smigi’s reflections

 

My Magical  Journey of Teacher Librarianship

 

ETL512 Assessment 6: Professional Experience and Portfolio

Part A: Statement of personal philosophy

An effective teacher librarian (TL) has a vision and success for every student by promoting and creating efficient library and information programmes and services that aid in the development of lifelong learners. They develop balanced library collections, maintain a welcoming productive library learning environment, develop knowledge through training and professional development,  collaborate with classroom teachers to enhance students’ development of digital and informational literacy and possess a thorough understanding of technology and digital citizenship. As a future TL, my guiding principles are to foster a love of reading and information and digital literacy for the development of successful 21^st century learners.

Part B: Critical Evaluation

(Image from Unsplash)

Literature

During my librarianship journey, the subjects that gave me more insights into the role of  TL were ETL 402 Literature Across the Curriculum, ETL 503 Resourcing the Curriculum and ETL 401 Introduction into Teacher Librarianship.  The subject ETL 402 Literature Across the Curriculum was a very motivating and informative subject for me as a future TL because I learned a lot about literature and how to engage students with it. When I embarked on the course, I only knew that prep to year two students like picture books and above three should read more non-fiction books than fiction to increase knowledge and vocabulary. I was also unaware of student’s interest levels in e-books, audiobooks and physical books. My blog post (Siju,2023, January 18)  about children’s literature points out the tremendous change in children’s literature due to the impact of technological and digital advances in society. The themes and views also altered due to the availability of digital tools and access to information.

Another novel term that I came across in this subject (Siju,2023, January 10) was literary learning.  The subject modules completely changed my understanding of literacy into the present explanation of literacy and emphasised the role and value of a TL to promote Tran literacies to help students to be literate in the 21st century. I learned that a crucial aspect of literacy training is fostering a lifelong love of reading in children (Barlow, 2012). The development of multiliterate students who are adaptable, capable of redesigning knowledge and practice, and able to make sense of information through a variety of modes and formats is essential because of the rapidly evolving information landscape (Anstey & Bull, 2006; Gorgon & Marcus, 2013).

As all my education was in India my knowledge about Australian literature was very limited. This subject gave me deeper knowledge about children’s literature, fiction, nonfiction books, graphic novels, manga and anime. With an emphasis on fiction in particular, ETL402 delves closely into the role of literature across the curriculum. Additionally, it provided a deep analysis of different fiction genres and how they apply to classroom environments. This course broadened my knowledge of fiction literature and helped me see the rationale for including various genres in school library collections and teaching curriculum through literature. Before I started the course, I had no idea about the interest level of students other than my children. My work placement and module readings demonstrated the continued popularity of  physical books other than e-books and audiobooks (Harvey, 2015). In contrast to e-books and audiobooks, physical books continue to be popular, as evidenced by my work placement and module readings (Harvey, 2015). Via ETL402, I also learned what encourages students’ literary absorption. ETL 402 served as a helpful reminder of the importance of literature across the curriculum and the requirement for reading. I’ve seen that pupils aren’t using the library or checking out books starting in year four. The causes for the drop in reading are shown in the infographic below.

(Whitten et al., 2016; Dickenson, 2014; Manuel & Carter, 2015;Ogbonna & Eze, 2015)

This gave me valuable insight and future actions that I have to apply for creating a whole school reading culture as a curriculum leader and an information specialist. For the promotion of reading culture at school I will:

• provide a reading list with recommendations organised by genre and theme to students in each grade level
• Allow students to register their reading goals, keep track of their progress, and evaluate what they have read
• Provide an environment for children where dialogue and engagement are valued and encouraged
• Encourage students to draw connections, analyse meaning and intent, and offer suggestions by allowing them to express their opinions and think critically about the written word through discussion (Manck et al.,2011).
• Include book trailers, author tours, book talks, displays and book promotions
• Collaborate with teachers to know the reading levels of their students and provide age and skill- and skill-appropriate materials for struggling readers (Merga, 2019).

( Personal photo from work placement)

During my placement, I got the opportunity to be a part of the reading guidance program in which reluctant readers were encouraged to pick up a book that helped the readers select engaging reading materials to read and help them want to read more. While providing information literacy lessons I was able to use the knowledge and skills that gained from the modules to teach a HASS lesson through the book ‘Tamarra: A Story of Termites on Gurindji Country.’ The literature was connected to the 1897 colonization and Aboriginal people’s life. The thought-provoking questions from the students proved the right choice of literature that was not possible for me without the information and knowledge that learned through this subject. That lesson helped me to collaborate science behind traditions and cultures of Aboriginal people and why they follow them even in the present era. Moreover, this lesson helped to teach research skills through literature which is an essential skill for digital citizenship.

Literature improves pupils’ capacity to harness empathy, and develops awareness about different countries, cultures in ways beyond the classroom and supports students to become global citizens. Students can gain a broader grasp of the world around them by being exposed to characters in literature that have a variety of origins and experiences. Moreover, it helps to develop critical thinking. To develop a love of reading and encourage lifelong learning, exposing pupils to literature from the very beginning of their education is crucial (Claasz, 2014). My second assessment helped me to plan literacy-responsive strategies by including a variety of genres to promote reading levels in school.

This subject has been insightful and fulfilling in its analysis of literature in the curriculum. Through this subject, I learned ( Siju,2023, January 18) the transformative potential of fiction in the classroom. In the future, I am eager to practise these learnings by designing dynamic, welcoming libraries that encourage and support students as they pursue their educational journey.

Collection Development Policy

(Image from Pixabay)

Before I started my Master of Education the thing that intrigued me was the variety of resources of each school library. I worked as a casual teacher, so I got the chance to see a lot of school libraries. All the libraries were different and interestingly most of the schools didn’t have a collection development policy ( CDP) or the teacher aide had the least idea about it. As part of the subject module, I had to read the collection development policy of a school, but I didn’t get the chance to read that. The subject ETL 503 Resourcing the Curriculum cleared all my doubts about this area and taught me the value of a CDP in a school library. My blog post on reflective practice (Siju, 2024, February 19) reveals how ignorant I was about collection development and its significance in a library.  Now at the end of the learning journey, I am fully confident about library collections, weeding, and criteria for selection of books and also able to answer any issues related to book selection. It is this subject that gave me in depth knowledge about the DNA of school library  CDP ( Siju, 2024, February 4) and the significant role of TL in (Siju,2023, December 28) every school.

Collection development is the deliberate act of creating or expanding a library collection in response to user and community needs and interests as well as institutional priorities (Johnson, 2018). It includes several activities associated with the development and growth of library collections, such as selection, budget management, budget determination and coordination, assessment of user and potential user needs, planning for resource sharing, community and user outreach and liaison, and review and negotiation of e-resources contracts ( Johnson, 2014).

I learned these golden rules about CDP

• It is a documented plan to help parents, other library staff, teachers, and administration to understand, prioritise, and justify the purchase strategy
• It needs to be revised every year as it contributes to a well-rounded and current collection of books, magazines, newspapers, equipment and audio-visual resources
• Goals of the CDP should align with the objectives of the institution
• It describes the rationale behind purchases as well as who is responsible for buying, handling and maintaining purchases
• The policy needs to be updated to reflect changes in the school curriculum and community (Stephens &  Franklin, 2015).

This learning gave me insight into the crucial and complex role of TL in resourcing the collection. I made a selection criteria for the selection of resources in assessment 1 which helped me to understand the selection process of resources and explanation for why I chose these resources.

Selection criteria

Selection criteria	Description
a.       Relevance	·         Applicable to the class curriculum. Fulfils students’ interests in recreational reading. ·         Fulfils a possible or current need. ·         The price is appropriate. ·         The item has the potential to be used.
b.      Appropriateness	·         Suitable for the age group, reading ability and learning style of students. ·         Illustration clarity ·         Readability and clarity of use
c.       Accuracy	·         The information is accurate. ·         Knowledge is provided objectively and without bias. ·         Australian content is the main priority
d.      Presentation	·         The illustrations are exceptionally done. ·         Content is arranged logically and in order. ·         The item is sturdy and long-lasting. ·         It is a visually appealing item.
e.       Authority	·         Strength of the creator’s knowledge and subject matter expertise ·         Reputation of the creator ·         Created more material on this subject.
f.        Comparison with other work	·         Different applications for this work by teachers and students
g.      Scope	·         Encourage and enhance the curriculum and academic pursuit of the students.
h.      User friendly		·         Logically and systematically arranged content ·         Design motivate and assist students to use (W)

( Assessment 1 Siju, 2023)

During my work placement, this knowledge helped me to choose books when the supervisor offered me an opportunity to choose books from a bookseller. I  also got a chance to advocate for the role of the TL in my relief school and the knowledge they bring to the school. It was the knowledge that I gained from this subject that helped me to advise the teacher aide who was in charge of the library and had to deal with the appropriateness of a book chosen by a year 4 student. When the parent approached with the complaint against her about her son choosing a book which the parent thought inappropriate and needed an explanation about who was in charge of the library. I explained to her and the principal the significance of a documented collection development strategy that illustrates the rationale for purchase that helps when the purchases are questioned (Stephens & Franklin, 2015). As an aftereffect of this incident, the principal appointed a qualified TL in that school.

 

Informational Literacy

(New South Wales Department of Education, 2015)

 

My knowledge about libraries in Australia was very limited as I wrote in my blog (Siju, 2020, May 24) in ETL 401 Reflection on the role of teacher librarian because of all my studies in India. It was truly an adventure for me to enrol on the Master of Education Teacher Librarianship without knowing much about the multifaceted role of TL. My experience as a relief teacher was not sufficient for me to grasp deep knowledge of the Australian curriculum and the skills that I needed to acquire as part of a tertiary study. My journey was really hard and struggled in some of the subjects which required deep knowledge of the curriculum, library experience and Australian literature. My comprehensive awareness of the role of the TL and the substantial influence they can have on the larger school community has been enhanced by the extensive reading of the modules of  ETL401 (Church, 2011). In the past, I believed that information literacy  (IL) was about how to read and find information. The reading modules provided varied interpretations and meanings of IL which gave me a broader awareness of the umbrella term and the related multiliteracies. IL is a transformational process in which the learner finds, understands, evaluates and uses information in various forms to create for personal, social or global purposes (Abilock, 2004). It is not a compilation of skills, knowledge, or characteristics but rather a complex system of several ways to engage with information, such as knowledge of the information world, a set of abilities or proficiencies, a mode of learning, and social behaviours within their environment ( Bruce, Edwards & Lupton, 2006). My comprehension of IL ( Siju, 2020, May 6) prompts me to consider how, in my future role as a TL, I might empower and educate library patrons to comprehend and utilise knowledge, enabling them to become self-sufficient, self-driven, and enduring learners.

According to ALIA, having IL abilities is a fundamental objective for all Australians and a crucial role that library and information workers must promote and integrate (ALIA, 2018). To transfer IL skills in the school TL has an active role to perform. All staff members should receive in-service training to ensure that they fully comprehend the meaning of transfer and information literacy. The principal and executive of the school should also be consulted. Teachers and the teacher librarian should work closely together. Information literacy skills, including higher order thinking skills, should be incorporated into the curriculum. The school should ensure that information literacy skills are approached consistently by using common terminology. Every classroom should put up posters to serve as visual reminders of IL. TL should create plans to help students use their IL practices and abilities more effectively online ( Herring & Bush, 2011).

Information literacy is one of the most important education components for today’s students because of the quick development of technology and the constantly increasing volume of complicated information that teachers, students, and the general public must review, choose, assess, and use efficiently. I have frequently observed that in my different classrooms although today’s students are good information finders they struggle to locate pertinent information. Hence pupils who can comprehend, apply and reflect on IL skills is an important task of a TL. The new information literacy models discussed in the subject modules taught me the value of collaboration with teachers for developing IL programmes (Herring, 2011).

Once learned, IL skills help students make informed decisions in their professional and personal lives as well as in their academic careers. The transfer of IL abilities does not occur through osmosis. They demand a conscious effort of teaching and learning. Hence IL requires effective TLs who can transfer their knowledge to different user groups ( Bangani, et al., 2020).

Another reason for Il is the rise of misinformation or fake news. Children must read critically and possess the ability to assess material on their own ( Farmer, 2021). School libraries are in a crucial position to help students think critically about media messages because of the proliferation of misinformation and the direct transmission of such misinformation. School libraries, and TL in particular, have the power to curate and aggregate data, so they can provide abundant and continuous lessons that encourage students to consider topics beyond what is covered in the classroom. In addition to information exploration, the abilities that can be cultivated in this learning environment create a pathway for lifelong learning ( Agosto, 2018).

( Image from Unsplash)

Part C: Reflection

When I am at the end of my amazing learning journey, the reflection on professional learning makes me aware of how long I have to go forward and work hard to gain relevant knowledge, skills and up-to-date technology efficiency to become an efficient TL who is an expert at teaching IL to make the students ready for 21st-century learning. The only experience I had in the library was the work placement that ignited my passion again to work as a Tl to arouse a love of reading literature and information literacy. I was losing hope of finding a library position even after continuous application in various organisations. My knowledge about the role of TL completely altered after completing seven subjects and the complexity of the multifaceted role of the TL reminds me of acquiring the skills and attitudes as a professional TL.

As a teacher with nine years of experience, I have a sound understanding of the principles that underpin standard 1 – professional knowledge  (ASLA, 2004). However, I have little knowledge of library and information management. The seven subjects that I have completed in this degree have helped me to become aware of the importance of resourcing the collection, literature in education, IL, management of the library and the role of information and communication technologies in lifelong learning and have given me access to some top-notch resources that will enable me to learn more about this when I move on to the next phase of my TL journey. During my TL placement, I had the opportunity to participate in the activities that promote IL skills of students which was one of the goals of my placement. That participation helped me discuss with my supervisor the strategies that promote and foster reading. The skills that I acquired from subjects and work placement will guide me towards creating productive learning experiences that help students develop strategies and abilities for lifelong learning.

The second standard of professional practice emphasises the important role  TL play in enhancing learning and teaching by teaching students how to utilise ICTs and information resources appropriately and relevantly. It also highlights the importance of TLs collaborating with teachers to develop and implement IL programmes to ensure that all students have equitable access to resources. My placement helped me to learn to collaborate with teachers to design and implement information literacy programmes that lead to positive learning outcomes for students whilst making sure that these programmes are adaptable to the diverse needs of students within the school community.

As a future  TL, I am responsible for setting an example for lifelong learning. This includes staying current on the latest developments in educational pedagogy, staying involved in the professional community, and conducting current research to stay ahead of the ever-evolving curriculum. Because of this ongoing learning, the TL can lead and drive crucial change that supports teaching and learning in the 21st century while also serving as an information specialist for every member of the school community. A strong connection to the TL community is essential to fostering lifelong learning in the field. After understanding the standards for TL, I have a clear goal of achieving skills to become a competent TL ( Siju, 2020, May 4). As advised by my supervisor I  have completed a few Oliver training modules in soft link training. I have also joined for catalogue training and Dewey decimal system training. Through participation in professional organisations, exploration of creative blogs, Facebook groups, podcasts, and networking with colleagues, I have dedicated myself to becoming an engaged professional, committed to the ongoing development of my expertise, experience, and abilities. so that I might take on the position of transformative leader in my new career as a TL.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Abilock, D. (2004). Information literacy. Building blocks of research: Overview of design process and outcomes. Noodle tools

Agosto, D. E. (Ed.). (2018). Information literacy and libraries in the age of fake news (1st ed.). Libraries Unlimited.

Anstey, M., & Bull, G. (2006). Chapter 2: Defining multiliteracies. In M. Anstey & G. Bull (Eds.) Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association.

Australian Library and Information Association & Australian School Library Association. (2004). Standards of Professional excellence for teacher librarians.

https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Australian Library and Information Association (2018). Standards of professional excellence for teacher librarians. https://alia_asla_standards_of_professional_excellence_for_teacher_librarians_2004%20(4).pdf

Bangani, S., Mashiyane, D. M., Moyo, M., Masilo, B., & Makate, G. (2020). Students’ perceptions of librarians as teachers of information literacy at a large African university. Global Knowledge, Memory and Communication, 69(6/7), 399–415.

Barlow, D. (2012). Children’s Literature in the Classroom: Engaging Lifelong Readers [Review of Children’s Literature in the Classroom: Engaging Lifelong Readers]. The Education Digest, 77(7), 71. Prakken Publications, Inc.

Bruce, C., Edwards, C., & Lupton, M. (2006). Six frames for informationliteracy education: A conceptual framework for interpreting the relationships between theory and practice. Innovation in teaching and learning information and computer sciences, 5(1), 1-18.

Church, A. P. (2011). School Librarians as Teacher Leaders. Delta Kappa Gamma Bulletin, 77(3), 10-12.

Claasz, A. (2014). Contemporary realistic fiction for young adults. Access (Online), 28(2), 50-

Dickenson, D. (2014). Children and reading: literature review. University of Western Sydney, Australian Government, and Australia Council for the Arts.

Farmer, L. (2021). Teachers’ perceptions of students’ news literacy [Paper presentation]. The 49^th Annual Conference of the International Association of School Librarianship, Brantford.

Gorgon, B. & Marcus, A. (2013). Lost in trans literacy: How to expand student learning across a variety of platforms. Knowledge Quest, 41(5), 40-45.

Harvey, E. (2015). Five trends affecting children’s literature. In Book Business https://www.bookbusinessmag.com/article/what-we-learned-from-the-top-trends-in-childrens-literature-webinar/

Herring, J. E. (2011). Improving students’ web use and information literacy : a guide for teachers and teacher librarians. Facet.

Herring, J., & Bush, S. J. (2011). Information literacy and transfer in schools: Implications for teacher librarians.

Herring, James E E. Improving Students’ Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians, Facet Publishing, 2010. ProQuest Ebook Central.

Johnson, P. (2014). Chapter One: Introduction to Collection Development and Management. In Fundamentals of Collection Development and Management. American Library Association.

Johnson, P. (2018). Fundamentals of collection development and management (Fourth edition.). ALA Editions.

Manck, K. M., Carmichael, P., & Combes, B. (2011). Giggle IT and Global Citizenship: School Libraries, Literacy and Laughter. In Global Perspectives on School Libraries (Vol. 148, pp. 118–129).

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers’ reading practices and preferences. Australian Journal of Language and Literacy 38(2), 115-128.

Merga, M. K. (2019). How do librarians in schools support struggling readers? English in Education, 53(2), 145–160.

New South Wales, Department of Education and Training. ( 2015). Information skills in school

https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/infoskills.pdf

Ogbonna, J., & Eze, J. U. (2015). Reviving the reading culture: School library programmes in promoting voluntary reading amongst students: The case of Imo State, Nigeria. Library Philosophy and Practice, 2015(1), 0_1-.

Siju, S.( 2020, May 4). Teacher Librarian Standards.

https://thinkspace.csu.edu.au/smigi/2020/05/04/teacher-librarian-standards/ ‎

Siju, S. (2020, May6). Information Literacy.

https://thinkspace.csu.edu.au/smigi/2020/05/06/information-literacy/

Siju, S. (2020, May 24). Critical reflection of information literacy and role of Teacher Librarian.

https://thinkspace.csu.edu.au/smigi/2020/05/24/critical-reflect…teacher-librarian/

Siju, S. (2023, December 28). Role of teacher librarian in collection development and management.

https://thinkspace.csu.edu.au/smigi/2023/12/28/role-of-tl-in-co…t-and-management/

Siju, S. (2023, January 10). Children’s Literature. https://thinkspace.csu.edu.au/smigi/2023/01/10/childrens-literature/

Siju, S. (2023, January 10). Literary Learning. https://thinkspace.csu.edu.au/smigi/2023/01/10/literary-learning/

Siju, S. (2023, January 18). Reflective blog post. https://thinkspace.csu.edu.au/smigi/2023/01/18/part-b-reflective-blog-post/

Siju, S. (2024, February 4). Collection Development Policy. https://thinkspace.csu.edu.au/smigi/2024/02/04/collection-development-policy/

Siju, S.(2024, February 19). Reflective practice. https://thinkspace.csu.edu.au/smigi/2024/02/19/part-b-reflective-practice/

Stephens, C. G., & Franklin, P. (2015). Library 101 : A Handbook for the School Librarian (2nd ed.). Libraries Unlimited.

Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research 2(4), 48-64.

 

 

 

 

 

 

 

 

 

 

 

When I embarked on ETL 503, I never realised the complexities of CDP and management. I have never seen any before as a teacher or student, and the study gave me a deep knowledge of its significance and the role of TL in creating a collection development policy based on the school context.

Learning resources are essential to teaching and learning in a nurturing school setting; hence, all schools must create an inclusive resource selection process. A well-developed school library collection can be attained if the TL, important staff members, students, and parents collaborate in the selection process (Queensland Department of Education and Training, 2012).

Over the course of the topic, the modules gave me deeper knowledge of Collection Development Policy (Siju, 2024), it’s purpose, inclusion and how it supports TL to deal with contentious issues. I now realise that a library’s collection has to be diversified and well balanced in order to meet the needs and expectations of students in the 21st century; the significance of digital collections (Siju, 2024), the role of TL in expanding the development of transliteracies (Newsum, 2016)  and the role of TL in collection development and management (Siju, 2023).

Every school library has a mission to ensure that students and staff are effective users of ideas and information. In the media-rich information world of today, effective users create their own knowledge in addition to consuming ideas and information. In addition to providing material and tools, today’s collections must also facilitate a variety of creative endeavours by giving students the means to effectively share their work with the school and community at large (Kimmel, 2014).

To support a 21st-century learning environment, I would highly prioritise adding diversity to the library materials at my school. I would consult with school leaders about the issues and the need to create a CDP and provide future actions for the library to promote its significance and get sufficient funding. My library will provide a variety of digital materials, audio devices, special services for the disabled, networked resources that provide quick access to online encyclopaedias, a school library cataloguing system, and other print resources for fiction and nonfiction. I will ensure that the collection is balanced, relevant, and made available to users of all ages, skill levels, learning preferences and backgrounds (Oberg & Schultz-Jones, 2015). I’ll also promote online resources to the school community through library web pages, research learning units, and library orientation (Newsum, 2016). I’ll collaborate with teachers in selecting and purchasing relevant digital and print resources to enhance curricular objectives and subject matter. Beyond maker spaces, I will provide doing spaces (Loh, 2018) for students to engage in learning. That activity place should be used for guest speeches, story telling, collaborative group work (Kimmel, 2014), movie screenings, and book clubs. There will be some supplementary activities for students with English as a second language.  Additionally, I will make sure digital resources are easily accessible by linking them to the school technology systems.

Libraries might become obsolete if they do not adapt to the needs of the evolving digital landscape. They can be a rising phoenix or a slow, outdated dodo (Wade, 2005), and TL should aim to make the library a phoenix, so CDP is a pivotal strategic document that provides a framework for the future (State Library of Queensland, 2018).

 

References

Department of Education and Training. (2012). Collection development and management. Queensland Government https://web.archive.org/web/20190326043500/http:/education.qld.gov.au/library/support/collection-dev.html

Kimmel, S.C. (2014). Developing collections to empower learners. American Association of School Librarians.

Loh, C. E. (2018). Envisioning the school library of the future: A 21^st century framework. Singapore, National Institute of Education, Nanyang Technological University. https://doi.org/10.13140/RG.2.2.32524.36489

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An initial literature review. School Libraries

Oberg, D., & Schultz-Jones, B. (Eds.). (2015). IFLA School Library Guidelines (2nd ed.). Den Haag, Netherlands: IFLA.

The State of Queensland (State Library of Queensland). (2020). Strategic Planning. Public Libraries Connect. https://plconnect.slq.qld.gov.au/managing-my-library/operating-library/strategic-planning

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