ETL503 Resourcing the Curriculum has proven to be one of the most practical and immediately applicable subjects so far. The learning has been enlightening in the influence and stewardship of the teacher librarian (TL).
The subject has deepened my awareness of the complexities of collection development and its interconnectedness with policy, pedagogy, and ethical resourcing (Sloan, 2025, March 14). The role of the teacher librarian is far more than meets the eye—what many people see is simply the tip of the iceberg, with a mountainous mass of deep professional responsibility under the water’s surface. As Johnson (2009) supports, teacher librarians lead through deliberate, critical, and ethical decisions about texts that shape a student’s worldview. The responsibility of this is immense and reaffirmed and celebrated in this subject.
First Nations Resources Audit
In a moment of perfect timing, this subject aligned with a need in our school to evaluate our First Nations resources collection. This was prompted by three key developments:
- A School Improvement Plan goal to embed First Nations perspectives beyond minimum curriculum requirements.
- The appointment of a First Nations Education Teacher.
- A resource recommendation, requiring careful consideration due to cost.
In collaboration with the First Nations Education Teacher, I led an audit of our First Nations resources (Sloan, 2025, June 7). I consulted the AIATSIS Guide for evaluating and selecting education resources (2022) as a core reference in establishing evaluation criteria. I also researched the AIATSIS Code of Ethics (2020), and the QCAA guidelines (2007), and sought input from our regional network’s First Nations Advisor.
The AIATSIS “For Mob, By Mob, With Mob” framework became our key evaluation criteria, along with the QCAA’s recommendation to avoid texts published before 1980 unless endorsed by First Nations peoples (2007).
Figure: AIATSIS (2022)
The audit’s outcomes included:
- A curated First Nations resource page on the school library website to promote existing resources.
- A year-level curriculum outline, linked to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority (ACARA, n.d.), developed in collaboration with the First Nations Education Teacher.
- Links to websites, digital texts and video resources.
- Explanation of the selection criteria shared with all staff.
Figure: Screenshots of sections of the school library’s First Nations resources page, informing teachers of what’s available, themes, suggestions for use in curriculum and CCP.
This process strengthened the teachers’ understanding, confidence and trust in the resources, which has increased usage and meaningful integration. As Todd and Kuhlthau (2005) suggest, collaboratively developed, curriculum-aligned collections enhance both student learning and staff confidence in using the materials.
Future Application: A Collection Development Policy (CDP)
Perhaps the most clear insight from ETL503 was the absence of a CDP in our school, which highly values strategy, consistency, and evidence-based teaching and learning. As ALIA/VCTL (2017) states, a CDP provides ethical, pedagogical, and procedural coherence, without which acquisitions risk being inconsistent or superfluous.
Developing a CDP is now a clear future application. My framework will integrate ALIA/ASLA policy (2018), the IFLA-UNESCO Manifesto (2025), and AIATSIS recommendations, while embedding Catholic values and doctrine, particularly regarding human dignity and diversity (Pope Francis, 2016). The CDP will also include challenged materials procedures and a rationale for inclusive representation, including LGBTQIA+ characters (Sloan, 2025, June 7), grounded in the Australian Professional Standards for Teachers (AITSL, 2018) and the UNESCO Freedom of Expression (IFLA & UNESCO, 2025).
The Role of the Teacher Librarian
This subject highlighted the role of the teacher librarian, not only as an expert to shape and curate the school’s resource collection, but as a guardian in ensuring it is ethically, culturally, spiritually and educationally right for the library’s users.
Ultimately, the learning from this subject has informed me not only how to strengthen the collection development process, but also how to utilise it strategically to build collective understanding across the school. As Johnson (2009) reminded us, the TL is, indeed, in a unique position to lead and influence through resourcing the curriculum.
Reference List
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian curriculum: Cross-curriculum priorities. (Version 9), Aboriginal and Torres Strait Islander histories and cultures. https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures?organising-idea=A_TSICP%2CA_TSIC%2CA_TSIP
Australian Institute of Aboriginal and Torres Strait Islander Studies. (2022). Guide to evaluating and selecting education resources. https://aiatsis.gov.au/education/guide-evaluating-and-selecting-education-resources
Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition-0
Australian School Library Association. (2018). ALIA-ASLA policy on school library resource provision. https://read.alia.org.au/alia-asla-policy-school-library-resource-provision
Hughes, H. (2013). School libraries and teacher-librarians: evidence of their contribution to student literacy and learning. Curriculum and Leadership Journal, 11(12). http://www.curriculum.edu.au/leader/school_libraries_and_tls,36453.html?issueID=12777
International Federation of Library Associations and Institutions & United Nations Educational, Scientific and Cultural Organization. (2025). IFLA-UNESCO school library manifesto 2025. https://www.ifla.org/g/school-libraries/ifla-unesco-school-library-manifesto-2025/
Johnson, P. (2009). Fundamentals of collection development and management. (2nd ed). American Library Association.
Pope Francis. (2016). Amoris lætitia: On love in the family (Post-synodal apostolic exhortation). Libreria Editrice Vaticana.
Todd, R. J., & Kuhlthau, C. C. (2005). Student learning through Ohio school libraries: A summary of the Ohio research study. Ohio Educational Library Media Association.
