The Page Master

In a world where information is ubiquitous, where fact and opinion are blurred, and companies such as Google capitalise on their control of information to the point where search and “Google It” have become synonymous, the question begs:

“What can teacher-librarians (TL) do to guide students through an ever-changing digital landscape?

 Despite Prensky’s (2001) belief that students are “digital natives,” Frawley (2017), Combes (2009) and Enynon (2020) debunk this, citing that despite the level of connectivity, students lack the skills to locate, authenticate, comprehend and discern information from a range of different digital sources. As an EAL/D trained teacher, I have seen the dangers of learning through immersion, often resulting in bad learning habits. Regardless of digital experiences, children need guidance to navigate the information landscape, laying the foundations for future learning, as discussed in my blog post (Kelly, 2022, September 16). One tool to assist TLs in this endeavour is creating locally produced digital resources/learning objects (DLO). 

A DLO is a web-based item for learning with the potential of being reused, searchable and self-contained (Charles Sturt University, 2022). During the creation of this DLO, I have made some realisations:

• By creating my own DLO, I’m actively considering my students’ learning needs and contexts, personalising the curriculum to be more effective and suited to my teaching styles. It’s not a case of matching works with content but how each adds a new facet, perspective or deeper dimension culminating in an authentic holistic understanding of what is taught. According to Ismajli & Imami-Morina (2018), this is a critical component in teaching digital literacy.
• DLOs encourage awareness of the learning processes and skills they are developing in addition to the content and the product of their learning. This connects with an assignment in ETL401, where we learned to enrich student learning by embedding strategic information skills within a project, resulting in dynamic and improved learning outcomes.

How important is this for the TL?

Providing digital spaces and learning pathways is a critical component of the TL’s role as an information specialist, as outlined by the Australian School Library Association (2018). TLs build the capacity of their students to search, gather, make judgements and use information in a landscape fraught with pitfalls and misinformation, as stated in a forum post I created (Kelly, 2022 September 16). DLOs provide planned and on-demand opportunities for collaboration with the learning community, which, although mentioned in discussion posts by Finden (2022, August 21) as not compulsory, enrich learning with the information skills students require to navigate this landscape.

So what does this mean for the TL?

TLs are at the forefront and leaders of innovation and change. When you consider that 92% of teachers do not have adequate time to plan and innovate their curriculum (Sonnemann & Joiner, 2022), it’s clear that TLs are called to lead proactively, support and build the capacity of teachers to use information technology to improve and ease the burden of a demanding curriculum. DLOs provide a platform to reduce students’ cognitive load and provide a safe “go-to” space for staff to use. Effective DLOs are personalised, strategic in their use of information skills, purposeful and effective in bringing relevance and connection between the classroom and library.   

Reference List

Australian School Library Association (2018). What Is a Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian 

Charles Sturt University. (2022). 5.1 Learning Objects [modules]. ETL501. https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_5100607_1&course_id=_62875_1 

Combes, B. (2009). Digital natives or digital refugees? Why have we failed Gen Y [Paper Presentation]. Proceedings of the 38th Annual Conference of the International Association of School Librarianship incorporating the 13th International Forum on Research in School Librarianship:  Preparing pupils and students for the future, school libraries in the picture, 1-12. Albano Terme, Padova, Italy.

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1661&context=ecuworks

Eynon, R. (2020). The myth of the digital native: Why it persists and the harm it inflicts. In T. Burns & F. Gottschalk (Eds.), Education in the digital age: Healthy and happy children (pp. 132–143). OECD. https://doi.org/10.1787/2dac420b-en

Frawley, J. (2017, February 27). The Myth of the Digital Native. The University of Sydney. https://educational-innovation.sydney.edu.au/teaching@sydney/digital-native-myth/ 

Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3), 207-218.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). 1-6.https://doi.org/10.1108/10748120110424816

Sonnemann, J. & Joiner, R. (2022). Teachers don’t have enough time to prepare well for class. We have a solution. The Conversation. https://theconversation.com/teachers-dont-have-enough-time-to-prepare-well-for-class-we-have-a-solution-175633

Google is it a noun or verb? Is it true or are you pulling my leg?

The world of research has changed from the dusty World Book encyclopedias to the fast-paced world of search engines. But is this progress necessarily a good thing?

It wasn’t that long ago when information lived in institutions such as schools and libraries. The amount of limited but there was an implicit belief that the information hidden in the pages of reference texts was credible and universally accepted as truth. We trusted what was said was researched, at least in the eyes of a naive doe-eyed student, and that the biggest challenge was to make sure you have the right book before someone in your class gets it. Those days feel like an eternity ago compared to today.

Nowadays, the world of information is plentiful and readily available at the click of a mouse. Most of my current students don’t even know World Book, let alone what an encyclopedia is. And yet the same legacy belief that what is said on the screen is true and accurate information is an area that teacher librarians challenge continuously. The problem as I see it, is that the torrential flood of information is not always pure. The lines between fact and opinion are murky, the credibility of information (when you consider the commercial implications of controlling public thought) and anyone, including myself, can put whatever they want online even though I have no credibility nor currency to make those statements.

This is where the TL comes into play. Their capacity to guide students through the aforementioned flood, to make critical judgements on the validity of said information and to discriminate between fact and opinion is the necessity to navigate the information landscape.

One issue explored in ETL504 was where the teacher-librarian is placed amongst the school leadership hierarchy. On one side, there is the view that teacher-librarians are positioned to be leaders of curriculum, learning and information literacy (Oddone, 2021). They are proactively at the forefront of educational trends and lead their school community to embrace the rapidly changing information and technology landscape (Merga, 2020). Therefore, based on their sphere of influence and expertise, one can conclude that teacher librarians should be part of the leadership teams within the school, supported by Stephens (2011) and Merga (2021). In Assignment One, I strategically placed this role in the middle leadership within my primary school context that acts as collaborative support for the executive and leader for the teachers and students within the organisation. This is further exemplified by the New South Wales Department of Education (2017) school libraries handbook, which explicitly states the leadership role of resource development and information literacy as part of their role for their schools.

However, despite the academic evidence supporting teacher librarians as leaders, the reality of this role is currently being undermined and diminished. Research from Crothers (2019) and Carmody (2019) states a growing and alarming reduction in the number of qualified teacher librarians in schools, with many principals replacing them with cheaper “library officers” and “library assistants”, often with no formal qualifications or training to cut costs. This begs the question, if teacher-librarians are as valuable as middle leaders, why are they the first casualty when it comes to budget cuts, as cited by Carmody (2019)? This is further exemplified in the discussion posts and online meetings of ETL504. Many beginning teacher librarians have said that they are relegated to a diminished role of relieving teachers and teaching subject areas that do not take advantage of the teacher-librarian’s capacity to lead information and curriculum expertise.

In my opinion and supported by Carmody (2019) and Kemp (2017), the lack of awareness of principals on the role and benefits of the teacher-librarians as a leader is a contributing factor to this declining reality. Budget constraints, COVID, the focus on improving NAPLAN data over authentic learning, and the need for more support staff to fill in literacy and numeracy gaps have contributed to this decline too.

To remedy this and elevate the role to its rightful place as a middle leader, we explored in the second half of ETL504 the “how to lead” aspect of teacher librarians as leaders.

One recurring strategy evident in ETL504, ETL401 and ETL503 is the importance of advocacy and leading from the middle. The teacher-librarian will need to advocate and proactively apply leadership models such as servitude, transformation and instruction to demonstrate through words and actions to improve the perception and value of their role within the organisation. Through developing positive collaborative relationships centred on student learning, it is argued by Kaaland (2012) that the teacher-librarian has the opportunity to market their potential and gain much-needed allies to drive meaningful changes to improve student outcomes. However, this requires time and patience, which in the education sphere can pose a challenge for the teacher-librarian to navigate, considering how time-poor staff are. According to a survey conducted by Sonnemann and Joiner (2022), 92% of teachers cited a lack of time to adequately organise their lessons, let alone plan for new initiatives.

Therefore, strategically planning how to advocate and improve the teacher-librarian role is essential in improving its position within the organisation. By identifying the strengths, weaknesses, opportunities and threats (SWOT analysis) to change and forming collaborative relationships, teacher librarians will be better equipped to navigate the dynamic role of middle leaders, capitalising on achievable goals and proactively managing challenges before they become a hindrance to success.

Reference List

Crothers, J (2019). ‘Teacher librarian numbers are dwindling — should we be worried?’ https://www.abc.net.au/radionational/programs/life matters/teacher-librarian-numbers-are-dwindling-%E 2%80%94-should-we-be-worried/11590334 

Kaaland, C. (2012). Developing a culture of advocacy. In D. Levitov (Ed.),  Activism and the school librarian: Tools for advocacy and survival. Libraries Unlimited.

Kemp, J. (2017). Ten ways to advocate for your role as a teacher librarian. Connections – School Catalogue Information Service. 1 (103) 6-7 https://www.scisdata.com/media/1656/connections103.pdf 

Leigh, D. (2009). SWOT analysis. Handbook of Improving Performance in the Workplace: Volumes 1‐3, 115-140.

New South Wales Department of Education (2017). School Libraries Handbook 2017. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf

Merga, M. K. (2020). School Librarians as Literacy Educators Within a Complex Role. Journal of Library Administration, 60(8), 889-908. doi:https://doi.org/10.1080/01930826.2020.1820278    

Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools?. Scan: The Journal for Educators, 40(2), 12-15.

Oddone, K. [KayO] (2021, June 14). Teacher Librarian as Leader: Lessons from the Literature. Teacher Librarian as Leader. https://www.linkinglearning.com.au/teacher-librarian-as-leader-lessons-from-the-literature/

Sonnemann, J & Joiner, R. (2022). Teachers don’t have enough time to prepare well for class. We have a solution. The Conversation. https://theconversation.com/teachers-dont-have-enough-time-to-prepare-well-for-class-we-have-a-solution-175633

 Stephens, W. S. (2011). The school librarian as leader: out of the middle, into the foreground. Knowledge Quest, 39(5), 18+. https://link.gale.com/apps/doc/A257611630/AONE?u=anon~f5fbc5fe&sid=googleScholar&xid=4dc5f5da

In the past fortnight we were introduced to leadership theory and its place in the teacher librarian role. As teacher librarians we are, like it or not, leaders. We have a very specific role in supporting the strategic direction of the school and, more importantly, we play a fundamental role in leading from the middle.

How?

As a TL we are experts in curriculum at a whole school level. We know what students come from and where they need to go. This knowledge can used as a cornerstone for collaboration for teachers and senior leadership to draw from.

TL’s are keen strategists. We know what resources target concepts more effectively than others and we are akin to the student’s interests and reading ability. Through our role, we can facilitate collections which support curriculum delivery effectively and efficiently.

TL’s can lead areas of the curriculum that teachers don’t cover to the same degree, and yet these skills (i.e. the general capabilities) are the very skills needed for students to be successful citizens in the future. Our leadership in curriculum in this area, sets us apart and makes us stand out.

In the readings, we explored different leadership models including: servitude, transformational, instructional etc. It is clear that the TL role cannot fit into one of these models to the exclusion of others. It is too limiting. TL’s employ a range of different leadership capacities, or as I put it “tools”, in our roles to effectively get the best possible outcomes for our school and the students it serves.

One concept ETL402 explored is the effect of a teacher’s knowledge of literature in shaping the curriculum as researched by Akins et al. (2018) and Merga, (2015). It is vital that the TL facilitates a diverse range of reading genres and formats for both staff and students, for example, does the collection include postmodern texts, picture books for older readers, series etc.

Upon reflection, this connects with a concept from ETL401 in that when making decisions about the collection, patron needs should be a primary consideration. TL’s need to consider the needs of their students and staff in expanding their own understanding beyond “it’s a story” and elevating fiction’s value. Kammer et al. (2021) supports and extends this arguing that the teacher librarians expertise in fiction and how it is taught plays a pivotal role in the professional development of teachers when collaborating which is something I will need to advocate in my role.

Go Digital or Not Digital?

Another area explored is the role digital texts play. Though the research shows many benefits including improved engagement and the fact that children would have experienced digital storytelling well before they are introduced to the printed book (Albanese, 2013), it does bring up issues which challenge the traditional cultural zeitgeist of literature education. In particular, they may present narrative in a non-linear interactive format similar to that of a game. Further reading by Toda et al. (2017) suggests that this approach often leads to competitiveness which diminishes the integrity and learning of the lesson. From my own perspective, I firmly believe that engagement = learning, I cannot deny the value digital media potentially has, however, I believe that TL’s would have a repertoire of strategies and forms to engage their students without solely relying on flashing screens to grab their students attention. It is a tool; not a substitute for traditional fiction forms. Which brings us to the last topic:

What are some effective strategies for teaching fiction?

Having a diverse collection made in collaboration with the needs of the school community is one thing, but having the strategies to make them come alive is another. We explored the benefits of having a whole school approach, establishing a culture of reading and even the benefits of sustained silent reading. One strategy that I am drawn to is “read aloud.” Not only does it conjure up fond nostalgia, but research shows how valuable it is as a tool to build sustained reading skills, strategically introduce issues and build positive attitudes. Conversely, Laminack (2021) states that with overloaded curricula, the amount of read aloud time has diminished despite his fervent advocacy. It seems contrary for a school to have, on one hand, the desire for their students to be successful readers and yet not provide adequate time for students to appreciate texts  due to “time restraints.” 

From completing this course, I have come to appreciate the complexities and diversity of literary learning. Inspired by Dr Bales extensive repertoire of literature as shown in lectures, blogs, discussions and modules, I realise that a strong knowledge of fiction and researched based strategies is critical in providing support for staff and forming an effective collection. In my future practice as a TL, I will continue my own journey in building an extensive repertoire of fiction and strategies to support student learning through collaboration.

 Reference List

Albanese, A. (2013, January 17). Vegetables or candy? DBW panel looks at gamification of children’s books. PW Publishing Weekly. https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/55546-vegetables-or-candy-dbw-panel-looks-at-gamification-of-children-s-books.html

Akins, M., Tichenor, M., Heins, E., & Piechura, K. (2018). Teachers’ knowledge of children’s Literature: What genres do teachers read? Reading Improvement, 55(2), 63-66.

Kammer, J., King, M., Donahay, A., & Koeberl, H. (2021). Strategies for Successful School Librarian and Teacher Collaboration. School Library Research, 24.

Laminack, L. (2021). The Read Aloud. Time Spent Reading Aloud is Never Wasted.  https://edublog.scholastic.com/post/read-aloud-time-spent-reading-aloud-never-wasted

Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), 15–20. https://doi.org/10.1177/0031721718767854

Merga, M. K. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35-50. https://10.1177/0004944114565115 

Toda, A. M., Valle, P. H., & Isotani, S. (2017, March). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_9

In module 3 and 4 we learnt about something that I find critical for all educators of children, especially teacher librarians. How can we foster a love for reading for our students? Though this question is only 11 words, answering it would require many, many more. 

In the discussions Pure offered ideas such as author visits, book fairs and attending book launches as a strategy to “sell” reading which definitely has its merits for teacher librarians. However, from my experience working in a 100% EAL/D school in Western Sydney where there is a dangerous perception that reading is an effeminate activity, the best strategy advocating fiction for me is modelling and time.

With a curriculum that is bursting at its seams, with administrative tasks as high as a skyscraper and managing the aftermath of a global pandemic, how often do our students sit down and listen to a good book? I would put forward the argument, though controversial, that one of the reasons why Australia is slipping its once enviable dominating lead in literacy in the PISA in the 90s, is that we have stopped making reading time as a class or independently a priority in lieu of boosting arbitrary literacy grades. In my opinion, this isn’t a correlation but a causation. I remember quite distinctly in the late 80s and 90s as a child having D.E.A.R. (Drop everything and read) time and sitting in a semicircle with my peers listening to a good story being read enthusiastically by my teacher. As a teacher, I don’t see that happening at my school, being told by so-called commercial “experts” that independent reading is an ineffectual waste of time and should be done as homework instead. The “teacher” should be solely teaching explicit strategies instead.

I couldn’t disagree more.

A love for reading can only be established if students are given the opportunity to fall in love. Which is why, I am personally an advocate of “read alouds” and sessions where students just read and discuss. Not to comprehend, not to cover a textual concept, not because a commercial product says you HAVE to read this level of book  but purely for the love of reading. It might sound cliche, but that moment where a child has an emotional response to something I have read, whether happy or sad (we read a lot of sad stories in Year 5), is the moment I have succeeded.  

Hopefully, the future of reading will be brighter as I step into the new role of a teacher librarian. Yes, there might be new collections to cater for the growing digital needs of our students. Yes, there might be more diversity in the collection to include international literature such as manga and texts which promote diversity. All of which have been discussed at length in the discussions. We might even have robots helping us with reshelving. Who knows?

 But at its heart, the future of our students MUST include that intangible but also very visible love for fiction.

Back in the 80s, I remember vividly my Year 1 teacher explaining our school library. “Here are the fiction books – which are “made up stories” and here is our non fiction books which are book about “real things.” This misguided perception has followed my cohort all the way to Year 6. Fiction is “made up” and non fiction is “real” and the two will never meet.

But fiction is more than this limiting and dangerous classification. Even using the term “made up” connotes this perception that fiction is of a lesser value than its non fiction counterpart. As the readings for this week clearly show from  Leland et al. (2017), fiction is about imagination and wonder. It takes the reader on a journey (often in the narrative form) and has the power to evoke an emotional responses within the pages.

This week my eyes became broadened by the number of genres and formats in fiction. From post moderism, series, sustainability, POV even literary non fiction. The range of genres and genre sub sets is vast and wide and this has huge implications for the library collection.

Do we specialise in a limited number of genres to achieve a sound level of comprehensive depth OR do we have a scatter gun approach and pick a few pieces from each part?

So far from both the reading and my own experience, the question of quantity is not as important as the quality of the collection. A carefully selected collection has the potential to cover multiple genres without compromising depth and integrity. For example, texts from Claire Saxby can be genrified on sustainability but could also incorporate other genres such as literary non fiction.

I’m looking forward in this course to see examples of how librarians display these texts in their libraries. Also, how do they advertise and inform this to a school community as the research of Akins et al., (2018); Merga, (2015) and Burgess et al. (2011) all agree that there is a correlation between a knowledge of fiction and the quality of lessons/ discussions. And finally, do they use spine label stickers, symbols or dedicates special shelves?

“It seems to be a truth universally acknowledged by public libraries that if a book has a number on it, and the catalogue record for that book has the same number on it, then library users will be able to join the dots and locate the book that they want.” (Hopkins, 2007)

While many Teacher Librarians can see and prove the benefits of this format for primary students, whether it is useful for secondary students remains under scrutiny. Statistics have shown significant benefits in terms of improved circulation numbers and anecdotal evidence of empowered borrowers. However, it can also be argued that adopting this form of organisation is not as radical as already established classification systems and that genrefying the collection is not adequately preparing students for navigating academic libraries.  

According to Sannwald (2015), an argument for genrefication in the secondary setting is the increase in circulation. This circulation indicates, by inference, an increase in the amount of reading which is one of vital functions of the school library (NSW Department of Education, 2015). A contributing factor, in reference to the research of Saltanik (2020), is the reduction of patrons searching for a book from 9 ½ to 5 ½ minutes on average, a 30% gain in patrons’ self-efficacy in finding what they need from a collection and twice the amount of participants claiming that they feel less time pressure to find reading material which is critical for secondary patrons who may have less time to engage in the Functional Requirements for Bibliographic Records (FRBR) user tasks required of them. Another case study has shown that in the first year of genrefication, circulation rose from 2,599 to 4,996 books per year. By the fourth year the circulation data showed a 366% increase (Hembree, 2013). By using a genrefied model, in a secondary setting, Teacher Librarians are more empowered to organise their collection to promote and encourage increased circulation (Sannwald, 2015).

Both Wall (2019) and Sannwald (2015) state that a benefit for genrefying a secondary library is the empowerment it provides patrons. Many students struggle to find books they are interested in – particularly in the fiction collection – genrefied subsections have helped alleviate this anxiety. An increase in “book talk” between patrons, particularly, in terms of recommending similar material, indicated improved collection familiarisation and reader advisory among patrons (Sweeney, 2013). In contrast, collections that are categorised by author name fail to expose patrons to other similar reading material, reducing the effectiveness in the Librarians role in promoting a culture of reading. (Sannwald, 2015). 

 Alternately, the literature also articulates an argument against genrefication in the secondary library because of the complexities it poses for cataloguing the collection. When analysing examples of genrefied collections in secondary settings, the classification system becomes word rather than number based and is centred on subject or topic classifications not genres (Simon, 2019). This according to Gray (2017) makes genrefication very subjective which results in increased difficulty for patrons trying to find specific non-fiction texts (Gray, 2017). This is of particular importance when you consider the size, scope and multi disciplinary complexities of a secondary library collection (Bateman, 2013) and the rigour required of the patrons to use the five user tasks in the FRBR model. Universal systems like Dewey Decimal Classification (DDC), however, have similar features to genrefication which include: convenience for the user, encompassing complete discipline areas, moves hierarchically from general to specific, accommodates new notation as knowledge expands and uses form classes, geographical divisions and an alphabetical index (Farkas, 2015). 

Another argument against genrefication in the secondary library identified by Sannwald (2015), is the value of preparing students to learn essential information searching skills for tertiary or vocational education. Unlike the primary setting, where research has indicated positive outcomes for genrefication in terms of increased “book talks,” ease of browsing, increased circulation etc… Secondary schools have the additional duty to prepare students to navigate the information landscape in readiness for higher education in addition to promoting a love for reading (Sannwald, 2015). Snipes (2015, p.26) states that as a student transitions from elementary to secondary education, their ability to navigate libraries to find and evaluate information becomes more complex. Unlike primary schools, where a significant proportion of the patrons are unable to understand three digit numbers let alone the decimals of the DDC, secondary students have the capacity to understand how collections are categorised and classified Sannwald (2015). Removing the use of such classification systems, would in turn, impact the development of vital, transferable skills needed for success in further education. 

So should the secondary library be classified by genre? Although evidence suggests numerous benefits, we cannot ignore the value of utilising established classification models. The notion of a hybrid “Dewey-lite” system which classifies the fiction collection by genre whilst maintaining the DDC for non-fiction has gained momentum and is this author’s preferred choice when classifying a secondary school library.

Reference List

Bateman, S. (2013) Dewey or don’t we? Incite. 34(8) 16-17. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/search;res=IELHSS;search=FTI=yes%20AND%20IS=0158-0876%20AND%20VRF=34%20AND%20IRF=8%20AND%20PY=2013%20AND%20PG=16

Gray, M. (2017). Genre wars. Connections. Issue 104, 11 [Retrieved from] https://www.scisdata.com/media/1688/connections104.pdf

Farkas, L. (2015).  Learn Dewey Decimal Classification (Edition 23).  Friendswood, Texas :  Total Recall Publications

Hembree, J. (2013)  “Ready Set  Soar!  Rearranging Your  Fiction Collection by Genre.” Knowledge  Quest  42 (2):  62–65.

Hopkins, S. (2007). Decimating Dewey: Introducing a Bookshop Arrangement for Shelving the Nonfiction Collection.  APLIS. Mar2007, Vol. 20 Issue 1, p8-13. 6p. 2 Charts

NSW Department of Education, (2015). School Libraries Handbook [Retrieved 11th August, 2021] https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf

Sannwald, S. (2015). Sample Library Classification Alternatives. In Defence Of Library Gentrification. http://genrefication.weebly.com/sample-models.html

Simon, M (2019, June 24). Thoughts On Genrefying The School Library. Mrs Simon Says. https://thinkspace.csu.edu.au/mrssimonsays/2019/06/24/thoughts-on-genrefying-a-high-school-library/

Snipes, P. R. (2015). Concrete to abstract: growing past genre into Dewey. Library Media Connection. Summer 41-45 Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=8d20f7c6-1635-467b-b7a8-e3dda7d8f6af%40sessionmgr4010

Sweeney, S. (2013). Genrefy your library: improve readers’ advisory and data-driven decision making. Young Adult Library Services, 11(4), 41-45.

Wall, J. (2019). Genrefication in NSW public school libraries: A discussion paper. Scan, 38(10).