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.
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