Personal Philosophy
Effective teacher librarians (TL) provide a safe, welcoming and inclusive environment where students feel valued and respected. They foster a love of reading, and develop and maintain a quality collection reflective of the curriculum and the teaching, learning, leisure and social needs of their patrons. They maintain currency with ICT, pedagogy, and curriculum developments, which they provide professional learning on for their colleagues. They lead collaboration with staff and the teaching of information literacy across the school. They demonstrate their commitment to learning by continually reflecting on and refining their practice against the standards of excellence for teacher librarians.
Critical Evaluation
When I began studying the Masters of Education (Teacher Librarianship) course my understanding of the TL’s role was basic. Coming from an English and History teaching background, it was informed by infrequent interactions with TLs through DEAR and Wide Reading programs (Coddington, 2020a). A reflective analysis of my progressive understanding of three key themes set for study over the course of the degree relating to the role of the TL reveals the depth to which my knowledge has grown, and how such a development has served to successfully equip me with the required knowledge and skills to be an effective teacher librarian responsive to the teaching, learning and leisure needs of my patrons.
Collection Management
Before I began my studies with Charles Sturt University I had already spent a few months as a practising TL, and the first thing I had done was order a range of fantasy and science fiction texts, and books featuring more diverse characters for our school library. This decision was made after I scanned the shelves and noticed a distinct lack of the genres and diversity in the collection. Evidently I already had a basic understanding of the necessity of having a balanced collection and including texts that reflect the diversity of Australia and our students (Caple & Tian, 2022), but my understanding of how to manage it effectively to support staff and student teaching, learning and leisure needs was, clearly, rudimentary. The subsequent development of my understanding of the complexity of the TLs crucial role in collection management was facilitated greatly through my study of ETL503: Resourcing the Curriculum.
Early reflections during my study reflect this rudimentary understanding of the collection management, which focused primarily on purchasing and making available current fiction literature (Coddington, 2021a). This was extended later to include the provision of literature that supports the curriculum as well as student interests (Coddington, 2022a), representing a small, yet important, shift in the right direction in my knowledge of collection management, as the collection should always meet curriculum demands. However, whilst this is indeed an element of the TL’s role, it certainly does not end there, and such posts reveal just how much I still had to learn. This is evident in an early blog post, where I labelled the amount of diverse roles the TL performs as outlined in Purcell’s work (2010), especially collection evaluation, as “idealistic” (Coddington, 2020g, para. 5), but this perspective is no longer one held. Collection management, and all the other roles outlined by Purcell (2010), are core components of the TLs, and are crucial to ensuring student and staff needs are met.
Already I had shown that my collection evaluation skills were elementary, and my studies served to effectively extend my knowledge on this element of collection management as I had much to learn. Collection development policies emerged as a key learning to serve this purpose, the establishment of which would allow me to effectively evaluate the collection (Lamb & Johnson, 2007). Further to this, collection mapping was something I noted as a prominent tool to assist me in meeting such evaluation needs (Coddington, 2022b) after I identified it prior as something I needed to develop my knowledge in (Coddington, 2023b) in order to be proficient and effective in my role, according to ALIA’s criteria of foundational knowledge, skills and attributes for information professionals (ALIA, 2015). I even identified the need for priority areas for evaluation in my practice, for which collection mapping would serve me well (Coddington, 2022d; Coddington, 2022e). This skill will allow me to effectively evaluate the collection for breadth, depth, strengths, and weaknesses and subsequently position me to identify short and long term goals around resource acquisition (Lamb & Johnson, 2007).
Resource acquisition was also far more complex than I had once thought. Whilst Hughes-Hassell & Mancall (2004) argue that selection can be achieved through a simple yes or no selection model, it is far more nuanced than the limited range of criteria that they include conveys – and even more so than the revised selection criteria I created to improve their model (Coddington, 2022f):
It, too, is far too simple. Selection, and therefore also deselection criteria, should be based on more complex criteria including, as utilised by Colbongan-Papay et al. (2024), appropriateness of format, budgetary restraints, authorial reputation, and its current and future relevance to user needs and curriculum (Colbongan-Papay et al., 2024). This criteria, employed alongside other tools I have learned about throughout the course such as quality selection aids, will ensure the collection I manage is current, relevant, of a high quality, and meets the curriculum and leisure needs of students and staff alike. In this sense, my studies have successfully armed me with the knowledge and tools I need to be highly effective in this element of my role as TL.
Social Media
Social media (SM) is an integral part of many people’s lives, facilitating connection, collaboration and interaction across geographic distances (Giannikas, 2020). Prior to my studies I didn’t realise how significant a role SM had in my TL position. Reflecting on my learning reveals how much it has informed my practice, the growth of my knowledge about its benefits, and a new awareness of the concerning elements to consider before implementation.
From the beginning of my studies, technology and SM revealed itself to be a highly important factor in my practice. Prior to engaging in INF506 I identified it as a crucial resource, citing Instagram, Facebook, and Goodreads as platforms that I used to stay up to date on new and popular fiction works for collection management purposes (Coddington, 2021a). Musing on its benefits, I later reflected on its potential to support authors from diverse backgrounds to connect readership and promote their works (Coddington, 2021b). Once I engaged in INF506, I further highlighted its positive role in acting as a “digital faculty” (Coddington, 2023a, para. 1) more useful than some department-led training due to its innate sharing capabilities (Coddington, 2023a). Whilst I had therefore clearly considered its benefits for collaboration, what I had yet to consider was how I could utilise SM to support my practice beyond collaboration, or the concerns its usage entailed.
SM has the potential to be more than a collaborative space, a notion I had clearly begun to realise when I identified online marketing of library services and resources as a skill to develop (Coddington, 2023b). This reflection clearly prompted my enrollment in INF506, my involvement in which deeply broadened my knowledge of the potential and risks of SM usage. SM can act as a platform for communication with the public by education institutions, providing a space where information can be disseminated in a more cost effective and engaging manner, utilising photos and videos beyond the scope of the traditional newsletter or note home, and where audience engagement with content can be tracked and analysed for reach and impact. “Community” was a word I began to connect with SM at this stage of my learning, identifying it as a tool to build and engage with an online community reflective of the community in which schools – and the TL – operate (Coddington, 2023c). It was at this stage of my study that my learning moved beyond the surface level, and I began to think critically about the use of Web 2.0 technologies in practice.
The digital divide – the differences in access faced by students with and without access to technology (EDUCAUSE, 2021) – was already a problem I had identified throughout my studies (Coddington, 2023c), later identifying the support of it as a leadership opportunity in my TL role (Coddington, 2024a). However, I began throughout my engagement in INF506 to broaden my definition of SM, and explored the potential of use of Oliver, a library management system, as a SM platform, and the use of others such as Facebook to digitally establish and engage with a library-focused community (Kingsley, 2018). Establishing a trial school library Facebook page for one of my assessments revealed not only the practicalities involved in such a task, including the huge time commitment required to moderate it and create appropriate and engaging content, but also the potential for social media to be used to engage my biggest patron group – teenagers, who each spend over 14 hours online daily (eSafety Research, 2021). As 91% of Australian teenagers have access to a mobile phone (OAIC, 2023) and prefer to access resources through it (Obinyan, 2020), this shift in my learning saw huge potential to increase teenager library engagement. Whilst, regrettably, Oliver is not suitable for mobile use due to poor functionality, other SM platforms, with which teenagers readily engage (OAIC, 2023), are excellent platforms for social engagement, I learned (Coddington, 2023d). SM was no longer just a space for professional collaboration, then. With my new learning, it was a tool to engage students.
Here my learning became more critical, however. Issues of privacy became a core concern that I began to critically assess the risk for (Coddington, 2023c) using resources such as the NSW Department of Education Social Media Policy (2020) which prompted further research into privacy risks students face through SM engagement (Coddington, 2023d). My subsequent learning that teenagers are unconcerned with the tracking of data and photos posted to SM, despite awareness of the subsequent digital footprint they are creating, made me re-evaluate the benefits of utilising Web 2.0 technologies to engage them in the library (Crocco et al., 2020; Marino, 2021; Me and my Shadow, n.d.). Indeed, this digital footprint, and the data collection that is built into SM made privacy a core concern. It was a concept I was apparently unconcerned with prior to my engagement with the course, as one of my earliest blog posts reveals (Coddington, 2020b), but was a concept I soon became well versed in, as evidenced by later posts (Coddington, 2024b).
SM still has its place in professional, collaborative practice. However, my engagement with my studies, particularly INF506, shows a clear development of critical thinking. Employing SM to engage my users in the future will not be a strategy taken without careful consideration of the issues and concerns learned about throughout my course.
Information Literacy
Coming from an English and History teacher background, I was no stranger to the term “literacy” when I started my studies. It is, after all, the bread and butter of the English curriculum, and I had a thorough understanding of the nature of literacy as it applies to texts. In the early days of my studies, I explored the “dissecting [of] literacy” (Coddington, 2020c, para. 1), claiming that disciplines had attempted to break it down over the years in order to produce definitions that suited their context. However, whilst acknowledging the complexities of literacy as it applies to visual, oral, critical, social, cultural, and emotional contexts, and whether being discussed as a concept, process, or skill, I identified that the core definition of literacy – or multiliteracies – is simple: “to understand” (Coddington, 2020c, para. 3). At this stage I also already had a good understanding of information literacy as a more specific concept that students need to develop, identifying that it entailed knowing how and where to find information, and how to assess it and why (Coddington, 2020c). This was knowledge I continued to develop, exploring later in my studies the range of literacies a TL might explore throughout their role through the collation of literacy related definitions (Coddington, 2021d). What I didn’t identify at this stage of my learning, however, was that the TL plays a crucial role in facilitating this development, nor how they go about achieving it. This lack of acknowledgement of such a core element of my role as a TL heralded just how much further my learning would extend over the years of study ahead of me.
The subsequent significant leap in my understanding of information literacy and how it applies to teacher librarianship began through further engagement with ETL401 – Introduction to Teacher Librarianship. Demonstrating development in my learning immediately, I explored the role of the TL in facilitating information literacy skills in the digital infosphere by discussing the ASLA Evidence Guide for Teacher Librarians, particularly Standard 4 (2014) (Coddington, 2020d). This transitioned into reflections into how I can support and facilitate the development of transliteracy for my students in the library space (Coddington, 2021c). This represents a significant progression and shift in my knowledge. Indeed, the goals articulated to facilitate transliteracy learning in this latter blog post (Coddington, 2021c) have now, 3 years later, been fully realised. As a consequence of the technology provision I discussed in this post, as well as the targeted development of information literacy skills through regularly scheduled research skill development classes, student engagement in the library space has increased significantly and core digital literacy skills have improved exponentially. However, early on in my studies and in my role, students still struggled to articulate the qualities embodied in information literacy despite these changes in the library.
My studies resulted in inquiry learning emerging as a method to teach this information literacy in the school library. I was unfamiliar with this model prior to my studies (Coddington, 2020e), but it quickly revealed itself to be a solution to my confusion about how to teach information literacy, and the Information Fluency Framework, in the school library. Manifesting as a Guided Inquiry Design process (GID), this approach to teaching information literacy provides many benefits. A structured approach to inquiry learning that moves students through the Information Search Process and the associated specific stages of research (Kuhlthau et al., 2012), GID can – and should – be applied across curriculum disciplines. This is due to the fact that it replicates the complex infosphere students will be operating in beyond the schooling context. To prepare them to effectively navigate it, it teaches students not only how to research, but also promotes metacognition (Buffy, 2022; Garrison & FitzGerald, 2018), facilitates the development of higher order thinking skills (Kuhlthau et al., 2012; Purwasi, 2020) and provides ample opportunity for differentiation (Buffy, 2022). However, GID as a teaching approach requires a significant time commitment. This downside presents an opportunity to collaborate with teaching staff to reduce this load however, therefore allowing the benefits of a practising TL to be fully realised in the school (Buffy, 2022; Purwasi, 2020). Here I learned the TL can fulfil this role by creating resources for students that assist in guiding them through the GID stages of Open, Immerse, Explore, Identify, Gather, Create, Share and Evaluate (Buffy, 2022, p.79) and supporting the emotional changes that occur as they move through them (Buffy, 2022). An example of such a resource can be seen here, which I produced as a part of my studies in ETL401 (Coddington, 2020f).
This resource demonstrates the significant impact my learning has had on my practice, showing I moved from having no knowledge of how to teach information to producing resources to support the active implementation of GID in a school context. The long-term impact of this learning is evidenced by a more current blog post, where I identified this style of inquiry learning as a key strategy TLs should lead the implementation of in schools in order to most effectively prepare students for the complex skills required to be informed, critical 21st century citizens and learners (Coddington, 2024c).
It is clear, then, that my learning about information literacy and how to effectively teach it as a TL using GID has, and will continue to, ensure I am equipped with the knowledge and skills to effectively meet the information literacy needs of my students through successful collaboration. It is therefore a strategy that will continue to be implemented through my role as TL in order to facilitate and lead the development of informed 21st century learners capable of critically navigating the infosphere they will spend their lives inhabiting (ALIA & ASLA, 2004).
Reflections on my learning
My skills and knowledge as a professional TL have significantly improved throughout the course of my studies, and I have already demonstrated strengths in some areas. However, there is much to learn to develop excellence as a highly accomplished teacher librarian across all ALIA & ASLA standards (ALIA & ASLA, 2004).
My learning from this course has ensured that I have an excellent foundational knowledge that already drives effective collection management, teaching and learning in the library. ETL401, ETL402 and ETL503 equipped me with excellent professional knowledge regarding literature, the qualities and processes of learning (ALIA & ASLA, 2004, Standard 1.1), how to teach according to them (Standard 1.2), and how to provide consistent and equitable access to diverse resources reflective of patron’s needs and interests (Standards 1.3 & 1.4). For example, my development of a GID unit of work was critical in shaping and influencing learning programs in the library where I am a practising TL.
This accumulation of knowledge has also been instrumental in providing me with language, knowledge and new confidence for role advocacy, and has effectively equipped me with the tools to continually improve and increase user access in the library. For example, new knowledge of collection evaluation strategies and policy documents is vital and will continue to assist me to meet the needs of my users as my skills as a TL continue to develop, whilst ETL567 prompted me to engage in research in my school (ALIA & ASLA, 2004, Standard 3.1). The result was the genrefication of the library collection, despite some contention about the move. This demonstrates burgeoning excellence, and has already had significant positive impacts on students and learning, with more books being accessed and borrowed than ever before.
However, I still require professional development into the theory and pedagogy behind how students become independent readers (ALIA & ASLA, 2004, Standard 1.1). This must be undertaken in order to support student access to and enjoyment of literature, and would also enhance my collection development skills as it would equip me with the knowledge to cater for such learning and literature needs. This could be achieved through collaboration with my primary teacher colleagues, which would serve to model my lifelong commitment to learning.
This represents a shift in my attitudes as a professional TL as another key strength fostered by this course is my drive for collaboration. Once reluctant to collaborate, I now seek collaborative learning opportunities within the school and without (ALIA & ASLA, 2004, Standard 2.2). ETL512 and ETL401 facilitated this collaboration with the local public librarian and colleagues across faculties, respectively. The results have been positive for students and staff alike, with more interest expressed for future collaboration (Standard 2.2.).
Applying theory to practise in unit assessments has been instrumental in developing my TL skills. Whilst I’ve already begun to demonstrate professional commitment (Standard 3) in response to my learning, such as book talks, ICT acquisition and the running of professional learning sessions, Standard 3 (ALIA & ASLA, 2004) presents the most opportunity for professional development towards excellence (Standard 3.1). Leadership was already identified as needing improvements through ETL504, and I will seek transformative leadership opportunities (Standard 3.3) within the school and the wider community for the betterment of our students (Standards 3.2 & 3.4).
References
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