ETL512 – Professional Reflective Portfolio

Part A

An effective teacher librarian (TL) capably juggles a multitude of roles and partakes in lifelong learning.  The purpose of a TL in all settings is to ensure that they meet the needs of their ‘clients’ (students, colleagues, community).  This involves having an in-depth knowledge of system procedures and resources so that they can efficiently provide clients with the relevant assistance.

The TL also has the important role of establishing the library as the hub of the organisation.  Through promotion, events and exceptional customer service skills, the TL can create an environment that is welcoming, encouraging more clients to attend, to ask for assistance and therefore, to succeed in their endeavours.

Part B

As I reminisced in an early blog (Maloy, 2022, July 31), the school library in my primary school days was a solace from the hustle and bustle of the playground; the teacher librarian (TL), a font of knowledge who could always assist in finding a book to suit my mood.  When I began teaching, the school library was drab, dusty and full of outdated books with yellowing pages.  The TL was still a font of knowledge; however, the library was uninviting and so rarely visited by students outside of their ‘library lesson’ time.

Throughout this course, I have been pleased to learn that the school library should be the hub of the school community – a place for students and teachers alike to find resources to support learning, to share in positive experiences such as book clubs or makerspaces, and to learn skills to ensure quality teaching and learning.  The TL plays a pivotal role in promoting the school library for these purposes.

Of particular interest in this course, has been my increased knowledge in the areas of information communication and technologies (ICT) and digital literacy skills; collection development and management; and methods for describing resources.

(Roman, 2018)

ICT and Digital Literacy Skills

The technology field is ever-changing and developing.  A report funded by the Australian Government in 2013 outlined digital literacy as a necessity for being able to participate in a digital economy; the third necessary skill behind literacy and numeracy (Bowles, 2013, p. 5).

Beginning this course, I believed that I had a substantial understanding of ICT and how this can contribute to the education of students.  I majored in ICT in my undergraduate degree and have undertaken the role of ICT coordinator and teacher in schools during my career.  Through my studies in ETL401 and ETL533, it became apparent that I had not maintained currency of knowledge as much as I thought I had, and I had not considered the role of the TL in supporting students with their ICT skills and information literacy.  As reflected upon in my blog (Maloy, 2022, August 3), the TL at one of my current schools significantly focuses on research skills and does not have a passion for the scope of information literacy, so I have not had an effective role model in this domain.

An article by Shannon and peers (Shannon, et. al, 2019, p.41) expressed a definition of information literacy that involves effectively accessing, using and communicating information and a presumption that information literacy covers all aspects of information, regardless of format.  This is a definition that I intend to encapsulate in my thinking about information literacy.  In an early blog post (Maloy, 2022, July 31), I suggested that the TL could be useful in equipping students with skills such as basic hardware knowledge, research skills, coding and programming, and information search skills.  Throughout this course, I have further developed this understanding and now understand the role of the TL as more than simply basic technology skills.  Whilst the TL can undertake this role, the Information Fluency Framework (NSW Department of Education, 2021) also sets out a more detailed and logical approach to the teaching of information literacy skills.  I believe that it is important that teachers are made aware of this framework so that they can have a better idea of what the role of the TL might look like, but can also support the TL in the explicit teaching of information literacy skills.  It is vitally important that teachers and TLs work together to ensure that students are prepared with the necessary ICT skills to successfully approach a digital world.

During my work in ETL533, I was introduced to a plethora of digital resources including interactive texts and interfaces and digital storytelling platforms.  Having had the chance to explore such resources, I am now more aware of what is available and how these resources can be best used to support the education of our students.  Through exploring texts such as Oat the Goat, novelling and Explorer Magazine by the National Geographic Society, I was able to develop the skills to critically analyse digital texts to ensure that they were enhancing student learning and not just presenting text on a screen (Maloy, 2023, October 3).  As a TL, I will incorporate digital texts and platforms to enrich my teaching but also endeavour to upskill my colleagues to advocate for the use of digital texts within their classrooms.  Furthermore, as mentioned in my blog (Maloy, 2023, October 3), I would like to undertake additional research into digital libraries such as Project Gutenberg, World Digital Library and ibiblio to gain a better understanding of how they can be used to support student learning in classrooms.

The use of interactive authoring software was another area of interest presented during ETL533.  Using Microsoft Sway, I created a digital story based on Chapter 6 of ‘Fish in a Tree’ by Linda Mullaly Hunt (2015).  Whilst I first approached this task with enthusiasm, seeing the benefits of digital stories to student engagement and learning, I was disappointed to find that creating an effective digital story that included all of the necessary tools for functionality, was incredibly time consuming and required advanced technological skills (Maloy, 2023, October 3).  Knowing my colleagues and the current school climate of increased administration work and lack of time, it would be very difficult to empower staff to try using interactive authoring software to create their own digital stories.  It is possible that students (particularly in older primary or in high school) may be taught how to use interactive authoring software to create their own digital stories; however, a strong link to the syllabus would need to be carefully considered given the amount of time that would be required to teach the necessary skills associated with the software and then for students to complete the task effectively.

Collection Development and Management

Upon beginning this course, I had a very limited knowledge of the processes for creating and maintaining a collection.  In the introductory stages of ETL503, I was introduced to the notion of a Collection Development Policy (CDP).  This was not something I had ever seen in a school library, nor heard of.  The library in a school that I am currently working at has a poor reputation amongst the students and the staff, with many outdated resources, irrelevant books and limited access to technology.  The current TL is firmly against weeding and does not consider the needs of the school when purchasing new resources.  Having studied CDPs during ETL503, I strongly believe that the creation and enforcement of a CDP would be beneficial to improving the collection and therefore the reputation of the school library (Maloy, 2022, November 20).

As Oddone (2019) explains, the TL has a huge responsibility when it comes to developing and managing a school library.  Many factors need to be taken into consideration including the needs of the school, age range of the students, relevance of subject matter of resources, and format of resources.  That is why it is essential that a CDP is established and implemented.

As shown in the image below, there is a clear process that must be followed when implementing an effective CDP.  This process is cyclical and can be initiated at any point within the cycle.  As vital as each stage is, I believe that the ‘needs analysis’ and ‘selection according to criteria’ phases are essential to maintaining a collection that is relevant and useful to the library community.  For example, having a large collection of resources relating to the history of the Roman Empire in a primary school would be a mismanagement of space and budgets as the Roman Empire is not mentioned within the primary syllabuses.  There does need to be scope within the selection criteria though to account for a small amount of resources that are unrelated to the syllabus but may be appreciated by the library community.

(Oddone, 2019)

Further to the management of the physical resources within the library, the collection needs to include resources in a variety of formats – libraries are not simply a collection of books (Maloy, 2022, November 29).  The resources that fall within the responsibility of the library can include local and remote; owned and not owned, but accessible; and tangible and intangible (Corrall, 2018, p.16).  It is in the intangible domain that my knowledge has increased significantly.  Prior to the completion of ETL503 and ETL533, I was unaware of the plethora of electronic resources – libraries, databases, digital literature – that are available, either for free or via subscription.  I am now actively using these in my teaching practice to enhance student learning.  In the future, I would like to have time within the school professional learning schedule to share my knowledge with my colleagues and empower them to also incorporate electronic resources into their teaching.  I would particularly like to work collaboratively with the current TL to demonstrate the benefits of electronic resources and to develop teaching programs for the library that encompass such resources.

Alongside a needs analysis and a selection criteria, I have learnt that the process of weeding also of the utmost importance.  As Wagner (2017, p.3) explores, the collection needs to continually shift to accommodate the changing needs of the library community so that the library is seen as an evolutionary space and maintains relevancy.  During my placement for ETL512, I was involved in the weeding process for the library at a campus of TAFE NSW.  TAFE NSW had a CDP which made the task somewhat easier as the criteria for weeding was clear.  However, it was during this, that I began to truly appreciate the level of collection knowledge that is required for the weeding process.  Whilst the CDP is clear, it is still vital that the TL uses their discretion to ensure that the correct decisions are made for their users.  For example, the TAFE NSW library had a large collection of visual arts texts.  Some of these were dated in the 1960s and 1970s and so may appear outdated; however, the design principles and artworks are still relevant, and the texts are regularly borrowed from the collection.  Therefore, the TL used her discretion to not remove such resources from the collection.

Describing Resources

At primary school, as a library monitor, I was introduced to the Dewey Decimal Classification (DDC) for arranging the collection.  Whilst I was not privy to the specific details or cataloguing associations of the DDC, I was taught how to shelve books accordingly and the locations in which to search for texts about specific subject areas.  Before beginning this course, my understanding was that the DDC was used across all libraries and was the sole method for describing resources.  During my studies in ETL505, it became apparent that some libraries are beginning to move away from the DDC.  I also became aware of MARC records, the Resource Description and Access (RDA) Toolkit and the Schools Catalogue Information Service (SCIS).

As Redihan (2020, p.97) outlines, there is conjecture about the relevancy of the DDC for the library community and the ease with which it can be used.  It has been suggested that the DDC is predominately white and western-centric (Redihan, 2020, p.97).  With the everchanging nature of society, it is apparent that the DDC is becoming outdated and more and more confusing, even for qualified librarians.  As an example of this, the fourteenth edition of the DDC which was released in 1942, specifies that resources about LGBTQI+ (lesbian, gay, bisexual, transgender, queer, intersex and others) people would fall under call number 301.4157 which describes them as ‘abnormal sexual relations’ (Sullivan, 2015).  The most recent editions of the DDC have moved these resources to call number 306.76 which places them under ‘sexual orientation and gender identity’.  Have all libraries updated their collections to reflect this change though?  Do libraries update their collections every time the DDC changes?  Some libraries are moving to a genrified cataloguing system – is this the solution?  How feasible and/or beneficial would it be to move to a new system?  All of these questions are to be further investigated and researched through my career as a TL.

Aside from the DDC, I was interested to learn more about how resources are described to ensure consistency across libraries.  The assessments within ETL505 allowed for experimentation with MARC records, the RDA Toolkit and SCIS.  Librarians use the RDA Toolkit to assist with creating MARC records to assist with cataloguing.  As Keen Shaw (2024,  p.52) explores, the RDA Toolkit is useful for libraries worldwide as it is an online platform (via subscription) that contains up-to-date information and accounts for digital resources as well as physical.  As a novice librarian, I found the RDA Toolkit was a little tricky to use as some of the elements could be quite subjective to an untrained mind.  MARC records could be just as difficult to read without the RDA Toolkit close at hand to be able to look up the numbers associated with each element.  I believe that a librarian would need to spend a large amount of time with the RDA Toolkit and MARC records for them to become easy to navigate.

On the other hand, I found the SCIS catalogue records much more user-friendly.  Whilst, again, this system relies on subjectivity, the inclusion of Scope Notes and Use For Notes reduces the error margin.  The SCIS system incorporates elements of the DDC, the RDA Toolkit and the Schools Online Thesaurus to create records for each resource, ensuring accuracy and relevance (SCIS, n.d.).  I understand that the SCIS system is only used in school libraries within Australia which causes me to question – why have we not shared this with the rest of the world?  If libraries are looking for a new method for cataloguing and classification, could SCIS catalogue records be the way of the future?  Having not yet had the chance to use the RDA Toolkit, MARC records or the SCIS catalogue records in the library setting, perhaps my questions will be answered once I put my learning into practice.  For now, I am glad that I have had the opportunity to experiment with each system, equipping me with the necessary skills to become a successful TL.

Conclusion

Through completion of this course, I have learnt a great deal about teacher librarianship including about developing and managing collections, about describing resources and about ICT skills and digital literacy.  Most importantly, I have reinvigorated my desire to be the teacher librarian of my childhood – a font of knowledge who creates a welcoming space for students and teachers to gather; who provides relevant resources (in digital or physical form) to the school community; who cares for and carefully manages the collections; who assists the school community in learning new digital literacy skills; and who continually adapts to the everchanging nature of the role.

Part C

Professional Knowledge

Throughout this course, I have developed a deep understanding of the need for TLs to be lifelong learners (Standard 1.1) (ALIA-ASLA, 2004, p.2).  With the changing nature of the role and the development of key aspects such as technology, TLs must have the desire to continually update their knowledge.  Participation in subjects such as ETL533 highlighted areas that need improvement in my understanding, and raised examples of how the necessary knowledge may be gained.

Standards 1.2 and 1.3 (ALIA-ASLA, 2004, p.2) are areas in which I am confident given the length of time I have been teaching.  However, through study in ETL401, I was able to align my teaching practice with the role of the TL and better understand how classroom teachers and TLs can work collaboratively.

Specialist knowledge of information, resources, technology and library management (Standard 1.4) (ALIA-ASLA, 2004, p.2) is definitely an area in which I have identified growth.  All subjects throughout the course have increased my knowledge across these areas, and I believe that this standard lies closely with Standard 1.1 as it is vital that a TL maintains currency of knowledge in these areas through lifelong learning.

Professional practice

Without a positive role model, I found it difficult to understand how the TL can effectively engage and challenge learners (Standard 2.1) (ALIA-ASLA, 2004, p.3).  Thankfully, during my study of ETL503, I was introduced to a number of platforms that can be used to increase student engagement and create an information-rich learning environment.  With this knowledge, I would now like to put my learning into practice within a school library.

I believe that this course has adequately equipped me with the necessary skills to work collaboratively with colleagues to plan for and resource the curriculum whilst doing my best to provide a high-level of service in the library and information domains (Standards 2.2 and 2.3) (ALIA-ASLA, 2004, p.3).  The reflections required at the end of each subject  have assisted me in establishing solid practices which I will adopt into my teaching to evaluate student learning and modify my programs accordingly (Standard 2.4) (ALIA-ASLA, 2004, p.3).

Professional Commitment

As previously mentioned, I now possess the skills to commit to modelling and promoting lifelong learning (Standard 3.1) (ALIA-ASLA, 2004, p.4).  Through ETL504, I have come to understand how the TL can undertake a leadership role (Standard 3.3) (ALIA-ASLA, 2004, p.4) within the school and can be the catalyst for change from a dusty, tired library to a bustling student hub that provides for the needs of the students.

Whilst I have joined a small number of professional network groups, I am excited to join ALIA as an associate member and to explore other options.  Through the professional placement conducted in ETL512, I was able to connect with fellow TLs and start to build a physical network with whom I can call upon for assistance as needed.

Reference List

Australian Library and Information Association. (2004). Standards of professional excellence for teacher librarians. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Bowles, M. (2013). Digital literacy and e-skills: Participation in the digital economy.  https://www.voced.edu.au/content/ngv%3A56359

Corrall, S. (2018). The concept of collection development in the digital world. https://doi.org/10.29085/9781856048972.003

Keen Shaw, M. (2024). Cataloging library resources: An introduction. Rowman & Littlefield Publishers.

Librarianship Studies & Information Technology. (2018). Best quotes about libraries, librarians and library and information science. https://www.librarianshipstudies.com/2018/05/quotes-libraries-librarians-library-information-science.html

Maloy, S. (2022, August 3) Information literacy. [Blog post]. Retrieved from: https://thinkspace.csu.edu.au/siobhanmaloy/2022/08/03/information-literacy/

Maloy, S. (2022, November 20). Collection development and management. [Blog post]. Retrieved from: https://thinkspace.csu.edu.au/siobhanmaloy/2022/11/20/collection-development-and-management/

Maloy, S. (2022, November 29). A balanced collection? [Blog post]. Retrieved from: https://thinkspace.csu.edu.au/siobhanmaloy/2022/11/29/a-balanced-collection/

Maloy, S. (2023, July 31). Digital literature – the way of the future? [Blog post]. Retrieved from: https://thinkspace.csu.edu.au/siobhanmaloy/2023/07/31/digital-literature-the-way-of-the-future/

Maloy, S. (2023, October 3). Part D: Critical reflection. [Blog post]. Retrieved from: https://thinkspace.csu.edu.au/siobhanmaloy/2023/10/03/part-d-critical-reflection/

Mullaly Hunt, L. (2015). Fish in a tree. Penguin Random House.

Oddone, K. (2019). School library collection development: It’s not as simple as you might think. Linking Learning. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

NSW Department of Education. (2021). Information fluency framework [PDF]. NSW Department of Education. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Redihan, E. (2020). Abandoning the Dewey decimal system in public libraries. Public Library Quarterly, 40(2), 95–107. https://doi.org/10.1080/01616846.2020.1763755

Roman, A. (2018). Why makerspaces are so important in public libraries. YALSA Blog. https://yalsa.ala.org/blog/2018/11/26/why-makerspaces-are-so-important-in-public-libraries/

School Catalogue Information Service (SCIS). (n.d.). About. SCIS. https://www.scisdata.com/about

Shannon, C., Reilly, J., & Bates, J. (2019). Teachers and information literacy: Understandings and perceptions of the concept. Journal of Information Literacy, 13(2), 41-72. https://doi.org/10.11645/13.2.2642

Sullivan, D. (2015). A brief history of homophobia in Dewey decimal classification. Overland. https://overland.org.au/2015/07/a-brief-history-of-homophobia-in-dewey-decimal-classification/

Wagner, P. (2017). Weeding success: More than emptying the stacks. Strategic Library, 39, 1-3. http://www.libraryspot.net/SL/SL_May17_2.pdf