills relevant to this era. Consequently, libraries acknowledge the pivotal role played by libraries in both school and public settings, serving as catalysts for students’ academic success. The role of a teacher librarian extends beyond conventional boundaries, encompassing the cultivation of critical thinking, research capabilities, information literacy, and a passion for literature. These competencies collectively empower students to excel academically and socially within and beyond the school environment and to securely navigate the vast and ever-evolving landscape of the internet and information domains.

References
Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

The Keeper and Stamper of Books

 

As I read through each module and recommended reading, I began to add another layer to my understanding of what makes a great leader. What resonated with me the most was the theme of ‘vision’.  According to Gleeson (2016), it was imperative for me to articulate a distinct vision.

I have worked in a few libraries over the past six months on a casual basis and have not been able to add my leadership experience from my career in early childhood, especially as a director of services, where I was able to use my vision, expertise and best practice to formulate and execute long term goals for each long day care service.

I am now prepared to start my first permanent role as a ‘lone teacher librarian’ in a primary school. I already feel the support from the school’s principal to change how the library is perceived and make it the ‘heartbeat’ of the school. I know that the school library and the librarians before me were indeed of the era of the ‘keeper and stamper of books’ and the library as a ‘quiet space’. I know it is up to me not only as the teacher librarian of the school but as a leader change that perception.

Not only do I have a vision for the school library and my role within. I have begun to brainstorm strategies that can make the vision a reality. Moir, Hattie and Jansen (2014) maintain that to develop leadership capacity, you need to understand what the organisation values are and build your vision from there. I look forward to collaborating with class teachers and planning with the executives on the needs of the students and community and solidifying a whole school approach to transformation.

I know that a teacher librarian has often been behind the scenes, but I want to be visible in my role to facilitate positive change. Some of the ways I plan to do this include:

  • Addressing assemblies and morning greetings by promoting the library, and the activities on offer during the week.
  • Be an active participant at staff meetings, get involved in the planning and implementation of programs.
  • Propose and implement a whole school reading for pleasure program, highlighting the importance of reading and the resources available to support this initiative.

First and foremost, I will build relationships not only with children, but with the staff of the school. Working in a collaborative manner with staff is something I enjoy and find that it is a wonderful way to build trust in planning and preparing for change. The change that benefits the whole school community.

References

Gleeson, B. (2016, November 9). 10 unique perspectives on what makes a great leader. https://www.forbes.com/sites/brentgleeson/2016/11/09/10-unique-perspectives-on-what-makes-a-great-leader/#e9753b25dd19

Moir, S., Hattie, J. & Jansen, C. (2014). Teacher perspectives of ‘effective’ leadership in schools. Australian Educational Leader, 36(4), 36-40. Teachers’ perspectives of ‘effective’ leadership in schools : Find an Expert : The University of Melbourne (unimelb.edu.au)

The Teacher Librarian as a Leader

 

As I begin my final subject, ‘Teacher Librarian as Leader’, I reflect on the essence of leadership even before delving deep into the course material. What immediately comes to mind is what leadership isn’t. It isn’t about assuming you possess all the solutions. It isn’t about needing to dictate every action and oversee every detail. It certainly isn’t about believing your voice is the only one that matters within the team, with your directives being unquestionable. I have had experience as a leader within the Early Childhood sector. I know that my knowledge and skills will be drawn upon as I become a Teacher Librarian within a primary school community.

As I embark on this course, my curiosity about the essence of effective leadership is piqued. I believe exemplary leaders inspire their peers, leading by example rather than mere words. Their actions align seamlessly with their words, embodying the principle of ‘do as I do, not just as I say.’ They foster a collaborative environment where every voice is heard and valued. They possess a forward-thinking mindset, envisioning the school’s trajectory in the 21st century. They don’t settle for past achievements but also recognise and commend the hard work of teachers, support staff, and fellow leaders.

Even though I am at the beginning of my teacher librarian career, I recognise the pivotal role I can play in guiding staff toward embracing 21st-century curriculum practices. I look forward to balancing responsibilities and bridging between providing curriculum support and classroom instruction while also navigating emerging learning technologies, literacies, and resources. Effective leadership entails staying rooted in the present while keeping a keen eye on current and future trends to remain attuned and pertinent in an ever-evolving landscape.

Leading from the middle

In Module 1, we were encouraged to ponder upon significant figures who have left a mark on our professional and educational paths. As an Early Childhood Teacher and Director of services, I have crossed paths with individuals who have served as priceless informal mentors. Their leadership attributes, which I deem integral to their efficacy, included:

  • Mastery of their craft
  • Passionate dedication
  • Creativity in problem-solving
  • Attentive listening skills
  • Reflective practice
  • A servant-minded approach
  • Peace-making abilities
  • Willingness to experiment and acknowledge errors
  • Openness and generosity
  • A sense of humour

Upon further exploration of the module reading content, I’ve discerned a common thread among these mentors—they predominantly held informal leadership positions. This realisation is empowering as I contemplate my potential as an informal leader in my future role as a teacher librarian. Looking back, I now understand that they embodied the concept of ‘leading from the middle,’ a previously unfamiliar notion.

Anticipating my future as a teacher librarian in a primary school, I approach it with a keen awareness of my unique position within the school community. It’s a ‘bird’s-eye’ view, as Cox and Korodaj (2019) aptly describe it. I’m filled with enthusiasm about exploring how I can leverage this perspective to create a meaningful and positive impact on the community.

References

Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.

Social Media and Personal / Professional Boundaries

The pervasiveness of social media in today’s society has influenced interactions and communication in both personal and professional spheres. Once perceived primarily as a platform for connecting conveniently with friends and family worldwide, social media has evolved beyond a space for personalised interactions. It has now metamorphosed into a professional realm that coexists with the personal sphere (Nisar et al., 2019).

Identity blur in the context of personal and professional boundaries in social media for information professionals refers to maintaining a clear distinction between one’s personal and professional identities online. Feher (2019) states that users generate visual depictions and personal narratives and engage in storytelling as components of their digital footprints within social networks and online communities.

Information professionals such as librarians, archivists, or researchers often use social media platforms to engage with their communities, share knowledge and stay updated on industry trends. According to Brandtzaeg et al., how individuals present themselves is frequently influenced by the specific interaction’s context and the audience they are engaging with (2020, p.160).

However, managing the balance between personal and professional content on these platforms can be complex, leading to an unintentional blending of identities. This was one consideration for employers early in the social media boom; some employers were apprehensive about the potential risks associated with employees using social media, such as the spread of criticism or excessive personal media use during working hours (Soens et al., 2021, p.454).

Organisations are now aware of the positive power of social media for connecting with customers and using it to promote their business, engage with consumers, and facilitate interactions among employees and clients (Plume et al., 2016). Demek et al., (2018) affirm that social media can improve relationships with employees and boost the effectiveness and efficiency of internal operations (p.31).

Integrating social media into an information agency like a school library has empowered librarians to showcase new services, publicise events, and connect with their communities. Such incorporations of social media have influenced the fundamental nature of private and public communication (Dijck, 2013, p.7). Specifically, as information organisations adopted social media, the distinction between personal and professional realms became less defined. To address this ambiguity, social media policies were formulated. James (n.d. para.2 & 3) proclaims that we no longer see social media policies simply prohibiting its use in the workplace. An employer implements a social media policy to establish guidelines for the appropriate use of social media within the organisation. This policy encompasses both the official channels associated with the brand and the employees’ personal and professional social media accounts.

Within a school community, this could have consequences for the teacher librarian who intends to post content that may not completely align with the school’s values. In an interview, Pantechis argues that there is no inherent right to privacy on social media (Wright, 2018), implying that content posted on a personal account, even outside work hours, can influence a person’s professional standing. A well-articulated policy can mitigate such concerns and facilitate a degree of separation between individuals’ personal and professional social media activities.

A social media policy delineates the school library’s mission and guides employees’ social media usage. The objective is to showcase the library’s offerings to the community while also infusing a personal touch into social media to portray the diverse personalities of the staff (Young & Rossman, 2017).

Information organisations, including libraries, use social media to promote new books and other materials, provide information about upcoming events and services, and foster community engagement. This enables users to interact with the library and, more importantly, engage with librarians, whom they would typically encounter in person if they were to visit (Swanson, 2012). In these instances, information professionals interact with the public through the library’s social media account. However, they can infuse their personal touch into responses and posts, akin to how their personalities influence their interaction with the public.

A well-crafted social media policy can guide the content shared on the library’s social media. However, it cannot regulate the community’s posts or how they use the available information. According to The Global Statistics (2023), about 83% of Australians use social media daily (para.2). While each user employs social media for different purposes, many choose to connect with colleagues as friends or follow their accounts. Comments after hours recounting aspects of their workday revealing matters of a negative nature or confidential manner can become problematic. These colleagues may come across the comment and might opt to report it to the organisation, potentially leading to significant consequences for the information professional and their employment. While remembering that online statements are not truly private, it raises the question of whether it is worth having colleagues as friends on social media or creating two distinct accounts, one for personal and one for professional purposes.

The answer to this dilemma is not as straightforward as creating two accounts. The information professional could leverage their personal social media presence to enhance their learning and connect with fellow librarians. Social media has facilitated the creation of various learning communities, providing a platform to interact for educational and professional development purposes (Luo & Hostetler, 2020).

In numerous libraries, including those in regional or school settings, libraries often operate in isolation or within small teams. Utilising social media to seek information from other organisations allows librarians to advance in their profession and enhance the services provided to their community. Nevertheless, suppose a librarian employs their personal social media account to engage in these online professional learning communities. In that case, maintaining a clear distinction between personal and professional identities adds to the challenge.

In information organisations like libraries, achieving a distinct separation between personal and professional boundaries in social media use is inherently challenging. Librarians are confronted with a decision: to establish a dedicated professional account for such purposes or to persist with their personal account while being mindful of their professional standing. Each librarian may approach the situation differently, and there is no definitive answer as to which approach is correct. Only time will reveal the outcomes of these choices.

References

Brandtzaeg, P.B., & Chaparro – Dominguez, M.A. (2020). From youthful experimentation to professional identity: Understanding identity transitions in social media. Young, 28(2), 157-174. From Youthful Experimentation to Professional Identity: Understanding Identity Transitions in Social Media – Petter Bae Brandtzaeg, María-Ángeles Chaparro-Domínguez, 2020 (csu.edu.au)

Demek, K.C., Raschke, R.L., Janvrin, D.J., & Dilla, W.N. (2018). Do organisations use a formalized risk management process to address social media risk? International Journal of Accounting Information Systems, 28, 31-44. https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/S1467089516300422?via%3Dihub

Dijck, J. van. (2013). The culture of connectivity: A critical history of social media. Oxford Scholarship Online. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=3055231

Feher, K. (2019). Digital identity and the online self: Footprint strategies – An exploratory and comparative research study. Journal of Information Science, 47(2), 192-205. https://journals.sagepub.com/doi/10.1177/0165551519879702

James, S. (n.d.). Social media ethics: Why you should have a policy [Blog Post]. https://www.streamcreative.com/blog/bid/52570/Social-Media-Ethics-Why-You-Should-Have-a-Policy

Luo, T. & Hostetler, K. (2020). Making professional development more social: A systematic review of librarian’s professional development through social media. The Journal of Academic Librarianship, 46(5).

Nisar, T.M., Prabhakar, G., & Strakova, L. (2019). Social media information benefits, knowledge management and smart organisations. Journal of Business Research, 94, 264-272. https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/S0148296318302303?via%3Dihub

Plume, C.J., Dwivedi, Y.K.& Slade, E.L. (2016). Social media in the marketing context: A state of the art analysis and future directions. Elsevier Science & Technology.

Soens, E., & Claeys, A. S. (2021). Can organisations guide employees’ social media behaviour? The benefits of incentive rather than restrictive social media guidelines. Journal of Communication Management, 25(4). https://www.emerald.com/insight/content/doi/10.1108/JCOM-02-2021-0017/full/html

Swanson, T. (2012). Managing social media in libraries: Finding collaboration, coordination, and focus. Elsevier Science & Technology.

The Global Statistics. (2023). Australia social media statistics 2023 – most popular platforms. The Global Statistics.  Australia Social Media Statistics 2023 | Most Popular Platforms – The Global Statistics

Wright, P. (2018). Social media and work: Five common-sense rules every employee should know. ABC Everyday. https://www.abc.net.au/everyday/social-media-and-work-how-to-keep-out-of-trouble/10382110

Young, S.W.H., & Rossman, D. (2017). Using social media to build library communities: A LITA guide. Rowman & Littlefield Publishers.

 

INF 506 Personal Reflection

Prior to engaging in the INF506 – Social Networking for Information Professionals, I identified as a modest user of social media platforms. Routinely perusing my Facebook feed, viewing YouTube content, and browsing through Pinterest posts constituted part of my daily routine for personal purposes. The impetus behind enrolling in this elective subject was cultivating a more substantial engagement with social media, particularly for professional knowledge and networking.

The surge in social media usage for professional purposes has led numerous libraries to embrace a social media presence for marketing and communication purposes with their user base (AlAwadhi & Al-Daihani, 2019, p.228). Establishing a presence on platforms like Facebook and Instagram can stimulate engagement and facilitate content sharing, effectively connecting with their library user community.

The content explored in INF506 has allowed me to thoroughly examine and comprehend social networking technologies’ principles, theories, and applications within the context of information professionals. This holds particular relevance to my prospective position as a Teacher Librarian with a primary school library, where before starting Assessment One: Social Media Proposal, I had not considered the necessity of promoting the school library through social media channels.

Over the past decade, the profound impact of our reliance on technology and social media has transformed information acquisition and communication. When reading the blog entries of my peers for OLJ 2: The Influence of Technology on Society, two distinct perspectives emerged, reflecting variations in general experiences with technology. Esnouf articulated her perspective from the Generation X paradigm, a viewpoint I identify with, as stated in my response (Gonye, 2024, Jan 3). Her narrative resonates with shared encounters of an analog childhood, demonstrating a receptivity to and embrace the swiftly evolving technological landscape. (Esnouf, 2023, Nov 25).

In contrast, Souflias examines the evolving technological landscape, delineating its advantages and implications through a Millennial user perspective (Souflias, 2023, Nov 21). In my reply, I recognised the adept integration of technology into learning and professional interactions by tech-savvy millennials, illustrating a seamless incorporation into their experiences (Gonye, 2024, Jan 11).

Irrespective of one’s generational affiliation, all information professionals must adopt and engage in the digital era. As described in my blog post titled, Defining the information professional in the digital era (Gonye, 2023c, Dec 26) information professionals go beyond granting access, guiding users through vast information landscapes. Proficiency demands diverse skills for organisational relevance. Adaptability is crucial in the rapidly evolving information milieu.

As I read through other students’ blog entries on defining the information professional, I resonated with Serobian’s summation of patron-driven skills such as solid communication, management and collaboration skills in addition to traditional library skills and their enhanced application through technology for increased efficiency (Serobian, 2023, Dec 26). In my feedback (Gonye, 2024, Jan 11) I added that, theoretically, this provides additional time for adaptation to technological progress and engagement in creating, sharing, and consuming information.

Adding another dimension to the information professional’s skill set, Kaigorodova focused on human capabilities such as higher-order thinking and social and emotional abilities in the light of research indicating that the Fourth Industrial Revolution may result in the displacement of certain professionals by machines (Kaigorodova, 2023, Dec 20). I, too, acknowledged (Gonye, 2024, Jan 11) in my comments that machines, at least in the foreseeable future, cannot substitute for skills that make us human.

Dodd (2019) accentuates the necessity for teacher-librarians to embrace lifelong learning. This commitment to continuous learning and adaptability enriches their capabilities and greatly benefits those they assist. Staying abreast of the newest technologies and advancements in library services is equally advantageous for any knowledge specialist, especially teacher librarians.

Integrating the attributes mentioned above of the information professional and underscoring the patron-driven nature of the library, from a professional standpoint, has emphasised the importance of social networking.  Before reading Utecht’s (2018) Personal Learning Network (PLN) theory, I had not considered the value of social networking for individualised professional development, initially participating as consumers of knowledge and transitioning to creators of content (Gonye, 2023b, Dec 23).

In my blog post, Embracing a Library 2.0 ethos (Gonye, 2023a, Dec 20), I explored some concepts defining Library 2.0 after viewing Cole (2106). The reimagined library- where will it find you? The concept of the Biblio-Tech as an all-digital library was fascinating to me. At first, the idea of no physical resources sounded unakin to a library space I was familiar with. As I listened to the TED talk a second time, I began to understand the reimagined library space. I asked myself if the definition of Library 2.0 is a customer-focused approach to library services; patrons need more than reading material from a community space. The notion of prioritising service over collections is one that I will keep at the forefront when I begin my career as a teacher librarian.

Chun (2018) noted that libraries and teacher librarians are uniquely positioned to create an enduring impact for all students. We can influence student learning, innovation, and achievement through school libraries more than ever before. Rethinking the information professional’s role as complementary to the central student learning event – the teacher librarian can serve as a facilitator, cultivator, and navigator (Cole, 2016, p.4). I now feel I can confidently leverage my experience in social networking and new technologies to fulfil this vision.

Enrolling in INF506 surpassed my expectations, providing a comprehensive understanding of how social networking enriches my role as an information professional. The course illuminated the diverse opportunities inherent in this communication medium, fostering connections to information, resources, and diverse perspectives. As a teacher librarian, I now plan to integrate these insights, adapting to the evolving needs of students in the digital age. The experience underscored the importance of embracing peer contributions and instilling confidence in navigating new platforms. INF506 has expanded my comprehension of social networking and laid a robust foundation for my future as a proficient social networking information professional.

References

AlAwadhi, S., & Al-Daihani, S. M. (2019). Marketing academic library information services using social media. Library Management, 40(3/4), 228-239. https://doi.org/10.1108/lm-12-2017-0132

Chun, T. (2018). Brave before perfect: A new approach for future-ready librarians. Teacher Librarian, 45(5), 35-37.

Cole, L. (2016). BiblioTech as the re-imagined public library: Where will it find you? [Presented conference paper]. IFLA WLIC 2016 – Columbus, OH – Connections. Collaboration. Community, Session 213 – Metropolitan Libraries, http://library.ifla.org/1418/1/213-cole-en.pdf

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

Dodd, J. (2019). Competency or capacity: Measuring librarians’ potential for success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648

Esnouf, M. (2023, November 25). OLJ Task 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/onlinelearningjournalinf506me/2023/11/25/olj-task-2-the-influence-of-technology-on-society/#comments – MARIANA’S ONLINE LEARNING JOURNAL FOR INF506 (csu.edu.au)

Gonye, S. (2023a, December 20). Embracing a library ethos 2.0 [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/20/embracing-a-library-2-0-ethos/

Gonye, S. (2023b, December 23). Personal Learning Network Adoption [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/24/personal-learning-network-adoption/

Gonye, S. (2023c, December 26). Defining the information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/26/defining-the-information-professional-in-the-digital-era/

Kaigorodova, I. (2023, December 20). OLJTask 8: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/inna/2023/12/20/oljtask-8-defining-information-professional-in-the-digital-era/

Serobian, K. (2023, December 26). OLJ Task 2: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/kristina/2023/12/26/olj-task-8-defining-information-professional-in-the-digital-era/

Souflias, V. (2023, November 21). OLJ 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/souf/2023/11/21/the-influence-of-technology-on-society/

Utecht, J. (2008). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption

What Comes Next? Thoughts for the Future

Hussain (2020, p.17) posits that the primary objective of a library involves obtaining, safeguarding, conserving, and arranging information for widespread dissemination. With reduced visitation due to time constraints and the paradigm shift caused by COVID-19 altering daily routines, libraries must evolve to cater to their patrons’ needs. Countries like the UK, USA, and Germany are leveraging novel technologies to address this demand (Hussain, 2020, p. 17). Nevertheless, numerous libraries encounter difficulties implementing state-of-the-art technologies to facilitate their users’ learning, research, and information access (Hussain, 2020, p. 16). Unsurprisingly, staying abreast of advancements poses a significant challenge for any institution.
What is the potential for the future of primary school libraries?
The local primary school library is one such library where implementing social media to promote its resources, services, library programs and events to the parents, staff and school community would provide broader exposure and networking opportunities beyond the school itself. As the library serves school students and staff, there is enormous potential and scope for using the latest technologies for their clientele to gain access to information and their services.

Virtual reality represents merely a fraction of potential adoption and integration. Hussain (2020, p.18) mentioned that several libraries in Western nations have embraced training sessions, workshops, and virtual tours. He further contends that extending beyond physical boundaries is crucial for libraries. Initiatives such as Library Makerspace, Coding Clubs, and Digital Storytelling stand as some of the available options for implementation.

What impact might the future have on us as information professionals?

While the future remains uncertain, it’s undeniable how technological advancements have significantly influenced our lives. With infinite online information and easy accessibility, how can information professionals ensure job security? The solution is straightforward: adaptation. Hussain (2020, p.23) states that librarians must persistently emphasise their skill development. Given the swift evolution of technologies, it’s imperative to continuously modify, rectify, enhance, verify, and upgrade the technological infrastructure provided by the library to prevent client dissatisfaction due to poorly maintained tools. Thus, the future for information professionals may entail leveraging technological eras through inventive methods to augment the quality of resources and services offered to clientele.

Reference

Hussain, A. (2020). Cutting edge: Technology’s Impact on library services. In Innovations in the Designing and Marketing of Information Services (pp. 16-27): IGI Global.

Social Media Tools: Virtual and Augmented Reality

Just over a decade ago, Virtual Reality (VR) and Augmented Reality (AR) emerged as significant trends for consumer use, particularly in gaming and entertainment. However, due to COVID-19 travel limitations and on-site work restrictions, businesses are now embracing VR at double the pace of consumers. AR is progressively employed in training, meetings, and customer service, while VR finds increased utilisation in conferences and events.

This short video explains the fundamental differences between AR, VR and MR.

VR and Educational Virtual Reality Games (EVRGs) have been used as teaching and learning support tools for several years. Still, it will be interesting to see the development of AR/VR applications as a widespread alternative to face-to-face teaching. Streaming volumetric videos and employing Augmented Reality (AR) tech could personalise and enhance the school learning setting. Yet, while Immersive Virtual Reality (VR) doesn’t consistently improve students’ test performance, it notably boosts their interest and confidence, according to Parong & Mayer’s 2018 study. AR applications accessible via smartphones are poised to become more commonly utilised.

The accessibility of technology remains a significant challenge in education. I’m sceptical about schools’ capacity to finance VR headsets for every student. The advent of virtual or augmented reality could exacerbate the existing digital gap in education. However, dedicated spaces like libraries and makerspaces have the potential to evolve into centres for collaboration, creativity, and a heightened form of digital literacy, as outlined by Craig in 2020.

Within makerspaces, Learning and Innovation Technology (LIT) is applied to foster collaborative learning and STEM education. VR is in harmony with constructivist theory, as noted by Oyelere et al. in 2020. Additionally, the integration of AR can potentially convert “tinkering” into an educational approach for conveying typically elusive concepts like electricity and sound through visualisation and interaction, as highlighted by Schneider & Radu in 2018.

The potential risks associated with employing VR and AR in teaching young children involve concerns about the psychological impact known as “presence,” where individuals feel immersed in a media event, according to Bowman & McMahan (2007). Additionally, there’s a question regarding children’s ability to discern between a representation of reality and reality itself.

Careful consideration is essential when contemplating the utilisation of Immersive Virtual Reality (IVR) in educating young children, as highlighted by Bailey & Bailenson in 2017. Children’s distinct experience of IVR compared to adults necessitates a specific pedagogical approach tailored for VR in the classroom, essential for leveraging its advantages effectively.

References

Bailey, J. O., & Bailenson, J. N. (2018). Immersive virtual reality and the developing child. In Fran C. Blumberg & Patricia J. Brooks (Eds.) Development in Digital Contexts (pp.181-200). Academic Press. http://dx.doi.org/10.1016/B978-0-12-809481-5.00009-2

Bowman, D. A., & McMahan, R. P. (2007). Virtual reality: How much immersion is enough? Computer, 40(7), 36–43. http://dx.doi.org/10.1109/MC.2007.257.

Craig, E. (2018). How can we prevent a digital divide 2.0 as virtual reality expands? EdTech. https://edtechmagazine.com/higher/article/2018/04/how-we-can-prevent-digital-divide-20-virtual-reality-expands

Oyelere, S.S., Bouali, N., Kaliisa, R. et al.(2020). Exploring the trends of educational virtual reality games: a systematic review of empirical studies. Smart Learning Environment 7(31). https://doi.org/10.1186/s40561-020-00142-7

Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241

Schneider, B. & Radu, I. [Data Bytes] (August 28, 2018). Using augmented reality to promote making with understanding. Educause Review. https://er.educause.edu/blogs/2018/8/using-augmented-reality-to-promote-making-with-understanding

Velicus. (2021, March 9). The differences between AR, VR and MR. [Video]. YouTube. The differences between AR, VR & MR – YouTube

Defining the Information Professional in the Digital Era

 

 

Considering the role of an information professional requires reflecting on recent shifts in the world. The primary shift revolves around the widespread availability of the Internet and, consequently, information accessibility.

In the era of Web 2.0, the role of information professionals has evolved from merely granting access to information. Instead, they assist in navigating the extensive array of available information, guiding others in finding relevant data, knowledge or facts. To excel in this, they require diverse skills, knowledge, and attributes to ensure their relevance and that of their organisation.

One crucial aspect is adaptability. Information professionals operate in a swiftly evolving landscape that has transformed significantly in the past decade and continues to do so at an accelerated rate. They must proactively explore and adopt new technologies that could benefit their clientele, effectively integrating these advancements whenever feasible. This demands the willingness to shed prior habits, technologies, or methods—even those once considered advantageous (Cohen, 2006).

Dodd (2019) emphasises the necessity for Teacher-Librarians (TLs) to embrace lifelong learning. This commitment to continuous learning and adaptability enriches their capabilities and greatly benefits those they assist. Staying abreast of the newest technologies and advancements in library services is equally advantageous for any TL.

According to Laura Cohen (2006) TLs ought to familiarise themselves with the information preferences of their users and actively seek innovative methods to integrate these preferences into library services. Additionally, she advocates for TLs to take an active role in propelling their libraries forward.
Embracing an experimental attitude toward change and being open to making mistakes is crucial. In his TED talk, Mark Ray (2016) highlighted a critical perspective amidst school budget reductions: “Instead of asking what you are going to do for school librarians, I asked what we can do for you?” Chun (2018) underscores that risk-taking and collaboration are pivotal qualities for educators. These attributes enable TLs to establish a library environment fostering student empowerment, connection, and inspiration.

What does this encompass? TLs should:

  • Comprehend digital literacy (Burton, 2019)
  • Prioritize customer needs (Burton, 2019)
  • Demonstrate flexibility, innovation, and a knack for seeing the broader scope (Burton, 2019)
  • Embrace the dynamic realm of information and engage actively
  • Display a willingness to experiment and introduce novel services
  • Capitalize on new tools and applications whenever feasible
  • Utilise social networking platforms
  • Be ready to meet users wherever they are, whether online or in the physical realm, to offer library services.

References

Burton. (2019). Future skills for the LIS profession. Online Searcher, 43(2), 42-45.

Chun, T. (2018). “Brave before perfect”: A new approach for future-ready librarians. Teacher Librarian, 45(5), 35-37.

Cohen, L. (2006, November 9). A librarian’s 2.0 manifesto. YouTube. https://youtu.be/ZblrRs3fkSU

Dodd, J. (2019). Competency or capacity: Measuring librarians’ potential for success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648

Ray, M. (2016, June 7). Changing the conversation about librarians | Mark Ray | TEDxElCajonSalon. YouTube. https://youtu.be/IniFUB7worY