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

Reflecting on my journey through this unit, I have developed a range of leadership skills and styles that are essential for my future as a Teacher Librarian (TL). Initially, I believed that implementing a transformational leadership style would be straightforward—simply motivating and inspiring the school community by providing a clear vision. However, as I researched and delved deeper into this leadership approach, I realised that it involves much more than its name suggests (Lo et al., 2020).

In my previous blog post, I also discussed servant leadership, which emphasises a support role that involves listening to concerns and solving problems. I found this style challenging to maintain because it is also important for teachers to be empowered through taking on responsibilities and managing issues independently (Ho, 2025, March 15).

The TL role is complex, evolving in response to situations and environments. It requires support from the school community, emphasising teamwork and collaboration, rather than relying solely on the individual efforts of a TL, especially in a library setting. A TL should engage with the broader community proactively, demonstrating the benefits of the library to the school community rather than simply managing resources and planning lessons (Merga, 2020).

To be an effective TL, I need to be an influencer, attracting a significant number of followers and building trust-based relationships. Demonstrating integrity is crucial to serving as a role model. Additionally, I must effectively manage the changes and challenges that arise. This realisation and evaluation of my future practice comes from my previous readings, research and understanding of this topic (Gagen-Spriggs, 2023).

By completing this strategic proposal assessment, I understand that through developing an action plan with a clearly defined scope of work, we can advocate for the leadership role of the TL. This action plan must be based on the school’s needs, aligning with the Strategic Improvement Plan and supporting the school’s vision and mission. I find that change management theories are particularly relevant to this unit, and I recognise the value of learning to effectively manage change in a school setting. The holistic management of a project from start to end is essential for achieving success and minimising conflicts in any area of focus (Kachel & Lance, 2020).

In my future role as a TL in any setting, I will prioritise teamwork and collaboration. Engagement and motivation are crucial to achieving a successful transformation within the organisation. I believe that the TL role is dynamic and should not be confined to a single leadership style. Instead, flexibility is essential for TLs. As TLs, standing at the forefront of the information sphere, we must continually learn and improve to strive for excellence in our practice (Greenwood, 2023).

References

Gagen-Spriggs, K. (2023, April). Teacher librarians are influencers: Developing literacy through reading cultures. In ASLA Biennial Conference 2023. https://asla.org.au/event-4955987

Greenwood, A. (2023). Librarians as teachers: a reflection on practice, identity, and the TPACK framework to enhance professional practice. Journal of the Australian library and information association, 72(2), 178-188. https://doi.org/10.1080/24750158.2023.2192893

Guignard, T. (2018, October 23). Libraries through teh Lens: The Library of the Hungarian Parliament. [Photograph]. https://www.cilip.org.uk/page/NewsLibrariesthroughalensHungarianParliament

Kachel, D. E., & Lance, K. C. (2020). The role of school library organizations in developing advocacy capacity. Teacher Librarian, 47(5), 16-63. https://www.proquest.com/magazines/role-school-library-organizations-developing/docview/2437909472/se-2

Lo, P., Allard, B., Anghelescu, H. G., Xin, Y., Chiu, D. K., & Stark, A. J. (2020). Transformational leadership practice in the world’s leading academic libraries. Journal of Librarianship and Information Science, 52(4), 972-999. https://doi.org/10.1177/0961000619897991

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

The overall study visit experience provided me with an insightful view of information professional roles beyond librarians, varying from archives, collection manager, and program officer to client service coordinator. When I first started with the Master of Education (Teacher Librarianship) degree, I thought I could only be trained as a librarian if I was fortunate enough to have a history degree, and then I could work in a museum. After this experience, I have realised there are many different job opportunities. Moreover, I noticed that staff could move around in different information sectors, upskill to acquire different positions, and even be project managers. I believe enhancing the scope of position descriptions is essential to support the organisational structures which enable librarians to develop entrepreneurial skills and establish professional identities (Martin et al., 2018). Adaptability is crucial for my future as a librarian to thrive in the information sector, especially as new skill sets emerge that help me find my place and purpose in this field (Holst et al., 2009).

Through this study visit experience, I am no longer hesitant to take a leap of faith, moving around and learning different skill sets within this information environment. I know that everyone else has similar experiences in this field and is constantly moving from one role to another to acquire a variety of skills to excel in their roles. This has contributed to my journey as an information professional and allowed me to try new skills. This is not the end of a road, but a lifelong learning journey for each individual to contribute to and find their place in the information community (Imel et al., 2009).

References

Holst, R., Funk, C. J., Adams, H. S., Bandy, M., Boss, C. M., Hill, B., Joseph, C. B., & Lett, R. K. (2009). Vital pathways for hospital librarians: present and future roles. Journal of the Medical Library Association, 97(4), 285–292. https://doi.org/10.3163/1536-5050.97.4.013

Imel, S., Duckett, K., & Jarvis, P. (2009). Libraries and lifelong learning. In The Routledge International Handbook of Lifelong Learning (1st ed., pp. 183–193). Routledge. https://doi.org/10.4324/9780203870549-20

Martin, E. A., Sheehan, L. A., Hines, S. S., & Fowler, G. J. (2018). The New “Jack of All”: The Evolution of the Functionality and Focus of the Academic Librarian in New Spaces and New Roles. In Challenging the Jacks of All Trades but Masters of None Librarian Syndrome (Vol. 39, pp. 67–90). Emerald Publishing Limited. https://doi.org/10.1108/S0732-067120180000039006

Part A: Canberra Study Visit Program

The Australian curriculum includes various units that students must learn before graduating. Teachers and Teacher Librarians (TL) often feel overwhelmed by numerous professional learning activities, including stage meetings. To effectively manage my professional development strategy, I plan to explore online training courses and stay updated on the latest trends in technology through various channels. This includes following and subscribing to the Australian Council for Computers in Education (2025) and attending EduTech conferences in 2025.

Additionally, I aim to influence my colleagues by initiating casual conversations to better understand their needs and preferences regarding training delivery. Based on this feedback, I will tailor training programs to support them. I will then approach my principal to discuss the concerns and needs of teachers, ensuring that our plans align with the school’s goals, and seek approval to organise several short training sessions to support our staff.

References

Australian Council for Computers in Education (2025). https://acce.edu.au/

EduTECH (2025). https://iccsydney.com.au/events/edutech/

PearGurl. (2022). Raya Bidshahri at EduTech Asia [Photo]. https://commons.wikimedia.org/wiki/File:EduTech_Asia_Raya_Bidshahri.jpg

The servant leadership style focuses on active listening, supporting and prioritising the needs of the team, and creating a positive teamwork environment. This approach in the library setting is highly effective in fostering care and empathy among the staff. This positive environment can reduce stress and foster high morale among staff. Hence, everyone will be willing to support the school’s goal and vision. Librarians can adopt a servant leadership style by proactively checking in with staff members on their well-being, asking about their challenges and how they are progressing with programs, and offering support.  The librarian can also host team-building events, providing an inclusive and fun environment to break down the barriers of staff.  Depending on the needs of the staff and students, librarians can create tailored training courses and programs that cater to the whole school community. This way, teachers will be upskilled, and students will be able to acquire new skills. Librarians can create a work culture that not only reduces stress but also fosters a harmonious environment that aligns with the school’s ethos. This will improve engagement and satisfaction within the staff team.

References

International Institute for Learning. (n.d.). Understanding The Basics and Benefits of Servant Leadership [Infographic]. https://blog.iil.com/understanding-the-basics-and-benefits-of-servant-leadership/

Mesagan, O. F. (2024). The role of leadership in shaping librarians’ job performance in academic settings. Journal of Education and Teaching (JET), 5(2), 228-247. https://doi.org/10.51454/jet.v5i2.406

The teacher-librarian (TL) utilises the servant leadership style approach to proactively facilitate and provide ongoing information and digital literacy training to support teachers in integrating the resources into their teaching practices. This could be collaboration on building online research lessons or providing workshops for teachers to learn how to integrate the digital tools (Coetzer et al., 2017).

Co-teaching is another opportunity for the teacher librarian to serve as a teaching partner and guide classroom teachers in real-life situations by modelling how to teach critical digital literacy skills so teachers could facilitate the lesson in future. TL can mentor teachers by providing them with knowledge and skills on using library databases, digital tools, and resources to improve their planning and strategies in teaching information literacy (Koh et al., 2022).

TL is a digitally literate educator who can guide teachers through the complexities of the 21st-century digital world. The school community will benefit from understanding and navigating the ever-changing digital platforms.

References

Coetzer, M. F., Bussin, M., & Geldenhuys, M. (2017). The functions of a servant leader. Administrative Sciences, 7(1), 5. https://doi.org/10.3390/admsci7010005

Koh, K., Ge, X., & Petrella, J. B. (2022). Librarian-Teacher Co-Teaching and the Role of School Librarians in Facilitating Inquiry and Maker Learning. School library research, 25. https://files.eric.ed.gov/fulltext/EJ1348949.pdf

PremiumVector. (n.d.). A group of children listening to a teacher giving a presentation on a chart [Stock image]. https://www.freepik.com/premium-vector/group-children-listening-teacher-giving-presentation-chart_328826978.htm#from_element=detail_alsolike

When comparing Bush’s (2015) four key elements of organisation theory (leadership, structure, culture and context) with Robinson’s (2010) video presentation (structural, cultural, and societal), I believe the key drivers for change that a teacher librarian could respond to through school library programs are:

1. Leading the integration of digital tools and resources into classroom teachers’ learning programs in conjunction with facilitating extra-curricular activities at school, such as coding cubes or digital literacy programs.
2. Preparing virtual learning spaces to allow students to access information, collaborate, and create projects online with the assistance of classroom teachers.
3. Support classroom teachers with student self-directed research projects.

Such programs would require support from the organisation. Considering Bush’s (2015) organisation theory, the four key elements would need to complement each other for the key drivers to be successful. The leadership of the organisation would recognise TLs as a driver for change (guided inquiry by Kuhltha et al., 2015). Consequently, the structure and culture of the organisation would be amended to reflect this, and the context also needs to align with the direction of leadership. Conversely, Robin’s (2010) theory shows that to incorporate such library programs meeting the curriculum (evidence-based by Robinson & Aronica, 2015), the organisation’s structure needs to be changed, along with cultural and societal values.

By responding to and supporting the key drivers, teacher librarians offer resources and services to meet their schools’ information needs (Edet et al., 2024). Teacher librarians are uniquely positioned to be leaders in creating a flexible, collaborative learning environment with innovation that will meet the demands of the current fast-changing educational landscape, including the emerging AI environment.

References

Bush, T. (2015). Organisation theory in education: How does it inform school leadership? CORE. https://core.ac.uk/download/pdf/162657439.pdf

Edet, A. N., Adamu, A. A., & Jatto, E. (2024). Library Management: Current Trends, Challenges and Prospects. Library Management, 6(1).  https://doi.org/10.5281/zenodo.13168695

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. Bloomsbury Publishing USA.

Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

Robinson, K., & Aronica, L. (2015). Creative schools: Revolutionizing education from the ground up. Penguin UK.

TeraVector. (n.d.). Business People Attending Professional Training with High Skilled Coach [Stock image]. https://www.shutterstock.com/image-vector/business-people-attending-professional-training-high-1360373786

This unit focuses on the practical aspects of cataloguing in a modelled environment. As I studied this unit, I began reflecting on the role I would like to pursue within a library setting. I found the unit challenging, as I have no prior experience and do not currently work in a library that has a chance for me to explore all different types of cataloguing.

Many of the terms feel like a foreign language to me. The learning of indexing the collection and understanding a metadata search engine that allows users to search the collection through an online public access catalogue (OPAC) and access library catalogues outside opening hours on the web (Hider, 2024).

The Schools Catalogue and Information Service (SCIS) in Australia and New Zealand, allow records to be shared between library systems. During my practical exercises for this course, I found it confusing to use. I believe more guided lessons on how to use this resource are more valuable for students before letting them explore themselves and direct the answers to the exercises. I found that I was guessing the answer a few times. I required more guided lessons to feel confident enough to complete the exercise independently.

I believe a practical unit requires practical experience. As Milton (2010) explains in his book about the learning loop, where a person needs to understand and learn the activity by reviewing, educating and actioning.  As future information professionals, it is important to have a foundational knowledge of cataloguing and collection management, even if we are not planning to pursue this role.

References

Hider, P. (2024). At a Crossroads: Cataloguing Policy and Practice in Australian Libraries. Journal of the Australian Library and Information Association, 1-20. https://doi.org/10.1080/24750158.2024.2403165

Milton, N. (2010). The lessons learned handbook: Practical approaches to learning from experience. Elsevier.

Poirier, T.  (2017, June 8). Temples of Books. [Photograph]. Colossal. https://www.thisiscolossal.com/2023/05/temples-of-books/

In this unit, I have realised the importance of teaching digital citizenship to students at school. The prime time is to start at the primary level, as the earlier students are exposed to how to manage online content, the better it is to equip them for later learning in life (Öztürk, 2021). Leadership support is vital for this to happen because students need to learn what information is safe to share and how to protect their information when in an unsafe situation. The evidence shows that students will learn how to interact responsibly and safely online with people that they know or know how to protect themselves when an unknown person is trying to interact with them if they have been taught digital citizenship education (Sterrett & Richardson, 2020).

In the current climate, schools are the best place to deliver knowledge, and teachers should be the experts in this area. As Pihl et al. (2017) indicated, partnering with teacher librarians, who are the information experts in this area, is crucial to fostering the delivery of teaching and learning digital technology at schools. However, there are still many schools that do not have specific policies or suitable professional development programs to cater for individual school needs, and the department is utilising generic programs to fit all (Albion et al., 2015).

After completing the gap analysis report, I have a clearer picture of how teacher librarians can play as advocates in this space. Teacher librarians can be the voice and coordinator to support schools in providing suggestions through policymaking, professional development technology programs, and attaining quality resources (Patel & Anitha, 2022). I have also noticed that without an adequate and quality digital learning environment, it will be challenging to meet the fast-paced, ever-changing technological world. The one-to-one technology program can have a positive effect on student engagement by ensuring that each student has access to the exact same curriculum and resources to break down socioeconomic barriers in schools. In addition, the program can create an equitable learning environment for students in this 21st-century digitalised world.

The challenges are vast and, to name a few, include funding resources, teachers’ beliefs, school culture, and time allocation for implementation with the support of the whole school community (Evans, 2017). On the other hand, there are also many benefits for teachers in using technology, such as the many free educational tools and materials to select to suit lesson plans (Harris & Al-Bataineh, 2015). Undeniably, teacher librarians can offer solutions and ideas, such as getting the local community involved in funding support for schools, as they play a vital role in advocating for change. I can envision that teacher librarians will be at the forefront of information technology, leading educators to frontiers beyond any technology we could imagine.

References

Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20, 655-673. https://link.springer.com/article/10.1007/s10639-015-9401-9

Allouche, D. (2018). Top 10 of the Most High Tech Countries in the World [Photograph]. Young Diplomats. https://www.young-diplomats.com/top-10-high-tech-countries-world/

Evans, M. L. (2017). Professional Development, Teacher Beliefs, and Self-Efficacy in Classroom Technology Integration (Order No. 10604601). Available from ProQuest One Academic. (1984646408). https://www.proquest.com/docview/1984646408

Harris, J., & Al-Bataineh, A. (2015). One to one technology and its effect on student academic achievement and motivation. In Global learn (pp. 579-584). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/150906/

Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology and Online Learning, 4(1), 31-45. https://files.eric.ed.gov/fulltext/EJ1286737.pdf

Patel, R., & Anitha, B. (2022). Role of School Libraries in sharpening 21st century skills of students. Library Philosophy and Practice, 1-5. https://www.proquest.com/docview/2622614396

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.

Sterrett, W., & Richardson, J. W. (2020). Supporting professional development through digital principal leadership. Journal of Organizational & Educational Leadership, 5(2), 4. https://digitalcommons.gardner-webb.edu/joel/vol5/iss2/4