Personal philosophy

An effective teacher-librarian is a leader and innovator; an expert in technology, inquiry-based teaching and learning who is passionate about reading and the quest for information. They can incorporate the school’s vision, mission and values, and state and national policy within their library and contribute to the life-long learning of all members of its community (Australian Library And Information Association [ALIA], n.d.). Furthermore, they maintain a professional network and participate in ongoing professional development to stay up to date with current educational trends.

Critical Reflection

Growth, when participating in any form of professional development, is an expectation. Here, I will critically reflect on my learning throughout the Master of Education – Teacher Librarianship course. Furthermore, I will reflect on how I have grown as a professional and implemented aspects of my learning into my practice as a teacher-librarian. The three areas of leadership, information communication technologies (ICT) use in the library and information fluency will be analysed and reflected upon. I will reflect on prior knowledge, examine current knowledge and literature and provide examples of how I have grown as a professional, including changes I have implemented in my current school due to learning that has taken place in the Masters of Education – Teacher Librarianship course.

Leadership

Before starting my studies, my understanding of leadership was exclusive to the formal school structure. For example, the deputy principal or head of department are formal leadership positions I understood. However, I have come to understand that these positions are positions of management, rather than leadership. As I did not know the difference between leadership and management, my definition of leadership was a combination of the two.

Through my studies in ETL-504, I have become aware of informal leadership positions and have come to accept that leaders do not need to be in positions of management. Here I was introduced to the concept of leading from the middle, and where there is no formal leadership role for the teacher-librarian at my school, to assume this position (Cox & Korodaj, 2019, p. 15). I assumed this self-proclaimed leadership position, which helped boost my confidence to implement school-wide initiatives and demonstrate my value as a teacher-librarian (Cox & Korodaj, 2019; Weisburg, 2017).

My studies in ETL-504 have helped demonstrate my leadership capacity. The second piece of assessment proved invaluable as it helped illuminate my goals and the direction I wished to pursue in the library. In the 2020-2021 academic year, I demonstrated my leadership capacity through the proposal and school-wide implementation of a series of initiatives titled “Readers ARE  Leaders”. The key focus of which was on developing a positive culture of reading for the 2020-2021 academic year.

Pick A Spot, Read A Lot. A “Readers ARE Leaders” initiative (Baldizone & Bell, 2020)

The “Readers ARE Leaders” initiatives were threefold and were developed after completing an environmental scan. The environmental scan illuminated the number of hours students spent studying in a digital learning environment (DLE) and statistics outlined the minimal circulation in the library. The “Readers ARE Leaders’ initiatives included the school-wide implementation of DEAR (Drop Everything And Read) time, peer recommendations by both staff and students, and reader leaders, which involved grade 7 and 8 students reading children’s books to kindergarten, grade 1 and 2 students. These initiatives required substantial planning, meetings and organisational skills and were unacknowledged financially. As a new leader trying to undertake organisational change I was required to demonstrate persistence in the face of adversity, persuasion to complete the school-wide transition and adaptability where the initial proposal was unable to be met.

I followed Kotter’s ‘8 step change management model’, a model which I learned about in ETL-504. In the first step, create urgency, I wrote a proposal for the principal where I outlined the proposed initiatives supported by relevant literature. With the strong support of the principal, I moved on to form a powerful coalition and removing obstacles. I demonstrated flexibility, persuasion and persistence when meeting with the assistant principals of the three sections of the school to find a suitable time. I communicated my vision in a staff meeting and provided clear expectations around the timing and duration of DEAR time. As the initiatives gathered speed, I provided small wins and built on the change by providing anecdotal evidence, pictures, short videos and borrowing statistics in the weekly staff newsletter. Finally, I anchored the change through developing student awareness and ownership of their DEAR time; often they were the driving force reminding their teacher of DEAR time.

Technology in the library

It is vital, in the twenty-first century, to be technology literate. The Macquarie Dictionary defines technology as “equipment of a technologically sophisticated nature, such as computers, internet connections, audiovisual equipment, etc.” (Macquarie Dictionary Publishers, n.d.-a) and literacy as “an ability to use communications technology that is digitally based” (Macquarie Dictionary Publishers, n.d.-b). In education, the purpose is teaching and learning, where it is essential students are taught the appropriate and safe use of technologies. Thus, one can reasonably define technology literacy as the ability to effectively, appropriately and safely use technology for a purpose. 

Whilst studying my Masters in Teacher Librarianship, I have been working as a teacher-librarian at an international school in Riyadh, Saudi Arabia. I began my employment in 2019 as a lead teacher, hired to develop the Spanish curriculum. There was a change in leadership and strategic direction for the school. With this change, the Spanish program was scrapped. The principal and I discussed how I would fit into the school structure and a position was found for me; teacher-librarian. I inherited a disorganised collection of books. The only knowledge I had on the purpose of a library came from my childhood and as a teacher. I had no experience, no direction but the full support from my principal and vice-principal.

Prior to studying my Masters in Teacher Librarianship, my focus within the library was on checking in and out books, labelling and supporting teachers’ units of inquiry. In my first blog post, I discussed my thoughts on libraries and teacher librarians. I thought “libraries were repositories of knowledge” (Bell, 2020). While this is not incorrect, it does leave out several areas in which I have grown as an educator and professional. Most notably, I did not see the library as a safe space, even though it was for me as a student. Nor did I mention its capacity to help students explore concepts and creativity in a safe space.

Within the first twelve months of being in the teacher-librarian position, I had transformed the library. This is entirely due to my studies at Charles Sturt University (CSU). In ETL 504 I was introduced to readings on the ‘third space’; a safe space for students to reflect, create and try new skills (Korodaj, 2019). Equipped with this knowledge, I transformed my library into a maker space, advertised as the Creative Learning Centre (CLC).

The CLC was available before and after school and at lunchtimes four days a week. Students could use the space how they wished, however, I purchased a 3D printer, puzzles, lego sets, coding kits, basket weaving supplies and other universal products for students and staff to tinker with.

Throughout the subjects, I have developed strong technology literacy. I have developed the knowledge to create, edit and share professional videos. This is not something that was taught, however, I used my Personal Learning Network (PLN) from ETL 523 to learn the desired skills. Furthermore, I was able to develop an understanding of Creative Commons and embed it within work by using Creative Commons licensed content.

Within the school, I have been a driving force for the use of innovative technologies in the classroom. Specifically pushing for technologies that improve practice. This has resulted in students and teachers developing their technology literacies and becoming fluent in several platforms; leading them to be more than just digital consumers, but to be ethical digital creators.

Information fluency

There is no doubt that technology literacy is important in the twenty-first century, however, information fluency, described as a combination of information literacy, critical thinking and technology literacy (Zhang, 2002, as cited in Lombard, 2016) is a far more useful skill for twenty-first-century living and learning. 

Before studying my Masters of Teacher Librarianship I had limited knowledge of information fluency. In my position as teacher-librarian, I taught students about the ethical use of information and how to evaluate and reference sources. I saw this knowledge as the key elements needed for success in the twenty-first century.

In an early reading from ETL-503, I discovered Kimmell’s thoughts on effective libraries. Kimmell believes a library should create effective users, consumers and creators of information (2014, p.46).  Kimmell’s understanding of libraries, however, is flawed. Yet even my reflection on effective libraries failed to look beyond information evaluation and creation. On the surface, this definition suits the purpose of the library, however, does it meet the needs of all its users? Kimmell, like I, had overseen the need for preparing students to be collaborators in the twenty-first-century library. Quite critically, this includes becoming global digital citizens.

My understanding of the role of the teacher-librarian has and continues to expand. My growth is evident in my practice; previously, I focussed on teaching referencing and resource evaluation, now I take a more holistic approach. I aim to ensure students develop a solid foundation of digital citizenship skills. In practice, this has included learning how to appropriately collaborate in one document, a skill that many of my grade 7 students lacked. Furthermore, the students have expanded the tools they use in their digital learning environment (DLE). I have exposed them to video and audio recording applications, drawing, note-taking, documenting and web-page creating tools.

Most recently my students used social media to campaign locals to litter less. This project, conceived when reflecting on how I like to learn, was a success with the piles of rubbish from Wadi Hanifa (pictured) being cleared away within a week. You can read about my reflection here.

Students proposed several solutions to combat the dumped waste at Wadi Hanifa, a local picnic and leisure site. Students were given opportunities to persuade others to their solution by way of public speaking. The final step involved students voting for their favourite solution, and working as a class to ensure the rubbish was cleared.

The success was not only in the removal of the rubbish, but it was also in how the students actively engaged with social media for the positive benefit of their community. Thus achieving part of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCCETYA) goal for all young Australians to “become successful learners, confident and creative individuals and active and informed citizens” (MCEETYA, 2008, pp. 7-8)

Final thoughts

It is fair to say my growth as a leader and professional in the library has been vast. I have come from a place of little knowledge to one of a little more, yet how do I stack up against an experienced teacher librarian?

Evaluation of Skills and Attitudes

The ALIA standards of professional excellence for teacher librarians illuminates three interwoven strands of the profession. These three strands are professional knowledge, professional practice and professional commitment. It is clear, through my experience as a teacher-librarian, that I have grown as a professional. In this section, I will look at where I have grown and I can continue to develop. Since I will be comparing myself to an excellent teacher-librarian, I am sure to find many areas for further development.

Professional knowledge

Knowledge of the principles of lifelong learning

Through my studies, I have developed a foundational knowledge of information literacy theory and practice. This has built upon my prior knowledge from International Baccalaureate (IB) training on inquiry-based learning. This knowledge is still at the foundation level; it is an area I seek to develop in my next school role.

I have not studied how children and young adults become independent readers. While I believe I have a fair understanding of this, it is an area I have been seeking professional development in, particularly due to the ‘Readers ARE Leaders’ initiatives that I proposed and led in the last academic year. These initiatives also demonstrated my ability to develop specific programs in schools to promote and foster reading.

Knowledge of learning and teaching

It would be remiss of me to suggest I will always have a detailed knowledge of current educational pedagogy; education and pedagogy are in a perpetual state of growth and improvement, thus, all teacher-librarians should seek to stay up to date with current educational theories and practices.

Knowledge of library and information management

Through my studies, I have developed an understanding of the national standards for library and information management. The Schools Catalogue Information Service (SCIS) standards have played an integral role in helping me develop rich data entries that save users time and help connect users with the information they seek. This is an area I seek to continue to develop as better records help connect users with information.

Professional practice

Learning and teaching

An area I have demonstrated growth is in ensuring the programs are responsive to the needs of learners in the school community. I believe it is essential to understand the needs of the learners prior to implementing change. In practice, this included me completing an environmental scan.  As such, I will continue to assess the needs of learners.

My studies have helped me develop an understanding of how to teach the appropriate and relevant use of ICTs and information resources with a specific focus on digital citizenship. As we live in an age of rapid digital advancement, it is essential for all educators – teacher-librarians included – to continue to develop professional and stay up to date with current ICT trends.

Library and information services management

Throughout my studies, I have had to develop strategic plans that align with the school vision. This is an area I seek further improvement, along with developing and maintaining a budget.

Evaluation

I pride myself on using evidence to evaluate the efficacy of programs, resources and services. An area I seek to continue to improve is on evaluating student learning through evidence of progress. At my current school, library is a timetabled subject that does not report on learning, as such, I have lapsed in evidencing learning in the library lessons.

Professional commitment

Lifelong learning

A significant area for personal growth is in the area of debate. I have never felt confident enough in my role to have engaged in debate on educational issues within the school community. As such, this is an area I wish to feel more confident in and will be focussing on this in the coming years.

My studies have helped me develop the skills and confidence to create professional library-related documents and user resources. The next step as I continue to develop as a professional is to provide library-related development opportunities for all staff.

Leadership

I am new to the idea of considering myself as a leader within the school, however, I have demonstrated capacity in the past two years. My studies have helped me grow as a leader and I am aware of and look forward to the challenge of building my leadership capacity so I can effectively build and foster collaborative teams within school and professional communities.

Community responsibilities

An area for development is active participation as a member of a professional community. My studies have helped me develop my PLN and become more active and vocal in my self-advertisement. A personal goal is to contribute to the library community by publishing in a library journal such as Synergy by the School Libraries Association of Victoria.

References

Australian Library and Information Association. (n.d.). Standards of professional excellence for teacher librarians. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

Bell, C. (2020). An intro and reflection. https://thinkspace.csu.edu.au/thelibrarykingdom/2020/03/03/what-is-a-teacher-librarian/

Bell, C. (2020). Information literacy overload. https://thinkspace.csu.edu.au/thelibrarykingdom/2020/04/30/information-literacy-overload/

Bell, C. (2020). Leadership reflections. https://thinkspace.csu.edu.au/thelibrarykingdom/2020/09/29/leadership-reflections/

Bell, C. (2021). Reflection on Digital Citizenship. https://thinkspace.csu.edu.au/thelibrarykingdom/2021/04/13/reflection-on-digital-citizenship/

Bell, C. (2021). Static to electric active teaching and learning. https://thinkspace.csu.edu.au/thelibrarykingdom/2021/04/26/static-to-electric-active-teaching-and-learning/

Bell, C. (2020). Teacher librarian as a leader. https://thinkspace.csu.edu.au/thelibrarykingdom/2020/07/12/teacher-librarian-as-a-leader/

Bell, C. (2020). “Write a ‘library policy’,” he said. https://thinkspace.csu.edu.au/thelibrarykingdom/2020/05/12/write-a-library-policy-he-said/

Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access (Caulfield East), 33(4), 14-25.

Kimmel, S. C. (2014) Developing collections to empower learners, American Association of School Librarians.

Korodaj, L. (2019). The library as ‘third space’ in your school. Scan, 38. https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/the-library-as-third-space-in-your-school

Lombard, E. (2016) Information fluency: Not information literacy 2.0. The journal of academic librarianship, 42(3), 281-283. https://doi.org/10.1016/j.acalib.2016.04.006

Macquarie Dictionary Publishers. (n.d.-a). Technology. In Macquarie Dictionary Online. Retrieved June 5, 2021, from https://www-macquariedictionary-com-au.ezproxy.csu.edu.au/features/word/search/?search_word_type=Dictionary&word=technology

Macquarie Dictionary Publishers. (n.d.-b). Literacy. In Macquarie Dictionary Online. Retrieved June 5, 2021, from https://www-macquariedictionary-com-au.ezproxy.csu.edu.au/features/word/search/?search_word_type=Dictionary&word=literacy

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Weisburg, H. (2017). Leadership is not optional — it’s a job requirement. Connections, 101, 1–2. https://www.scisdata.com/media/1484/connections101.pdf