Part A: Statement of personal philosophy 

As an educator, I view teacher librarians as pivotal in fostering curiosity and critical thinking among students. In today’s rapidly evolving digital age, it is my responsibility to ensure equitable access to diverse resources and enable students to explore their interests in a safe environment. Collaborating with fellow educators is essential as I aim to guide students through the complexities of information with creativity and responsibility. I strive to create a welcoming environment that encourages exploration and confidence. Embracing adaptability and technological proficiency, I will enhance learning experiences and empower students to become independent thinkers and lifelong learners, ensuring their progression from consumers of knowledge to responsible creators.

Part B: Evaluation – Learning during the teacher librarianship course

Theme 1: Digital and Information Literacy in the Social Media Landscape

Prior to the course, I viewed information literacy as a set of discrete skills focused on locating and evaluating sources. However, through extensive readings, class discussions, reflective blogging and exploration of social media, my understanding has evolved into seeing information literacy as a critical, lifelong competency central to student empowerment.

Through my blog research of “Embracing a Library 2.0 ethos” (Ho, 2023) in the subject INF506 – Social Networking for Information Professionals (Truong, 2023), I learned that the accessibility, events, programs, and resources of libraries depend on the community  demographic and location. The population mix plays a significant role in catering to patrons’ needs, and this is explored by Delrieu and Gibson (2017) in their article which seeks to understand the impact of geography and attractiveness on particular kinds of cultural participation. INF506 Assessment 2, required the creation of a website for a chosen type of information agency, catered for a specific community. I chose to create an Instagram (Ho, 2024) for a public library and had to consider the demographic, focus group and age range of patrons. The rationale for using this social media platform, the implementation timeline, the barriers and the strategy for ongoing evaluation were considered. This activity taught me that the social media landscape is ever-changing. By keeping current trends that work with society, libraries will continue to deliver results and meet user and community expectations (Anwar & Zhiwei, 2020).

In Module 1 of INF506 (Truong, 2023), the Ted video from Cole (2016) resonated with me. She explored the accessibility of the library, the changing perception of libraries from static to fluid and dynamic environments, and the shifting role of librarians from preservers to cultivators. She expressed how we, as librarians, are not just custodians of books, but instead play an active role as navigators. From Cole’s (2016) talk, I was compelled to become an active researcher, ensuring that information is accessible, accurate, and continuously updated for all users. This shift in understanding is significant because it reframes the teacher librarian as an active co-learner and facilitator, opposed to a gatekeeper of resources. This subject taught me the importance of referring to librarian frameworks, such as the Australian Library and Information Association and the Australian School Library Association of Professional Excellence for Teacher Librarians ([ALIA & ASLA], 2004), and the Australian Curriculum, Assessment and Reporting Authority’s standards for Information and Communication Technology Capability (n.d.). These frameworks emphasise the need to improve professional knowledge, practice, and commitment, including the integration of information literacy across the curriculum.

BiblioTech as the re-imagined public library: Where will it find you? (Cole, 2016)

At the end of this subject, I published “Extended Post” (Ho, 2024b) to explore, explain, and analyse social media and privacy use in information organisations. I discovered there are many challenges, including the protection of information and the flow of data within social media, which leave individuals and companies vulnerable, and the ethical issues around enforcing such protections. The creation of the Privacy Act 1988 in Australian legislation (Privacy Act 1988, 1988) is a means to protect the public from the misuse of information.

Due to the extraordinary growth of social media, privacy-protective measures are a necessity in the 21st century. It falls to the responsibility of the GLAMR sector to implement strategies and create policies and guidelines to counter these privacy protection challenges.

Theme 2: ICT Use and Digital Citizenship in the School Library

Initially, my understanding of Teacher Librarians’ engagement with Information and Communication Technology (ICT) in libraries was limited to enhancing and maintaining cataloguing software and basic digital resource management, as well as educating and programming to improve learning outcomes through hands-on activities and reflections on relevant literature. However, after taking the subject ETL523 – Digital Citizenship in Schools (Oddone & Gagen-Spriggs, 2024), I realised there was much more to ICT; I also need to foster a culture of digital citizenship, and encourage students to develop strategies for building resilience to become effective and responsible digital citizens in global online learning environments.

My previous understanding of digital citizenship was limited to protecting students from accessing inappropriate materials. I was unaware of the various resources available to help students navigate the digital world. In ETL523 Module 1, I learned I could support students through engaging them in online activities offered by Common Sense Education (n.d.), which fosters a culture of examining the technological, political, and ethical issues related to technology. By referencing the Digital Citizenship Competencies for Children published by the International Society for Technology in Education (2025), I can utilise these resources as a future teacher-librarian to assist my students and classroom teachers in exploring online protective measures.

In Assessment 1 of ETL523, I learned that in order to integrate digital citizenship skills in students and develop their ability to participate responsibly and ethically in the online world, it is paramount to teach digital literacy, internet safety, privacy, and managing one’s online presence to foster a positive digital footprint. With Google Sites, I created the Digital Citizenship Guide (Ho, 2024c) for Stage 2 students (Years 3 to 4), which features activities to teach students how to respect themselves and others online, including protecting personal information. I realised the importance of students learning to communicate online in a respectful manner and respecting intellectual property rights. The goal of the Digital Citizenship Guide is for students to engage with the website and understand the importance of digital citizenship, acquiring knowledge to access, receive, collaborate, communicate, create, and seek help in a digital learning environment. This guide also incorporates an interactive exercise demonstrating how to identify and report cyberbullying rather than forwarding inappropriate materials. This learning process provided me with practical, hands-on knowledge that I can share with students and classroom teachers.

 

 

 

Through my work on ETL523 Assessment 2 – DLE Analysis Report & Reflection (Ho, 2024d), I have learned that introducing students to the principles of good digital citizenship at an early stage equips them with the tools needed to protect themselves from online cyberbullying, understand online safety, and practice proper online etiquette. Schools are the ideal environment to nurture this learning. This idea was further supported by Black et al. (2022) in Module 1, who suggested that digital citizenship should be built upon young people’s personal narratives and their digital experiences.

Theme 3: Leadership and Management – Educational Leader

Reflecting on my understanding of the teacher librarian role, I initially viewed it as focused on managing collections and overseeing daily library operations. I underestimated the complexity and leadership responsibilities integral to this position. After I studied ETL504 – Teacher Librarian as Leader (Gagen-Spriggs, 2025), I realise now that I once oversimplified this position. I have come to appreciate the multiple leadership qualities required by this role.

In ETL504 Assessment 1, I was asked to create a visual representation of the leadership role in my school community.

Visual representation of leadership in Toonga Primary Public School

The course challenged my views about the extent and nature of leadership styles which a teacher librarian (TL) plays in the school community. My diagram represents the TL with an Instructional Leadership style, but TLs can also use Servant Leadership to influence school culture, advocate for digital and information literacy, and foster collaborative and collegial professional learning, partnering with external stakeholders and classroom teachers. In ETL504 Module 2, an article that I explored by Crippen and Willows (2019) concurred that the teacher librarian utilises a servant leadership style to strengthen and inform educational programs, by forming a synergistic partnership with teaching staff.

I have also learnt to assess the internal and external factors influencing the TL’s leadership role through SWOT (strengths, weaknesses, opportunities, and threats) analysis, and explore how TLs can advocate for library services at the school (Thomas, 2017). For example, in ETL504 Assessment 1, I discovered one of the strengths of my sample school to be its small scale, which made it possible for the TL to be well-positioned in providing one-on-one and small group support to students in elevating individual growth.

In ETL504 Module 3 Teacher Librarians in the 21^st Century, I learned that TLs are increasingly required to develop new skills. These skills are essential not only for updating knowledge but also for identifying and curating relevant information for meaningful use within the school community. Given the rapidly changing educational landscape and learning environment, it is crucial for me, as a TL, to build my capacity in supporting students and collaborating with teaching staff to achieve desirable outcomes that align with school goals. The Common Craft video provided an excellent summary of my thoughts on this topic (Common Craft, 2015, April 1).

Libraries in the Internet Age (Common Craft, 2015).

Overall, ETL504 taught me the importance of being mindful. Regardless of the leadership styles I choose to adopt, I will prioritise collaboration and add value to the teaching staff. My goals include reducing teachers’ workloads and enhancing information services for the school community. I aim to promote the library as a community hub, creating an innovative space that fosters safe and engaging learning experiences. The teacher-librarian plays a crucial role in building trusting and positive relationships within the wider school community (McPherson, 2020).

Part C: Evaluation – Effectiveness of this course in developing skills and attitudes as a professional teacher librarian 

Throughout this Master of Education (Teacher Librarianship) course, my approach, attitudes, and skills have developed significantly in alignment with the ALIA-ASLA standards of professional excellence for teacher librarians. These standards emphasise three key areas: professional knowledge, professional practice and professional commitment (ALIA & ASLA, 2004). Each of these areas has specific focuses that promote proficiency in teaching and learning. This course has covered all these domains, strengthened my capabilities and highlighted aspects that are essential for my continued learning and growth (Charles Sturt University, 2025).

Professional Knowledge:

The course enhanced my knowledge of information literacy frameworks and highlighted the essential role teacher librarians play in promoting critical thinking, inquiry, and digital literacy skills. ETL401 – Introduction to Teacher Librarianship provided me with insight into the role of teacher librarians (TL) as information specialists in theory and practice (Gagen-Spriggs, 2023). Further reading into Merga’s (2020) article reinforced my understanding that the role of TLs is complex, requiring us to be information literacy educators, leaders, and knowledge hubs, encompassing skills such as cataloguing, reader advisory, programming, and much more to ensure positive impacts on students’ learning and wellbeing. To be an excellent TL, I will need to continue improving and updating my knowledge through various professional learning courses, embarking on a lifelong learning journey.

Professional Practice:

During my placement at Manly Library, I had the opportunity to apply theoretical concepts in a practical setting. I worked with the Programming and Events team and participated in various events, including Baby Bounce, Evening Author Talks, Story Time, and the Science Fair. I learned the importance of understanding the community we serve to create programs that resonate with local residents. For a program to be successful, collaboration between staff members is essential, particularly the Library Marketing team, which plays a crucial role in promoting events to the target audience. I discovered that programming requires planning a year in advance, with the flexibility to make adjustments when necessary (Northern Beaches Council, 2025).

Evening Author Talk – Gavin McCormack (Top), Manly Library (Middle), Science Fair – Forestville Library (Bottom) – (Northern Beaches Council, 2025).

Professional Commitment:

TLs are the key to driving changes in the school community. In ETL504 – Teacher Librarian as Leader, I realised that leadership is a core responsibility of TLs at school and acquired skills such as policy making and strategic planning. Previously, I was unaware of the importance of TLs in contributing to policies for teaching and learning (Gagen-Spriggs, 2025). Furthermore, this course taught me the importance of advocating for the TL role in schools, as TLs have dual qualifications in both teaching and library management and have overseen students and a range of subject materials across all year levels.

Conclusion:

This course has provided a solid foundation aligning with the ALIA-ASLA standards (ALIA & ASLA, 2004) for my future professional development as a teacher librarian. My ongoing professional development will focus primarily on enhancing digital literacy, promoting inclusive practices, and developing leadership skills. I will continue to advocate for teacher librarians to be recognised as leaders driving positive change, beyond custodians of books or IT assistants. In the future, I plan to collaborate with principals, teachers, administrators, and the wider community to ensure that our voices are heard.

(ALIA & ASLA, 2004).

References

Anwar, M., & Zhiwei, T. (2020). Social media and libraries: The perfect combination of the next generation. International Journal of Library and Information Studies, 10(3), 108-116. https://www.ijlis.org/articles/social-media-and-libraries-the-perfect-combination-of-the-next-generation.pdf

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian curriculum: Information and Communication Technology Capability (Version 8). https://v8.australiancurriculum.edu.au/resources/curriculum-connections/dimensions/?Id=54298&YearLevels=42653&YearLevels=42682&YearLevels=42683&YearLevels=42684&YearLevels=42685&YearLevels=42686&isFirstPageLoad=false                                                                                                                                        

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

Black, R., Walsh, L., Waite, C., Collin, P., Third, A., & Idriss, S. (2022). In their own words: 41 stories of young people’s digital citizenship. Learning, Media and Technology, 47(4), 524–536. https://doi.org/10.1080/17439884.2022.2044848

Charles Sturt University. (2025). Master of Education (Teacher Librarianship). https://study.csu.edu.au/courses/master-education-teacher-librarianship#career-opportunities

Cole, L. (2016). BiblioTech as the re-imagined public library: Where will it find you? [Video file]. YouTube. http://www.youtube.com/watch?v=PnYDl66YfQ0

Common Craft.  (2015, April 1).  Libraries in the internet age [Video]. YouTube. https://youtu.be/L9MDKPC9yeM

Common Sense Education. (n.d.). https://www.commonsense.org/education

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), 171-180. https://doi.org/10.12806/V18/I2/T4

Delrieu, V., & Gibson, L. (2017). Libraries and the geography of use: how does geography and asset “attractiveness” influence the local dimensions of cultural participation?. Cultural Trends, 26(1), 18-33. https://doi.org/10.1080/09548963.2017.1268331

Gagen-Spriggs, K. (2023). ETL401 – Introduction to Teacher Librarianship. Charles Sturt University, Wagga Wagga. https://handbook.csu.edu.au/subject/2023/ETL401

Gagen-Spriggs, K. (2025). ETL504 – Teacher Librarian As Leader. Charles Sturt University, Wagga Wagga. https://handbook.csu.edu.au/subject/2025/ETL504

Ho, C. (2023, November 29). Embracing a Library 2.0 ethos [Blog post]. ThinkSpace. https://thinkspace.csu.edu.au/teacherlibrarianship1cho/2023/11/29/task-6-embracing-a-library-2-0-ethos/

Ho, C. (2024a, January 5). Northern Public Library. Instagram. https://www.instagram.com/northernpubliclibrary/

Ho, C. (2024b, January 18). Extended Post – explores, explains, and analyses in relation to social media and privacy use in information organisations [Blog post]. ThinkSpace. https://thinkspace.csu.edu.au/teacherlibrarianship1cho/2024/01/18/part-2-extended-post-explores-explains-and-analyses-in-relation-to-social-media-and-privacy-use-in-information-organisations/

Ho, C. (2024c, April 2). Digital citizenship guide for stage 2 in the digital learning environment. Google Sites. https://sites.google.com/view/assessment1digitalcitizenship

Ho, C. (2024d, May 25). Critical Reflection Post – Assessment 2: Part B [Blog post]. ThinkSpace. https://thinkspace.csu.edu.au/teacherlibrarianship1cho/2024/05/25/part-b-critical-reflection-post/

International Society for Technology in Education (ISTE). (2025). https://iste.org/digital-citizenship

Merga, M. (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

McPherson, M. (2020). The Influence of Teacher Librarians’ Personal Attributes and Relationships with the School Community in Developing a School Library Programme. School Libraries Worldwide, 26(1), 136–150. https://doi.org/10.29173/slw8254

Northern Beaches Council. (2025). Manly Library. https://www.northernbeaches.nsw.gov.au/library

Oddone, K. & Gagen-Spriggs, K. (2024). ETL523 – Digital Citizenship in Schools. Charles Sturt University, Wagga Wagga. https://handbook.csu.edu.au/subject/2025/ETL523

Pihl, J., van der Kooij, K. S., & Carlsten, T. C. (2017). Why Teacher and Librarian Partnerships in Literacy Education in the 21st Century? In Teacher and Librarian Partnerships in Literacy Education in the 21st Century (Vol. 6). Springer.

Privacy Act 1988 No 97 (Cth). (1988). https://www.legislation.gov.au/Details/C2018C00292

Quotefancy. (n.d.). [Photograph of Whitney Houston Quotes]. https://quotefancy.com/quote/1244700/Whitney-Houston-I-believe-the-children-are-our-future

Thomas, H. M. (2017). Library SWOT analysis. Bizfluent. https://bizfluent.com/about-5498787-library-swot-analysis.html

Truong, Vi. (2023). INF506 – Social Networking for Information Professionals. Charles Sturt University, Wagga Wagga. https://handbook.csu.edu.au/subject/2026/INF506