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Reflection – Teacher Librarian as a Leader

Part B: Teacher Librarian as a Leader –  Reflection 

As I complete the final unit in the Master of Education (Teacher Librarian), I not only reflect on what I have learned in this unit Teacher Librarian (TL) as a Leader, but also on how much my knowledge, skills, and professional awareness have grown throughout the degree. Although I faced several personal and academic challenges during this unit, which at times made it difficult to focus, the learning gained has been deeply meaningful.

I found this unit particularly challenging, partly because I do not currently work as a TL, nor does my school have one. However, through the literature, I have come to fully appreciate the critical role the TL plays in advocating for the library, collaborating with teachers, executives, students, and the wider school community. The exploration of multiple leadership styles transformational, instructional, transitional, and servant leadership, confirmed the range of approaches TLs must adopt to remain visible and relevant within the school context. Yet, notable gaps persist, particularly in how other staff understand and value the TL role. Research by Merga (2019), Benson (2024), and Hughes et al. (2014) reinforces this lack of awareness diminishing opportunities for collaboration and innovation, limiting the TL’s potential to enhance teaching and learning outcomes through information literacy, research skills, and responsible digital citizenship, which empowers students to become critical and creative thinkers.

Throughout my studies, key areas such as information literacy (Souflias, May 16, 2023), digital citizenship, and reading engagement have consistently re-emerged as essential aspects of contemporary education. The literature highlights the importance of learners thriving within dynamic digital landscapes while adapting to continuous technological change (OECD, 2019, 2021). TLs are therefore required to not only master these changes but also lead others in training teachers, guiding students, and aligning technological practices with curriculum and school goals (Merga, 2019; Laretive, 2019). What struck me most throughout this degree is the scope and complexity of the TL’s role, as well as the ongoing need to advocate for and justify their professional identity something few other teachers must do. Despite receiving a scholarship from the ACT Directorate to complete this degree, I have found that securing a TL position, and ensuring the role is respected, remains a significant challenge within current educational systems (Merga, 2019).

This unit, along with previous ones, has deepened my understanding of leadership within educational contexts. It showed the value of TLs collaborating with deputies to embed pedagogical and curriculum outcomes, working alongside principals (Souflias, May 16, 2023) to enhance literacy initiatives, and engage with teachers to foster student learning and wellbeing. Yet, barriers such as limited funding, staffing shortages, and misallocation of TLs to general classroom duties undermine the library’s contribution to learning (Benson, 2024; Leithwood et al., 2020). Recognising these systemic challenges has strengthened my determination to champion for equitable access to library services and the affirm the TL’s vital role in school leadership.

Overall, this unit has reshaped my professional identity and clarified my purpose. I now understand that leadership in education is not defined by title but by influence, relationships, and vision. I am committed to advocating for the TL role as a catalyst for learning, literacy, and change. As one journey closes, I look forward to applying the knowledge, leadership frameworks, and reflective practices gained during throughout this degree to future opportunities, with optimism and determination.

 

References

Benson, E. (2024). Middle leaders: Strategic thinkers and strategic planners. In E. Benson, P. Duignan & B. Wattersont (Eds.), Middle leadership in schools: Ideas and strategies for navigating the muddy waters of leading form the middle (pp. 135-152). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83753-082-320241009

Hughes, H., Bozorgian, H., & Allan, C. (2014). School libraries, teacher librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Laretive, J. (2019). Information literacy, young learners, and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235. https://doi.org/10.1080/24750158.2019.1649795

Merga, M.K. (2019). Collaborating with teacher librarians to support adolescents’ literacy and literature learning. Journal of Adolescent & Adult Literacy, 63(1), 65-72. https://doi.org/10.1002/jaal.958

Merga, M. K. (2020). School librarians as literacy educators within a complex role. Journal of Library Administration, 60(8), 889–908. https://doi.org/10.1080/01930826.2020.1820278

Organisation for Economic Co-operation and Development [OECD]. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en

Organisation for Economic Co-operation and Development [OECD]. (2019). OECD future of education and skills 2030. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/1-1-learning-compass/OECD_Learning_Compass_2030_Concept_Note_Series.pdf

Souflias, V. (2023, May, 16). Learning in the 21st-century [Blog]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/05/16/learning-in-the-21st-century/

Souflias, V. (2023, May,16). The principal and the TL [Blog]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/05/16/the-principal-and-the-tl/

 

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Professional Experience and Portfolio

Part A – Statement of Personal Philosophy

What makes an effective teacher librarian?

I believe an effective teacher librarian (TL) facilitates curiosity, literacy, and lifelong learning. Beyond managing resources, they inspire a love of reading, curate inclusive collections, and foster a culture where every learner feels seen. They equip students with critical information and digital literacy (DL) skills, guiding them to navigate, evaluate, and use information ethically, while embracing emerging tools like artificial intelligence (AI), such as ChatGPT. Collaboration with teachers ensures the library is a dynamic hub that enriches the curriculum and supports diverse learning needs. At the heart of the role is a commitment to equity, inclusion, and empowering students to think critically, read widely, and grow confidently in an ever-changing digital environment.

 

 Part B – Thematic Reflections

Generative Artificial Intelligence (GAI) in Education

Before beginning this course, Master of Education (Teacher Librarianship), I had no prior knowledge of Generative Artificial Intelligence (GAI). It is now a central component of my vision for the future of education. Through the Digital Citizenship (DC) unit (ETL523), I came to understand GAI’s significance, its transformative impact on teaching and learning, and the ethical considerations that must guide its use (Souflias, 2024, May, 25). As a TL, I now recognise my responsibility to lead both staff and students in navigating the opportunities and challenges that GAI presents.

GAI tools, such as ChatGPT, can enhance lesson planning, streamline administrative work, and support differentiated learning through adaptive platforms. Bowen and Watson (2024) highlight GAI’s capacity to personalise instruction based on student needs, fostering engagement and autonomy. Similarly, Miller (2023) argues that by reducing teacher workload, GAI enables deeper, more creative teaching practices. GAI can personalise instruction and increase engagement while reducing preparation time. However, these benefits are contingent on responsible implementation.

Oddone et al. (2023) identify significant challenges and concerns around academic integrity, equity, privacy, and wellbeing. Current plagiarism detection systems are ineffective against GAI-generated content, complicating verification of student authorship. Additionally, Miller (2023) warns of the risk of reinforcing social biases if models are trained on unrepresentative datasets. Reports of Australian schools restricting GAI use due to plagiarism and bias concerns illustrate these risks in practice. Such cases have reinforced my understanding, developed through this degree, that GAI adoption must be balanced with robust integrity measures, bias mitigation strategies, and ethical guidelines.

In ETL523, I explored the concept of AI and realised many teachers were unaware of how it can facilitate lesson planning and classroom interaction, so I created an educator-focused website on GAI, (Souflias, 2024), which expanded my digital skills and deepened my understanding of how TLs can lead school communities in ethical adoption. The Australian Government’s Framework for Generative AI in Schools (Furze, 2024) and the 21st Century Learning Framework (Battelle for Kids, 2019) emphasise balanced integration that fosters critical thinking, collaboration, creativity, and communication. These frameworks have shaped my belief that TLs are well placed to guide pedagogical innovation with GAI while safeguarding educational values. As a future TL, this new knowledge has strengthened my interest in exploring new innovative ways to assist students and teachers (Souflias, 2024, April, 21).

My learning has also reinforced the TL’s role in embedding DC principles into the curriculum. Ribble’s (2015) nine elements of DC, including DL, etiquette, and rights, are essential in teaching students responsible GAI use. These guided elements enhance TL-led initiatives such as tool evaluations, workshops, and policy development, promoting safe, equitable engagement with emerging technologies. Miller (2023) cautions that GAI’s rapid evolution risks widening equity gaps and diminishing engagement if not guided thoughtfully. By embedding inquiry-based learning that incorporates GAI, TLs can help students become critical, informed users equipped for a future in which GAI is omnipresent.(AGP, 2024)

My understanding of GAI has evolved from unfamiliarity to informed, active engagement. I now see the TL as a digital mentor, advocating for purposeful, equitable GAI integration that aligns with 21st-century learning goals (Souflias, 2024, January, 16). This degree has equipped me to balance innovation with caution, ensuring GAI use in schools fosters creativity, inclusion, and ethical digital participation (Souflias, 2024, January, 20).

 

 Information and Digital Literacy (DL)

Throughout my studies, my understanding of information and DL has evolved dramatically. Previously, I viewed information literacy merely as the ability to locate credible sources. However, my learning has developed, understanding how to incorporate skills in critically evaluating, synthesising, ethically using, and producing information across varied platforms. This has not only reshaped my personal understanding but has influenced my professional identity, situating me as a responsive and future-focused TL capable of empowering both students and colleagues through informed digital practices. Additionally, Merga (2022) elaborates, schools that support literacy and wellbeing often have better student learning outcomes. This aligns with TL roles in providing students with age and skill-appropriate material to assist with their literacy skill set (Souflias, 2024 , April, 21). These assist students in understanding DL and important attributes around DC, to arm them with the knowledge of safely and respectfully using online platforms for life-long learning.

An early turning point in ETL523 was being introduced to the concepts of disinformation and misinformation, terms I had never encountered before this course. Although I understood not all content was factual, recognising the depth of false or misleading digital content underscored how critical it is to build students’ critical thinking skills and DC. As a result, I have become passionate about developing student competencies to question, assess, and challenge online content. More importantly, this positioned the TL not just as a custodian of information but as a leader in digital ethics and literacy within the school community.

Introduction to Teacher Librarianship, ETL401 highlighted the TL’s core responsibilities as an information specialist and curriculum partner, especially in equipping students with skills to navigate the digital landscape safely, respectfully, and ethically (ALIA, 2024). This understanding was expanded further through ETL523 and Social Networking for Professionals, INF506. ETL523 challenged me to adopt a proactive stance in teaching DC, encouraging students to engage critically with content while protecting their privacy and wellbeing. I learned how to embed DL instruction into everyday practice and model ethical behaviours online (Souflias, 2024, January, 20).

INF506 particularly pushed me out of my comfort zone, requiring the creation of a school-based Instagram (Souflias, 2023) account. Initially hesitant, I soon recognised the platform’s value in connecting with students on familiar ground (Souflias, 2023, December, 3). Nguyen (2023) asserts, such platforms are valuable in bridging library services with the wider school community. I used Instagram to promote library events, raise awareness about misinformation, and communicate copyright responsibilities. This was a pivotal moment in understanding how the library can be both a digital and physical hub for learning.

Similarly, in ETL523, designing a website (Souflias, 2024) about GAI for teachers was a transformative experience. I gained hands-on experience in digital platform creation, deepening my appreciation for DL as a pedagogical tool. Not only did this expand my digital confidence, but it also allowed me to support others through accessible, informative resources. Moreover, I now understand that the TL must be an active learner, willing to take risks, explore new technologies, and engage with ongoing professional development. I acknowledge my weaknesses in advanced digital environments (Souflias, 2023, September 30), but my learning has equipped me with both the confidence and strategies to address them. Ultimately, by co-teaching with classroom teachers, sharing digital resources, and fostering collaborative learning environments, the TL enhances whole-school learning outcomes (Latham, et al., 2013).

 

Reading for Pleasure (RfP)

My understanding of RfP has developed significantly over the course of my master’s program. Initially, I viewed reading primarily to improve literacy skills, but now recognise it as a multidimensional practice, supports social, emotional, and academic growth. Research demonstrates that RfP enhances vocabulary, comprehension, empathy, and wellbeing (Merga, 2023; OECD, 2021). However, these benefits require intentional cultivation through responsive pedagogy, inclusive practices, and equitable access to diverse texts.

A key shift in my thinking came from recognising the value of ‘Picture Books for Older Readers (PBOR). Often underestimated for secondary students, PBOR combine rich visual narratives with complex themes, providing accessible entry points for disengaged readers. During my placement at the National Centre for Australian Children’s Literature (NCACL), I observed PBOR spark curiosity and engagement, particularly with topics such as mental health, identity, and resilience. NCACL’s databases are rich with PBOR (NCACL, 2023) annotations, offering teaching resources to support teachers and align with the curriculum. Research confirms PBOR’s potential to develop visual literacy, critical thinking, and comprehension while reducing cognitive load (Laretive, 2022; Gray, 2024).

At my current school, the absence of a TL limits sustained RfP initiatives (Souflias, 2023, May, 5). Merga (2019) notes that while reading boosts literacy and enjoyment, adolescent enthusiasm often declines without consistent opportunities to engage with literature. In response, I initiated plans for lunchtime book clubs for both junior and senior students to provide safe, social spaces for developing reading identities. However, limited library hours and the absence of regular teacher collaboration make ongoing implementation challenging.

Cremin and Scholes (2024) emphasise the importance of student agency by allowing choice in texts reflecting their interests. Drawing on this, I developed initiatives such as PBOR “book tasting” sessions, reflective discussions, and integrating digital tools to enhance interactivity. By co-teaching with classroom teachers, I embed PBOR into curriculum units and inquiry learning, reframing reading as purposeful, relevant, and academically valuable. The New Zealand National Library (n.d.) supports these approaches, outlining how RfP strengthens cognitive function, wellbeing, and social skills, creating a “virtuous reading cycle” where enjoyment fuels further engagement. Conversely, Smith (2022) describes a “vicious cycle” where struggling readers avoid reading, often due to difficulty rather than disinterest. This was a turning point in my understanding; I realised earlier assumptions about reluctant readers overlooked the need to ask why they disengage. Through the degree, I learned strategies to inclusively support all students, encourage agency, and make the library a safe space for exploration.

Engaged Readers (Natlib, n.d)           versus         Struggling Readers (Smith, 2022)

Advocacy has also emerged as a central element of my professional growth. A recent request from senior staff to source new fiction titles for Years 5 and 6 reflects growing recognition of the library’s role in promoting RfP. While the TL position remains unfunded, this increased visibility aligns with Merga’s (2023) view that advocacy (Lewis, 2020)  builds trust and strengthens the relevance of the TL role. Such moments reinforce my commitment to leading conversations about the library’s strategic role in fostering lifelong literacy.

In reflection, my pedagogical approach has shifted from viewing RfP as enrichment to recognising it as foundational for developing the skills needed to engage with complex texts. Creating an inclusive reading culture, balancing student agency with academic purpose, ensures all students, particularly reluctant readers, experience both success and joy in reading, laying the groundwork for lifelong reading habits.

 

Part C – Personal Reflection

Over the course of my Master of Education (Teacher Librarian) studies, my professional growth has been significant and transformative. Guided by the professional standards; Australian School Library Association (ASLA, 2004) and the Australian Library and Information Association (ALIA, 2004), I have deepened knowledge, refined pedagogical approaches, and broadened understanding of the TL role. This learning has equipped me with the skills, confidence, and professional attitudes necessary to contribute meaningfully to school communities and to advocate for the library’s presence within the school, supporting student learning and wellbeing. I now appreciate how aligning with these standards ensures relevance, accountability, and influence in contemporary schools.

One of the most insightful areas of development has been in Professional Knowledge (ASLA & ALIA, 2004). Initially, I viewed the library primarily as a literacy hub, but now recognise its role as a dynamic space for fostering information and DL, and lifelong learning. I have learned to integrate curriculum knowledge with library programs, ensuring my teaching of information and DL skills directly supports classroom outcomes. This aligns with Standard One, emphasising curriculum, information resources and pedagogy (ASLA & ALIA, 2004). Research reinforces the library’s impact, with RfP shown to enhance vocabulary, empathy, and wellbeing (Merga, 2023; OECD, 2021). However, I recognise the need to continue professional learning in emerging areas, such as AI, new technologies, and the ethical use of digital tools, to remain future-focused.

In terms of Professional Practice, I have developed stronger skills in collaboration, program design, and instructional leadership. Through course activities, I refined strategies to co-teach with classroom teachers, design inquiry-based learning and embed RfP as a driver of engagement. These experiences link to Standard Two, highlighting effective teaching practices and resource management (ASLA & ALIA, 2004). I now feel prepared to contribute proactively to literacy initiatives, while also advocating for equitable resourcing so the library remains a vibrant hub for all learners. Additionally, creating a portfolio and blog enabled me to curate resources, design a website (Souflias, 2024) and establish a social media (Souflias, 2023) presence to promote literacy. These experiences demonstrated my growth in digital curation and advocacy while reinforcing the importance of 21st-century learning skills.

My growth has also been notable in Professional Commitment. Throughout the course, I developed a strong sense of professional identity and a clear advocacy for the library’s role in education. This has been informed by engaging with research and professional standards, highlighting the TLs responsibility to lead change, promote equity, and model ethical information practices. Standard three emphasises ongoing professional learning and active involvement in professional networks (ASLA & ALIA, 2004). Yang (2022) similarly reminds us that the future of education depends on preparing students to navigate uncertainty with creativity and adaptability for a future shaped by rapid technological change, which strengthens my resolve to engage in continuous learning. Attending conferences, joining networks such as the ACT TL Network Committee and ALIA, and collaboratively contributing to communications will be essential steps in achieving excellence.

(Yang, 2022)

Overall, this course has been transformative, equipping me with knowledge and skills for the TL role. This ensures the school library is a safe, inclusive, and welcoming space that champions equity, curiosity, and growth. I am committed to continued professional development and networking to remain responsive to emerging technologies, literacy practices, and innovation. This reflection affirms my dedication to becoming a proactive, future-focused TL who enriches learning and wellbeing.

Reference

AGP. (2024) [Image]. 9 elements of digital citizenship. https://agpartseducation.com/9-elements-of-digital-citizenship/

Australian Library and Information Association [ALIA]. (2004). ALIA-ASLA standards of professional excellence for teacher librarians. Australian Library and Information Association. https://read.alia.org.au/sites/default/files/documents/alia_asla_standards_of_professional_excellence_for_teacher_librarians_2004.pdf

Australian Library Information Association [ALIA]. (2024). Statement on teacher librarians in Australia. Australian Library and Information Association. https://www.alia.org.au

Battelle for Kids. (2019). Framework for 21st-century learning definition. Partnership for 21st Century learning. https://static.battelleforkids.org/documents/p21/p21_framework_definitionsbfk.pdf

Bowen, J. A., & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning. John Hopkins university Press.

Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinising the evidence base – benefits, tensions, and recommendations. Language and Education, 38(4), 537-559. https://doi.org/10.1080/09500782.2024.2324948

Furze, L. (2024). A guide to the Australian framework for generative artificial intelligence in schools. Agora (Melbourne, Vic.), 59(2), 3–6.

Gray, L. C. (2024). The grown-ups guide to picture books. MidnightSun Publishing Pty Ltd.

Laretive, G. (2022). Exploring visual literacy with picture books. Softlink Education.https://www.softlinkint.com/blog/exploring-visual-literacy-with-picture-books/

Latham, D., Gross, M., Wittle, S. (2013). Preparing teachers and librarians to collaborate to teach 21st century skills: Views of LIS and education faculty. Research Journals of the American Association of School Librarians, 16, 1-23.

Lewis, M. (2020). Advocating for the school library through relationships. Knowledge Quest, 49(1), 46–51.

Merga, M. K. (2023). Creating a reading culture in primary and secondary schools: A practical guide. Facet Publishing.

Merga, M. K. (2019). Reading engagement for tweens and teens. Libraries Unlimited.

Merga, M. K., (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Miller, M. (2023). AI for educators: Learning strategies, teacher efficiencies, and a vision for an artificial intelligence future. Ditch That Textbook.

New Zealand National Library [NatLib]. (n.d). Reading for pleasure – a door to success.https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/reading-for-pleasure-a-door-to-success

National Centre for Australian Children’s Literature [NCACL]. (2023). Welcome to the picture books for older readers database. https://www.ncacl.org.au/resources/databases/welcome-to-the-picture-books-for-older-readers-database/

Nguyen, M. (2023). Use of social media by academic libraries in Australia: Review and a case study. Journal of the Australian Library and Information Association, 72(1), 75–99. https://doi.org/10.1080/24750158.2023.2168465

Oddone, K., Garrison, K., & Gagen-Spriggs, K. (2023). Navigating Generative AI: The teacher librarian’s role in cultivating ethical and critical practices. Journal of the Australian Library and Information Association, 73(1),3-26. https://doi.org/10.1080/24750158.2023.2289093

Organisation for Economic Co-Operation and Development [OECD]. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/05/21st-century-readers_26f2b462/a83d84cb-en.pdf

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd.). International Society for Technology in Education.

Smith, E. (2022). Breaking the vicious cycle: Strategies for turning “reluctant readers” into readers.https://www.scatll.org/post/breaking-the-vicious-cycle-strategies-for-turning-reluctant-readers-into-readers

Souflias, V. (2024, May, 25). Assessment Two – Part B: Reflective Post [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2024/05/25/assessment-two-part-b-reflective-post/

Souflias, V. (2023, May, 5). TL – An endangered species [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/05/05/tl-an-endangered-species/

Souflias, V. (2024, April, 21). Digital citizenship and AL/Algorithm literacy [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2024/05/25/assessment-two-part-b-reflective-post/

Souflias, V. (2024). Digital Citizenship: A teachers’ guide to artificial intelligence, the start of a new way of teaching[website]. https://sites.google.com/ed.act.edu.au/digitalcitizenship/home

Souflias, V. (2023, September 30). Censorship and the collection development policy [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/09/30/censorship-and-the-collection-development-policy/

Souflias, V. (2024, January 20). Part B – Extended post: social media and privacy [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2024/01/20/part-b-extended-post-social-media-and-privacy/

Souflias, V. (2023). Olympia high school library [Instagram]. https://www.instagram.com/olympiahighschool.library/

Souflias, V. (2023, December, 3). OLJ-Task 1 – social media and society – journal article analysis [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/12/03/olj-task-1-socia…article-analysis/

Souflias. V. (2024, January 16). OLJ Task 17: Thoughts for the future [Blog post]. Thinkspace https://thinkspace.csu.edu.au/souf/2024/01/16/olj-task-17-thoughts-for-the-future

Yang, Y. (2022). Digital literacy skills to succeed learning and beyond. YouTube, TEDx Talks. https://www.youtube.com/watch?v=GgEGbMPJcAo

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Assessment Two – Part B: Reflective Post

Assessment two forced me to look at my school’s current situation regarding the digital learning environment (DLE) and delving into my research for the gap analysis task revealed significant shortfall in digital literacy (DL). After reading numerous articles discussing the impacts on students’ learning outcomes and teacher confidence in the digital setting, I began to understand the importance of reading, writing, and interacting using digital tools in a positive and ethical manner (Pangrazio & Sefton-Green, 2021). WHPS is not preparing students with future skills and found our strategic plan had nothing about information and communication technology (ICT). Moreover, teachers’ confidence is limited (Hobbs & Tuzel, 2017) to teach technology to younger students, integrate DL into lessons (Souflias, 2024, April,21) , or understanding concepts in digital citizenship (DC). Re-thinking how to deliver the curriculum with new teaching and learning practices in preparation with the required skills students need is paramount as they not only become lifelong learners but also responsible digital citizens (Souflias, 2024, April, 21).

Pangrazio & Sefton-Green (2021) explained the importance of the digital landscape and how technologies have entered in every aspect of our lives – social, personal, and economical. This further signifies the importance of teaching DC at WHPS to allow students to grow, foster their engagement and inspiration and provide opportunities outside of the classroom to navigate using various digital tools (Souflias, 2024, April, 21). With the rapid advancement of technology, professional development (PD) for teachers has become key in teaching DL and DC and in feeling confident to implement into lessons successfully and effectively. Nguyen and Habók (2024) argue DL is instrumental to improve educational standards. Oddone et al., (2019) add with the complexity of technology PD is imperative as a strategy to support teachers, however, current PD approaches do not meet teachers’ needs. Hobbs and Tuzel (2017) elaborate, teachers do not have sufficient skills and knowledge to integrate digital technologies into pedagogy and curriculum content. This is evident in my own school, where teacher confidence shows through their lessons, limiting technological use and classifying this concept in the “too hard basket”.

Beginning this unit, I felt out of my comfort zone having limited proficiency in technology, previously not understanding what DL entailed. Now, I know I was not teaching DC the way it needed to be taught to enable students to grow into responsible digital citizens. Delving into the gap analysis for my schools’ context in DL was difficult deciding how this concept could be integrated into lessons. Likewise, the first assessment (Souflias, 2024, April 8) was daunting having to developing a website for teachers about teaching artificial intelligence to students. I gathered information on how to create and develop a website and the digital artefact, watching many YouTube video, reading, researching, and exploring various apps. Overall, I come away knowing how much more I can do for my school as a future TL as they are missing many concepts in the DLE and as for me I have learnt so much, even though at times it felt impossible, hard, and unachievable, however I have so much more knowledge, skills, and strategies that I can use for myself and my school.

References

Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology, 48(1), 7-22.

Nguyen, L., & Hobók, A. (2024). Tools for assessing teacher digital literacy: A review. Journal of Computers in Education. 11(1), 305-346. https://doi.org/10.1007/s40692-22-00257-5

Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3), 102-120.

Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship, and digital literacy: What’s the difference? Journal of New Approaches in Educational Research, 10(1),15-27. https://doi.org/10.7821/naer.2021.1.616

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Activity 4.2: Globalisation of Information and Learning

(Singh, 2023)

There are many things that can cause the digital divide, especially when we consider our students and the general school community. The term “digital divide” is considered as the gap between having and not having or in digital terms access to devices, internet, and digital literacy skills or the lack of. Thinking about my own school environment, we are lucky we have a device for each student and the internet is mostly workable (disconnects sometimes). Since the pandemic every public school in Canberra was issued with new Chromebook for students to use at home and upon their return, were assigned to year groups who needed them. Since then, any unworkable devices are replaced or fixed, so our school is lucky. However, this is not the case for many schools, especially in some big cities or remote areas where they are looking at hundreds of thousands of devices to be issued, deeming it an almost impossible task or internet accessibility is not reliable.

I think as a society we take connectivity and owning a device for granted, especially where an entire generation of Australian have grown up accessing the internet and using technology as a norm. However, for those who are socially and financially disadvantaged, they find themselves on the other side of the digital divide. The Australian Education Union (AEU) conducted a report from an independent reporter on the impacts of the digital divide and found that many students had a long-term digital gap in accessing the internet, affordability, and no device availability. Public schools were more vulnerable towards the digital gap than independent and Catholic schools, social economic and cultural status was a factor and demographic played a role in increasing the digital divide (AEU, n.d).

So, why is digital citizenship important?

It is important to equip all students with the skills and competencies to acquire the knowledge needed to access, engage, use, share and create information. Furthermore, equipping teachers with the knowledge, professional learning, and tools to work within a framework to foster global citizenship and digital literacy is vital to transfer that knowledge to their students (UNESCO, 2024). Guidelines to assist with and demonstrate the importance of using technologies ethically and responsibly is falls on everyone using a device so teaching students from an early age prepares students to engage as responsible global citizens.

Build a personal brand and supporting students

This is important as a teacher and a teacher librarian (TL) as students look up to their mentors. Building a personal brand or simply putting your best foot forward is something that will be noticed in and out of the classroom. As educators our personal brand influences, motivates and contributes towards students’ engagement reflecting a positive, and helpful persona. Additionally, effective communication and collaboration will only enhance and develop the growth of the library and its usage by the whole school community (McPherson, n.d; Johnson, 2018).

The challenge for schools in balancing educational networking and social networking in enhanced with the ever-growing platforms of social media which has become an integral part of people’s lives and the way the communicate and share information. It was evitable that social networking would make its way into the education sector. However, the way we socially network can act as an opportunity to enhance communication and collaboration with other students with similar interest. This also provides access to learning resources providing a wealth of content that is easily accessible and convenient (Pappas, 2023). Additionally, it provides educators a means to build professional networks to share information, content, and ideas, staying up to date with the latest developments. Furthermore, students connect and collaborate with their own peers to assist developments in their own learning. On the other hand, where there are benefits to educational and social networking, there are challenges. Some include, privacy concern, cyberbullying and harassment, misinformation, distracting away from the task, addiction, and isolation (Pappas, 2023).

In conclusion, the globalisation on education and the rapid development of technology and communication adds new dimensions across educational sectors that need to adapt. By providing guidelines and policies, the integration of technologies into school communities become transparent of how to use them responsibly and understand their full benefits of their usage. Information technology is a tool and when used respectfully, responsibly, and ethically can assist educators and students positively. However, there are challenges and impacts to those technologies that need to be taught to develop students in becoming responsible digital citizens. Using digital literacy appropriately and learning the importance of educational and social integrity in networking is imperative. The TL as a leader in technological communications, information, and curriculum content is in a great position to assist, coordinate and establish best practices for technological usage for the whole school community. Therefore, developing skills and knowledge into information systems early on as a student will enable students to not only become lifelong learners but also embed safe, responsible digital usage beyond their academic years.

Reference

Australian Education Union [AEU]. (n.d). Digital divide impacts vulnerable students. https://www.aeuvic.asn.au/digital-divide-impacts-vulnerable-students#:~:text=An%20independent%20report%20commissioned%20by,school%20students%20from%20disadvantaged%20circumstances.

Johnson, M. (2018).  Personal branding to promote school librarians. Journal of the American Association of School Librarians. https://knowledgequest.aasl.org/personal-branding-promote-school-librarians/

McPherson, M. (n.d). The influence of teacher librarians’ personal attributes and relationship with the school community in developing a school library programme. ???

Pappas, C. (2023). What is the impact of social media on online learning. https://elearningindustry.com/what-is-the-impact-of-social-media-on-online-learning

Singh, A. (2023). Globalisation [Image]. https://www.linkedin.com/pulse/globalization-abhishek-singh/

UNESCO. (2024). Q&A: Why digital global citizenship education is essential. https://www.unesco.org/en/articles/qa-why-digital-global-citizenship-education-essential#:~:text=It%20has%20the%20power%20to,in%20particular%20social%20media%20platforms.

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Activity 4.1: Digital Citizenship and AL/Algorithmic Literacy

(PBIS Rewards, n.d)

The importance in developing students’ digital literacy (DL) has never been more significant than now. The rise of artificial intelligence (AI) is critical as this generation of students grow and feel it is part of the norm. In many ways it is, however, understanding how to use the information safely and responsibly adds more pressure on educators to instil this into students’ minds (Elgersma, 2024). Obviously, there are clear advantages to using generative artificial intelligence (GAI), however, there are the pitfalls when addressing such innovative tools.

I never really understood GAI before doing this unit. I totally went out of my comfort zone to develop a website for teachers about GAI, and then to add the artefact to this I thought was insane! It was a new world for me which forced a lot of research, reading and generally playing around with GAI tools to see what they can do. I decided to focus on ChatGPT having heard so much about it and also reading the article Navigating Generative AI: The teacher Librarian’s role in cultivating ethical and critical practices by Oddone et al., (2023).

GAI is rapidly evolving and the importance of teaching students about these tools and ethics is essential, so they have the skills and knowledge to combat new avenues safely. Although, many schools in Canberra do not have access to GAI tools in the school environment due to the lack of policies and guidelines to establish responsible use, does not mean students cannot access these tools from home, therefore teaching them how to use technologies appropriately is paramount. Teacher librarians (TL) are pivotal within the information and DL landscaping fostering students critical thinking, problem solving and their integrity and ethical behaviours when using digital technologies. Furthermore, they assist, consult and support teachers in understanding more about GAI, leading the role to enhance fundamental skills needed for teachers to assist their students (Oddone, et al., 2023).  Additionally, TLs can offer professional learning for educators as technologies evolve and together assist students in locating, evaluating, organising, and using information critically and ethically.

Thinking about my own context I decided I would try my hand at the CATWOE analysis on using GAI in the classrooms in the future (as we cannot use AI at the moment):

Customer: Primary students.

Actors: TL and other teachers.

Transformation process: GAI will direct students into critical higher order thinking with the opportunity to experiment with creativity as well as enhancing their skills in decision-making, problem solving and analysing information.

Worldview: Teaching students and teachers how to navigate AI technologies to assist and enhance their learning and teaching in digital literacy, highlighting the benefits of GAI usage and underlining the responsible and ethical use of these tools.

Owner: The owner would be the Department of Education with the ACT Directorate implementing policies and procedures as well as guidelines into the usage of GAI tools in the education context. As mentioned, prior government schools in Canberra cannot use GAI tools, however, it is important to be prepared and informed for when their integration into the school system occurs.

Environment: The impact of concerns in privacy, parental consent, compliance of school and departmental regulations and executive staff hesitation in its usage are some areas to think about and overcome as GAI becomes available in government school communities.

Overall, I am fascinated how GAI will work in schools and be implemented into lessons. Alongside the benefits of using such tools in the classroom and the TLs role in instigating and guiding teachers and students into the ethical and responsible use of technology, there are numerous challenges that face schools. However, confidence, collaboration, and the willingness to learn and evolve as technology evolves will enhance teaching and learning. TLs will play a vital role in the meaningful contributions in their schools, leading the school environment towards curriculum decision-making and implementing usage of AI tools in the classroom.

References

Elgersma, C. (2024). Here’s what educators can do as artificial intelligence evolves. https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools

Oddone, K., Garrison K., & Gagen-Spriggs, K. (2023). Navigating Generative AI: The teacher librarian’s role in cultivating ethical and critical practices. Journal of the Australian Library and Information Association.https://doi.org/10.1080/24750158.2023.2289093

PBIS Rewards. (n.d). Teaching digital citizenship [Image]. https://www.pbisrewards.com/blog/teaching-digital-citizenship/

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Activity 2.2: Digital Literacy

(India Today, 2017)

Digital citizenship (DC) can be defined as the ethical and responsible use of technology and the right of participating in the online society (Pangrazio & Sefton-Green, 2021). Bacalja et al. (2022) observed the difficulty and complex journey into the digital world. Users make critical and informed decisions about participating in an online society, and the need for children to be taught about how data is collected and used and what they need to know about taking control over their own personal data.  Therefore, it makes sense to be more digital literate and in turn this fall on teachers and teacher librarians (TL) to employ these skills in the classrooms, instilling a strong sense of responsibility in being a positive DC (USCRossier, 2024). As digital spaces continually change, digital literacy (DL) is also becoming more complex into what it takes to become digitally literate. According to Pangrazio & Sefton-Green (2021) schools are pushed to do more in DL to develop students critical, ethical and technical skills and knowledge. DL is evolving constantly and so is the need for new skills and practices.

There are considerable differences between simply googling an answer and understanding the why to that answer. Below is Bloom’s Digital Taxonomy to assist teachers in using technology and digital tools to aid students’ learning. This includes; create ( produce new or original work), evaluate (justify a stand or decision), analyse (draw connections among ideas), ally (use information in new situations), understand (explain ideas or concepts) and remember (recall facts and basic concepts). This further aims to expand the skills needed as each level becomes embedded towards and part of learning (UCS, 2024; ASU, n.d).

(UCS, 2024)

Teachers need to assist students to evaluate and question their sources, how to draw on conclusion, analyse data, problem solve, think critically and be creative. DL is an important integral part of learning and how to apply appropriate and responsible use of the internet and technology (NATLIB, n.d). This does not mean knowing how to use every piece of devices and software to get your answers, but how to act responsibly and using DL appropriately. TLs are in the forefront to teach those skills to the whole school community together with classroom teachers.

As for the myths stated in Fraillon (2019) article, growing up I used to hear a lot of what he stated and for a time they were believed by many. I did not grow up with technology at school, although the school I attended was one of the first to have a computer lab back in the mid 80s in Canberra. However, I use to hear how boys were better at using technology than girls, young people grow up knowing how to use technologies well and naturally and so on. I think there are still small remnants of these myths floating around therefore it defiantly needs to be taught that they are myths.

DL is not something that I spent a lot of time thinking about and truthfully never really taught the concept of DL as I did not know there was one prior to this course. Now, I do have an appreciation for the topic and understand the value it has for student understanding that DL is essential for participating in society and engaging responsibly with technology. Additionally, I have come to realise that many teachers do not have a knowing concept of DL at my school, and therefore is not presented in their daily lesson planning. As my school does not have a TL at present, this is something that would be useful as a professional learning workshop in the future when I hope to become the TL of the school.

Moving forward, when I eventually move into a TL position and can program DL into lessons and share with classroom teachers the value and importance in embedding DL into their own lessons, I hope to inspire what they can learn from the library into their own classrooms. I believe using DL in the school environment is an opportunity to work collaboratively and inspire the whole school community to have more awareness and understanding it is usage. Additionally, as I reflect on my own awareness and understanding of DL (which I never had before), I feel the obligation to teach my students the importance of DL even as a current classroom teacher.

Reference

Arizona State University [ASU]. (n.d). Teach online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

Bacalja, A., Beavis, C., & O’Brien, A. (2022). Shifting landscapes for digital literacy. The Australian Journal of Language and Literacy, 45(3), 253-263. https://doi.org/10.1007/s44020-022-00027-x

Fraillon, J. (2019). Digital literacy: Myths and realities [Paper presentation]. Research Conference 2019 – Preparing students for life in the 21st century: Identifying, developing and accessing what matters. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1357&context=research_conference

India Today . (2017). What is true literacy? This is how students can move beyond using computers just for texting and gaming [Image]. https://www.indiatoday.in/education-today/featurephilia/story/digital-literacy-beyond-texting-and-gaming-1023703-2017-07-11

National Library of New Zealand [NATLIB]. (n.d). Why digital literacy matters. New Zealand Government. https://natlib.govt.nz/schools/digital-literacy/understanding-digital-literacy/why-digital-literacy-matters

Pangrazio. L. & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference. Journal of New Approaches in Educational Research. 10(1), 15-27.

University of Southern California [USC]. (2024). 7 Reasons why digital literacy is important for teachers. USCRossier. https://rossieronline.usc.edu/blog/teacher-digital-literacy/

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Reflection – Assessment One (Part C)

Creating a web-guide was a daunting but rich learning experience as I have never developed a webpage. I felt strongly on finding more about digital citizenship (DC) and how artificial intelligence (AI) can be used in schools, as the responsibility lies with the educator to instil good digital practices into students. Creating a guide for teachers I thought this would be a good step in DC. After changing my topic, a couple of times, I settled on developing a guide for teachers. As an educator, understanding DC is important in order to model and teach DC to students when AI eventually is integrated in schools. Ribble (2015) noted that educators need to assist students understand digital technology and how they are part of a digital world and should be mindful not only the benefits but also the implications into its usage.

For this assessment task, I investigated AI in education, a teacher’s guide. This was after many challenges I faced at the start of the unit, changing my topic, learning a new concept of developing a website, dipping into ChatGPT as it was new, everyone was talking about it and it had many flaws (plagiarism), amongst its benefits. Additionally, I felt I was jumping over hurdles as I tried to understand what a digital artefact was. I was certainly head deep, but I challenged myself and somehow got through it.

In Canberra, teachers can use AI-tools to assist with lesson plans, however, students have restricted access in public schools and networks. Teachers, must follow the Australian Framework for Generative Artificial Intelligence in Schools together with the Australian Curriculum v9 on AI when planning and using DC. Senior secondary schools (Years 11/12) in the ACT, need to follow the Guide to AI in the ACT Senior Secondary System Framework (BSSS, 2023).

Moving forward, on a class level I feel more confident to create engaging lessons ensuring students learn how to be positive digital citizens. On a school level, shared knowledge with colleagues through learning new digital concepts aligned with school goals and curriculum content enhances opportunities for the whole school community. Lastly, on a personal level I will aim to develop, understand, and implement digital citizenship and new technological concepts to enhance my teaching techniques and empower my students’ learning journey, as well as having the knowledge of using such tools when I become a teacher librarian improving on my skills and knowledge into DC and AI.

Reference

ACT Senior Secondary System [BSSS]. (2023). Guide to AI in the ACT senior secondary system. https://www.bsss.act.edu.au/__data/assets/pdf_file/0003/572268/BSSS_National_AI_Framework_Support_Document.pdf

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed). International Society for  Technology in Education.

 

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Part 3 – Reflection

(Insitu Smarter Learning, 2022)

Undertaking this unit has shifted the way I think about social media and the value it has on education. I visualised social media being an online communication for people who wanted to showcase their lives with other participants. However, I immersed myself in the module readings and Facebook discussions and I was able to envisage the potential social media offered not only socially and for business purposes, but also for the whole school environment. Furthermore, I learnt the importance Web 2.0 technologies have on social media since their emergence, especially where this technology permits mobile use, and the connection learners have with each other and educators on commonly shared social networks (Giannikas, 2020).

Before studying INF506 I never used social media because it did not interest me and had no time for it; however, I have realised there is more to social media than taking pictures of dinner plates at restaurants. As an inexpensive, reliable, and effective tool for reaching out and connecting people and services, social media offers positive benefits to people’s lives. However contrary to the benefits, there are notable cons that had me thinking about how people portray themselves on social media. For example, if people do not get enough “likes” on their posts or comments on achievements, this initiates a vulnerability generating depression and anxiety and showing signs of low self-esteem (OLJ Task 1) . This task signified the limitation and significant inconsistencies that were highlighted in the article between the benefits and negative impacts of social media on self-esteem, although it was depended on relational-closeness whereby support played a dominant role in effective mediation.

This unit has empowered me with the confidence, knowledge and skills needed to enhance my digital skills through social media as a tool; to create, market, promote and provide information for the whole school environment, initiating exciting new possibilities as a future teacher librarian (TL). The influence of social media and technology has deepened my understanding and insight of the impact it has especially when researching OLJ task 2. I reflect on my amazement of how COVID forced people to embrace technology to such a high degree. After lockdown, it became apparent that society was more inclusive of the technology and its usage. Schools embraced online learning immediately with teachers quickly moving to online teaching and students experiencing another world in learning. I agree with Kristina that changes have been rapid and fast-paced, and the spread of information is providing opportunities for people. However, as I stated in Task 2, new technology changes will only be beneficial to organisations if they meet the clients’ needs; therefore, organisations must know when and how to change to grow and provide products and services for their customers (Adner & Kapoor, 2016). My understanding has deepened of how the influence of technology on society is connected and the way it has stimulated its usage.

Millennials prefer to be taught using digital technologies and have an interaction with technology that no other generation has previously endured (Au-Yong-Oliveira et al., 2018). The influence technology has on millennials is apparent through constant use of devices. Libraries must ensure their systems and processes assist users as social media and technologies become easier to access, use and people become comfortable with it (Destrianan & Juanda, 2019). This also agrees with Kimberly’s report whereby the advancement of technology, and the influence it has on social media bring about significant changes and the way we communicate. Suzanne explains how embracing Library 2.0 broadens a library’s impact by incorporating the digital use of resources and reaching out to users regardless of location. The impact of Library 2.0 on social connection and learning in the 21st century offers opportunities; however, up-to-date software and technological advancements must be maintained to fulfil competencies in the professional field of TLs, otherwise it may be difficult to sustain positive library usage (Luo & Hostetler, 2020).

As I engaged in the practical side of the unit, creating a mock Instagram page, I was able to explore and learn new skills as I mould over how I was going to get through assessment one. Once I understood what I had to do and finally got my head around how to create a page, I began to enjoy the opportunity of taking photos to match events and activities I thought would generate interest in the library by users. Posting pictures and writing a blurb about what was happening was a new avenue for me and surprisingly, I enjoyed immensely. Additionally, this subject provided me with the confidence and skills I needed to reassess my thoughts and advance my skills going forward. I began to acknowledge that incorporating new technological trends, software and social media into education would enhance the users’ experience and ultimately promoting the library. In the future, I look forward in taking on the TLs role and using my new learnt skills and knowledge to further enhance the school environments’ experience.

Gaining insight into how social media platforms work, the future of technological trends, social, cultural, ethical issues, and educational benefits, I also challenged my thinking with implications associated with social media and new technologies. This was apparent in OLJ Task 1 and the impact technology and social media has on ethical and social issues. Chloe highlighted aspects of the article; the more times a person is on social media the more comparison there will be and the more they want. I agree with her and elaborate on relational-closeness based on self-esteem. For example, those who have a high intensity of social media usage resulted in higher self-esteem based on social support perceptions; however, the effects were reversed for those suffering lower self-esteem.

In conclusion, the skills and knowledge I take away as the unit comes to a close and my understanding of how social media benefits connections with people and endless possibilities for education, are invaluable. The future in technological advancements is equally instrumental in new developments such as, innovative tools like Augmented and Virtual Reality as Mariana highlighted; however, financial constraints will be an issue initially forcing delays to fully implement such potential benefits in the library for its users. My discussion on the OLJ Task 17, thoughts for the future and accessibility of new technological trends are not without its challenges and the privacy surrounding social media as libraries seek innovative ways to promote their services. The future in technologies is advancing at an incredible rate and embracing new technology is both exciting and daunting as libraries and TLs are constantly alerted to keep up with new trends and information systems with their unique expertise.

Total words: 1099

Reference

Adner, R., & Kapoor, R. (2016). Right tech, wrong time. Harvard Business Review. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=136e4ffa-b9cd-4ac4-87d6-a45e580c1c53%40redis

Au-Yong-Oliveira, M,. Gonçalves, R., Martins, J., & Branco, F. (2018). The social impact of technology on millennials and consequences for higher education and leadership. Telematics and Informatics, 35, 954-963.

Destriana, D. B., & Juanda. (2019). Influence of information technology on society. Materials Science and Engineering. 662. 1-6.

Insitu Smarter Learning. (2022). Reflection in online learning – designing designing alternatives to free writing activities (image). Insitu Smarter Learning. https://insitu.digital/reflection-in-online-learning-designing-alternatives-to-free-writing-activities/

Giannikas, C. (2020). Facebook in tertiary education: The impact of social media in e-learning. Journal of University Teaching and Learning Practice. 17(1), 3, 1-17.

Luo, T., & Hostetler, K. (2020). Making professional development more social: A systematic review of librarians’ professional development through social media. The Journal of Academic Librarianship. 46(5), 102193.

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Part B – Extended Post: Social Media and Privacy

(Judsen, 2022)

 

Privacy surrounding social media is an ongoing issue especially as more content is presented online through multiple information organisations. There are several challenges and hurdles organisations need to overcome to ensure patron privacy is not overlooked. Some of these concerns are, tracking personal data through patron usage, fake information, misinformation, and more which has both predictable and unpredictable consequences (Feher, 2021). According to the Office of the Australian Information Commissioner (OAIC), privacy is defined as, the human rights in supporting choice to express thoughts but also protect people’s privacy from and personal information (OAIC, n.d). Libraries have managed personal information much longer than social media has been around, however, privacy remains an important issue for internet users. For this extended post, the topic of social media and privacy will be covered using public libraries as the information organisation.

Privacy of users’ personal data on social media is not a new concept, however, it is concerning for users who more cautious about their personal information and where it goes. Social media platforms are publicly accessible, and as with everything else online, leaves digital traces which identifies who they are, what they like, what they do, how often they use social media, and what they use it for. This provides information of user interest, demographics, and online behaviour which are impossible to control or completely delete (United IT Consultants). Libraries have several policies and codes to ensure patron information, user activity and awareness of their own privacy and security is maintained. Systems are in place to assist libraries with the flow of information such as, user management systems (NLA, n.d). Librarians, as information professionals, need to ensure patrons understand how much control they have over their information and how information is maintained or used (Osorio, 2023). Osorio (2023) elaborates, 79% of users are concerned about data privacy and how organisations use the data collected, while 64% increased their awareness over the past year and have some reservations.

People have the need to trust where their private information is sent as they may have multiple social media accounts. Unfortunately, this is difficult to monitor considering social media has become the means of connecting, sharing information, and linking with each other (Valentine, 2020). According to Walters (2022), forty-nine percent of people have concerns about their privacy on social media than the year before. Although, there are policies and procedures (ALA, 2018) in place, ethical issues remain a concern. The National Library of Australia (NLA) maintains guidelines when transferring patrons’ information from paper to electronic resources ensuring confidentiality and trust is conserved. However, to ensure unauthorised retrieval is prevented during transfer of data, measures need to be in place and reassessed to guarantee privacy and security of patrons’ data. The galleries, libraries, archives, and museums (GLAM) records use guidelines to assist with patron privacy, however, states that data about patrons could be used by third parties to better their service, giving the impression that patron data may not be so private and uncertain where the information ends up (University of Oxford, n.d).

Artificial Intelligence (AI) and Web 2.0 are some of the most recent digital landscapes that organisations are considering, demanding greater security on patrons’ flow of information. As technologies evolve, the task becomes difficult because of the fast pace of digital upgrades and organisations’ attempts to keep up with technology (Morse, 2019; Williams, 2020). Libraries adaptation of Web 2.0 have initiated many positive uses to connect, serve users and share information (Jones, 2019; Avuglah, et al., 2020); however, the concerns of protecting its patron’s information and maintaining ethical standards of the library are noted by the International Federation of Library Association (IFLA). I Love Libraries (2024) categorises privacy as the right of patrons to the freedom of inquiry without being scrutinised by others on what they read or seek. These ethical issues rests on librarians as the information professionals to ensure personal information such as reading track of a patrons remains confidential and assumptions are not exemplified.  On the other hand, the promise to deliver improved service to the library with Library 2.0 require some level of tracking, collecting, and retaining data about the activities of patrons. Nonetheless, librarian ethical morals towards patrons’ privacy remains a high priority which begins with the freedom of access, freedom to read text and view images and freedom to express thoughts without misuse of information, as stated in the ALA’s Library Bill of Rights (Zimmer, 2014; ALA, 2018). Tracking patrons’ usage is beneficial to narrow flaws in the system, assist staff to improve services and meet user needs however; guiding principles such as the code of conduct must be upheld (Rathore et al., 2017). Zimmer (2014) and Pacific Library Partnership (2020) agrees, protecting library patrons’ confidentiality and privacy by limiting user tracking activities, anonymous browsing and retaining data for short-term periods increases trust in library services and data handling processes.

The NLA takes reasonable steps associated with the ethical issues of patrons by the implementation of practices, procedures, and systems to protect patrons’ information and assessing strategies yearly. The NLAs online services are in accordance with the Australian Government Protective security Policy Framework and the Australian Government Information Security Manual. The NLA (n.d) privacy policies apply to members of the public that uses, requests, engages, makes donations or registers for its services and products. Cotter and Sasso (2016) further discuss concerns of privacy issues for patrons, and librarians should be mindful of these potential issues for users. They further elaborate the importance of gaining and maintaining patron trust. As libraries embrace social media as a marketing tool and guided by governing bodies such as the American Library Associations (ALA), the Australian Library and Information Association (ALIA) and IFLA, additional consideration and discussion regarding principles on privacy, code of conduct and patron data usage are required. ALA maintains the library privacy toolkits which are available to librarians in developing their own privacy policy to suit their library and its patrons.

Finally, social media and privacy in organisations is a challenging and ongoing task to ensure patrons feel safe, confident and trust their personal information with the organisation. Developing a comprehensive social media policy protects patron privacy and educates patrons rights. Furthermore, it prevents data breeches and upholds ethical standards from staff. Privacy is a complex topic and interpretation is limited to how each organisation chooses to construct its policies and guidelines; however, in terms of the library setting, essential training and understanding in handling patron data usage information and skills needed to navigate changing digital landscapes is imperative to ensure commitment to privacy issues on social media is sustained.

 Total words: 1085

References

American Library Association [ALA]. (2018). Social media guidelines for public and academic libraries. American Library Association. https://ala.org/advocacy/intfreedom/socialmediaguidelines

Avuglah, B. K., Owusu-Ansah, C. M., Donkor, G. T., & Yeboah, E. B. (2020). Privacy issues in libraries with online services: Attitudes and concerns of academic librarians and university students in Ghana. College & Research Libraries. 81(6).

Cotter, K., & Sasso, M, D. (2016). Libraries protecting Privacy on social media: Sharing without “oversharing”. Pennsylvania Libraries. 4(2), 73-89. https://doi.org/10.5195/palrap.2016.130

Feher, K. (2021). Digital identity and the online self: Footprint strategies – An exploratory and comparative research study. Journal of Information Science. 47(2), 192-205. https://doi-org.ezproxy.csu.edu.au/10.1177/0165551519879702

I Love Libraries. (2024). Libraries protect privacy. The American Library Association. https://ilovelibraries.org/protect-privacy/

Jones, M. J., & Harvey, M. (2019). Library 2.0: The effectiveness of social media as a marketing tool for libraries in educational institutions. Journal of librarianship and Information Science. 51(1). 3-19. https://doi.org/10.1177/0961000616668959

Judsen, S. (2022). The most common social media privacy issues [Image]. IPVanish. https://www.ipvanish.com/blog/the-most-common-social-media-privacy-issues/

Morse, A. (2019). Libraries go high-tech to stay relevant in the digital era. CNET. https://www.cnet.com/culture/libraries-go-high-tech-to-stay-relevant-in-the-digital-era/

National Library of Australia [NLA]. (n.d). Privacy Policy. National Library of Australia. https://www.nla.gov.au/about-us/corporate-documents/policy-and-planning/privacy-policy#:~:text=The%20Library%20will%20not%20use,set%20out%20in%20APP%206.2.

Office of the Australian Information Commission [OAIC]. (n.d). What is privacy? Australian Government.https://www.oaic.gov.au/privacy/your-privacy-rights/your-personal-information/what-is-privacy

Osorio, G. A. (2023). Data privacy – do you have control over your digital data? Spiralytics.https://www.spiralytics.com/blog/data-privacy-do-you-have-control-over-your-digital-data/

Pacific Library Partnership. (2020). Data privacy best practices toolkit for libraries: A guide for managing and protecting patron data.

https://plp2020.wpenginepowered.com/wp-content/uploads/2020/10/PLP_Toolkit_Final-Accessibility-Modified.pdf

Rathore, S., Sharma, P. K., Loia, V., Young-Sik, J., & Park, J. H. (2017). Social network security: Issues, challenges, threats, and solutions. Information Sciences, 421, 43-69. https://doi.org/10.1016/j.ins.2017.08.063

United IT Consultants. (2023). Navigating the find line: Balancing social media use and data privacy. Linkedin. https://www.linkedin.com/pulse/navigating-fine-line-balancing-social-media-use-data/

University of Oxford. (n.d). Privacy policy. Gardens Libraries & Museums. https://www.glam.ox.ac.uk/privacy-notice-bodleian-libraries

Valentine, O. (2020). Data privacy on social media and why it matters. We Are Social. https://wearesocial.com/us/blog/2020/03/data-privacy-on-social-media-and-why-it-matters/

Walters, C. (2022). Why is privacy important in social media? CopyPress. https://www.copypress.com/blog/privacy-in-social-media/

Williams, M. L. (2020). The adoption of web 2.0 technologies in academic libraries: A comparative exploration. Journal of Librarianship and Information Science. 52(1). 137-149. https://doi.org/10.1177/0961000618788725

Zimmer, M. (2014). Librarians ’attitudes regarding information and internet privacy. The Library Quarterly. 84(2). https://doi.org/10.1086/675329

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OLJ Task 17: Thoughts for the future

During COVID lockdown,  people found other ways to socialise, shop, work and study. This had an on-flow effect sparking new trends and approaches to people connecting and conducting business. Librarians have also responded to these changes to improve library services and access products. Cox (2020) made some great prediction during the peak of COVID lockdowns in what libraries of the future will look like after the pandemic.

What is the potential for the future of an organisation you are familiar with?

Working as a teacher in schools, things changed dramatically during the pandemic, schools looked into innovative ways to teach (Softlink, 2023). This included how the library would service students online, placing greater status on eBooks and audio books that could be accessed from the online library system Oliver.Additionally, SORA further assisted students in their reading ventures and reading for pleasure. SORA assists with dyslexia by changing the font and can be used as a listening tool, reading to the student who can then bookmark its place and come back to continue from that page. Furthermore, the Education Department in Canberra added The World Book and Britannica as a research and investigative tool on Digital Backpack. These are age-appropriate based on the school. More recently, my school is considering online science, alleviating workbooks/sheets and borrowing out-dated books. The need for digitisation and online information is becoming more apparent and school librarian will need to be well versed in copyright and censorship material (Cox, 2020). Therefore, more funding into training librarians and acquiring new skills to better access and stream online information and eBooks is essential.

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

The pandemic has taught us many valuable lessons and one of these is, libraries need to take services to the people. Moreover, it has confirmed that teacher librarians (TL) must have a presence in school libraries. In Canberra, as with other states (except NSW) it is not mandatory to have TLs in libraries. As information professionals they provide training and learning support for online teaching and learning for students and teachers. TLs work with principals, executives, and teachers to envisage best practices in building relationships with other teachers and adhere to school goals and objectives (Softlink, 2023). They are curriculum experts providing greater input in designing learning programs and facilitating tools and resources for projects.

Cox (2020) states that libraries had minimal time to plan, closing face-to-face library services and moving to online. He adds libraries spent years curating digital content, providing numerous ways to research and interact. When libraries re-opened a new norm digital landscape was established.

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Reference

Campbell, H. (2023). Digital libraries empowering access to knowledge (Image). Storable.com. https://storable.com/articles/digital-library-empowering-access-to-knowledge/

Cox. C. (2020). Changed, changed utterly. Inside higher Ed (IHE).  https://www.insidehighered.com/views/2020/06/05/academic-libraries-will-change-significant-ways-result-pandemic-opinion

Softlink. (2023). Future trends and services in libraries. Softlink. https://ic.softlinkint.com/blog/future-trends-and-services-in-libraries/

 

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