Part A- Statement of personal philosophy
An effective teacher librarian promotes a love for learning by fostering curiosity, providing diverse and relevant resources, and adapting to evolving educational needs. They possess a passion for literacy and prioritise collaboration, embrace technology to enhance information literacy and empower students with critical thinking skills. Teacher librarians are progressive thinkers who manage and are responsive to curriculum requirements and teacher requests. They put a strong emphasis on promoting a love for reading, inclusivity and open-mindedness. Teacher librarians are committed to ongoing professional growth and they provide a welcoming, dynamic, safe and calm environment where inspiring and supported learning takes place. The library is the heart of the school, and the teacher librarian is the heartbeat.
Part B- 3 Thematic Reflections from across the course
I have focused my reflections on the themes of literature, library design and the information landscape. These themes stood out to me across the course and were reoccurring throughout the subjects. They were areas where I could see the most dramatic growth in my understating and application.
Literature…
As I entered the new subject of ETL 402- Literature Across the Curriculum, I thought I knew about how to effectively link a quality text to student learning and had a sound understanding of what it meant to provide teachers with high quality resources that supported their teaching and learning. What I did not realise was that there is a whole selection of tools to appropriately gather texts that expose students to a wide range of diverse literature and this must be a carefully devised process by the teacher librarian.
Reading an expansive range of books and having students have the opportunity to see themselves and their peers’ lives in a book is a highly important cause. This allows for students to make personal links and understand that they an important part of society.
As part of an assessment task in this subject we were asked to create a rationale for fiction. I wrote an article that included a rationale for teaching professionals to build up their knowledge on the importance and value of accessing fiction books from the library to incorporate into the teaching of curriculum Learning Area- Health and Physical Education whilst covering the General Capabilities from the Australian Curriculum. My particular research was on investigating LGBTQI+ -Based Literature Aimed For Infants Students. I chose this area as I am interested in creating diversity amongst collections as well as challenging social norms.
Fiction has the ability to transport you to another world, somewhere where you’ve never visited. Making children literate is easy when you make them love what they read. Making reading enjoyable and allowing them to access literature that interests them is going to be the simplest method. Marshall states, “fiction offers endless opportunity for adventure, connection, and enlightenment, and, beyond this, comfort and refuge.” (Marshall, 2020, p. 1). Reflecting on the established fiction collection that was in my first school library, I can now see that the diversity was not broad. Due to budgetary limitations, I wasn’t able to hugely impact this area but I did attempt to introduce new and trending literature that has modern concepts for children to read. Every student comes with different backgrounds and life experiences and expectations so appealing to a variety of audiences can be a challenge for TLs but can also been seen as an opportunity to continually immerse yourself in quality literature and advocate for issues that depict stories with diversity and marginalised members of society that should be seen as equal.
I knew that fiction allows for children to use their imagination and remain young at heart but a theme that continually came up in Interact 2 notes and from further research was that fiction builds empathy. Looking through the eyes of a book character, putting yourself into their shoes is something only imaginative books allow for. Skills developed in childhood by reading fiction can enhance empathic skills because the reader is able to transfer and replicate common experiences. Nissel and Woolley (2022) state, “engagement with imaginary worlds in fiction may afford individuals opportunities to reap benefits and transfer these benefits back to the real world.” Developing the minds of children and permitting them to immerse themselves into a place where they can feel, see and experience something they would not otherwise know is an incredible gift.
Sensitive issues such as LGBTQI+ literature must be available to all students and the younger they can access it, the more balanced and more accepting view of the world they will perceive. The value and benefits are endless. Australia’s LGBTQI+ people, like those in most countries, have historically suffered persecution. “In 2018, about 76 countries still criminalise homosexual activity.” (National Museum of Australia). It was on the 9th December, 2017 that amendments of the federal Marriage Act gave same-sex couples the same right to marry as heterosexual couples. Malcolm Turnball who was Prime Minister at the time addressed the House of Representatives by saying, “What a day. What a day for love, for equality, for respect. Australia has done it.” (National Museum of Australia). Understanding Australia’s timeline of laws and events gives educator’s a genuine idea of significant events that have occurred and the life changing affect it has on people, their families and children. These highly important issues are imperative to understand for educators and in particular TLs so that they can deliver well-round curriculum opportunities for students.
Library design…
As the job of the teacher librarian overlaps in both education and information services, continuous investigative, reflective and evaluative practices are at the cornerstone of the profession. Teacher librarians are leaders within a school and should work in collaboration with classroom teachers and community members to work towards a common goal of creating successful and fulfilling learning experiences for the students in order for them to reach their full learning potential.
Co-planning and survey taking from stakeholders is an excellent way to understand what the current customers of the library want and need. Trends suggest young people wish for exciting and innovative spaces that allow for diversity in the activities that they can participate in. During my placement at Wollongong City Libraries recently I witnessed this on firsthand. There are several main reason people come to a library and they are to have access to book, collections, music, magazines/papers, reference materials/ local studies information, new technology, learning, sharing and celebrating and places and spaces. Customers come where they can actively engage in activities, equipment and materials that are of need and interest to them. With that in mind, decisions on what types of programs to make available to people so that all members of the community are catered for takes extensive foreplaning. There were kids, youth and adult programs available to community members.
An interesting design task that I took part in for one of my university subjects, ETL501 The Dynamic Information Environment, was creating a hypothetical written library services design proposal to “submit” to my principal and school board to make an innovative and future-focussed learning space backed by research.
Upon submission of the proposal to my principal, I ensured that I included Thorburg’s archetypal space links that the school has in areas of the school environment. It looks like:
- Campfire- a place where the storyteller tells stories.
- Watering hole- a place where we learn from our peers.
- Cave- a place where learner’s ‘isolate themselves from others in order to gain special insights.’
- Life- The application of knowledge.
(Hewes, 2013 cited in Interact 2 Module 1.3, p. 20)
I proposed the benefits of how this innovation will positively impact student learning, allow for collaborative meeting spaces for staff and or community groups/members and be used as a multi-purpose space. The proposal addressed the innovation of making the level 2 library loft physical space a functional, inviting, flexible and inclusive learning environment that supports connection and engagement and therefore enhancing student learning outcomes. Having smart, multi-purpose spaces aligns thoroughly with 21st century learning competencies. Today’s students need to acquire necessary skills which involve learning how to ‘communicate, collaborate, think creatively, and how to become critical users of technologies engaged in both the consumption and production of knowledge.’ (Carvalho et al., 2020, p.1). In today’s fast past society, these skill sets are crucial to being a productive learner.
School libraries are the ‘heart’ of the school. This space belongs to everyone and has an important role in developing a sense of belonging and community. Not only for academic purposes but also in a social sense. Having a safe haven for students to be able flourish will have everlasting positive consequences.
The theme for the proposed innovation of this loft area was Aboriginal and Torres Strait Islander culture and peoples. I was fortunate that I was able to execute this plan. I also have a greater understanding that libraries are best used as multi-purposes spaces the types of furnishing can allow for fluid and flexibility.
Information landscape…
A theme that underpins the whole of librarianship is the information landscape. In the first subject ETL401, I was intrigued when I wrote a discussion paper on the vast amounts of information that people are privy to in this day and age and what are the advantages and disadvantages for students who a ‘digital natives’. I was also interested in how I can teach students to adequately to use information sources that are relevant, credible, and how to not just search for information but to build research skills. This still remains an ongoing passion of mine and I find it extremely important to teach, not only my students but my own children as they need to be taught healthy information seeking behaviours.
The ever changing and dynamic nature of the information landscape is promising and there are boundless opportunities for students to excel; however, it does bring many trials that students in the past have not had to deal with. Australian School Library Association (ASLA) affirms that, “Australian school students are immersed in a rapidly changing world.” (2013, p.2). As we move forward in the 21st century there will always be the constant requirement for ongoing learning for the TL to keep up-to-date with changing technologies and curriculums. I feel assured with the newly developed skills that I have learned from the subject ETL501 The Dynamic Information Environment taught by Dr Kay Oddone, that I can productively advance in rapid and continuous evolution.
As part of the subject, I was required to critically reflect on my Thinkspace blog about our journey from the beginning to the end of the subject. On Jan 16, 2023 I made comment that, “I felt that I had a ground comprehension on the utilisation of technology in my Library. However, as I interacted more with my peers online as well as reading about the delivery of available technologies, I quickly realised that my use of Google Classroom, Google Sites, Canva and emerging knowledge and use of Keynote was not entirely supporting my students’ needs to be competent and highly functioning 21st century learners.” I acknowledged that while they are technological tools that support learning while in the library, my repertoire of tips and tricks thankfully now has broadened, and I have begun to try and implement some new platforms into my regular teaching schedule. I have started to create padlets for inquiry units of work that support Project Based Learning (PBL) at my school. Before this degree I did not know about padlets and their clever and easy to access interface for students to access quality research material entered by the creator. I created a successful one on Aboriginal Australia for Stage 3 students as they were investigating a PBL unit on how they can educate students in our school about the history and culture of Aboriginal people in Australia. I created a Google Form to gain feedback on what students liked and disliked about using a padlet to support their PBL project and what could be added to allow for students’ easier access information. The feedback from students was that they enjoyed clicking on the quick links that took them to relevant, age-appropriate information. Next year I will add some research findings that the Stage 3 classes acquired throughout their topic to help the students in the next year. This will be valuable for students to see other student work. I created a junior padlet with less options of available links for Stage 1 who were exploring non fiction text unit due to a current issue of snakes being found in our school. Students used i-Pads to access this resource. I know with more practice and as the students become more familiar with this platform their logging on will become fluent.
The Teacher Librarian (TL) can make use of locally produced learning objects (LOs) to suitably cater for students across their school. A LO has been defined as any digital resource that can be reused to support learning. (Derya Gürer & Yıldırım, 2017. p.1). Knowing the students, their needs, the context and the aims of the unit of research is much more authentic than purchasing a commercially produced LO that covers curriculum outcomes but isn’t aimed at a specific student group. Using meaningful tools that can be reused in a digital learning environment can enrich teaching and learning activities.
Tying it altogether…
As I reflect on this year and this subject, I think that I have been trying to make sure I have it all and I am doing it all correctly rather than working towards a vision and implementing parts over time. Now with clear goals for the future, I am confident that my library is in a much more established position and I can begin to successfully carry out other duties in a timely manner so they are completed comprehensively and purposefully. I also feel now that with a strong theoretical basis of this course I am best equipped to be able to tackle any challenges that come my way. I am excited for what teacher librarianship can offer for the betterment of student outcomes and the extended community and I feel pleased with my new career path.
Part C- Development of skills and attitudes as a professional teacher librarian
As I approach the end of my degree in Master of Education (Teacher Librarianship), I have valued the opportunity to look back on and reflect upon my learning journey and what has inspired me up until now. Also, having perspective on my current capabilities and where I am with my professional learning is an important aspect of being a reflective practitioner. I am committed to lifelong learning and want to continue to grow and develop personally and professionally throughout my career. As Confucius quotes, “Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.” Continuing to set goals for the future will be a way I can ensure I am maintaining these standards.
After committing to enrolling in the course and then being accepted, I knew that after 15 years of not being at University it was going to be a huge task, especially with working full time as a Teacher Librarian (TL) and having a family. Librarianship was something I knew I wanted to pursue after having worked in the library at my school at that point for 4 years. I was a classroom teacher who had always been passionate about literature and all that it provided students, but I didn’t have the formal qualification that would allow me to gain permanency in this area of education. I wanted to gain a strong theoretical understanding in the field to be able to successfully perform this specialist role with all that is required. I have been fortunate during my studies to be working in a primary school library which has allowed me to implement and replicate skills, ideas and experiences that I have developed in course, which is evident in my Thinkspace blog ‘Unstacking The Top Shelf’.
Applying a mixture of the Australian Library and information Association (ALIA) and Australian School Library Association (ASLA) Standards for professional excellence for teacher librarians (2004) as well as the NSW Education Standards Authority (NESA) Proficient Teacher Standards, I have been able to determine areas where I feel that I practice these standards well and others that I would like to see myself progressing through to.
I am consistently meeting the following ALIA and ASLA Standards for professional excellence for teacher librarians (2004):
- 2 fully understand the need to cater for the social, cultural and developmental backgrounds of learners in program implementation and curriculum resourcing.
- 3 have a comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in their schools.
- 1 create and nurture an information-rich learning environment which supports the needs of the school community.
- 2 assist individual learners to develop independence in their learning.
- 2 are dedicated to excellence in professional service.
- 2 foster a reading culture through the active promotion of literature.
- 4 promote library and information services to the school and the wider community.
Due to me being part of the foundation team opening up a brand-new school library there have been several different realities and priorities. I have identified that going forward, sustaining collections now that they are developed, I would like to further develop the area of Library and information services management: 2.3 ensure that the library’s policies and procedures implement the school’s mission and strategically plan and budget for improvement in library and information services and programs. Without a school Strategic Improvement Plan (SIP) that is not required within the first two year of operation, the school has not had to have a defined vision and goals, so it’s been difficult to write library policies that support the mission of the school. A recent plan for a SIP with consultation from the is now in place and I foresee that early next year I make this a priority. Additionally, coming up with a budgetary plan that will sustain the necessary maintenance and resourcing can be progressed.
I attended the Sydney study day visits and learned about the value of being in touch with a variety of external information services to develop my skills and knowledge in the wider information services sector. Places like TAFE, NSW- Ultimo Library, Marrickville Library, University of Sydney Library, State Library of NSW and the Caroline Simpson Library gave me a comprehensive insight to other acclaimed services that provide excellent service to their community of users. Maintaining my relevance in visiting alternate services will be something I endeavour to uphold.
After working through the Master of Education (Teacher Librarianship) course I have gained a repertoire of skills from a wide range of learning areas that will assist me in being a successfully qualified teacher librarian. I have gained valuable knowledge of professional networks and authorities that can guide my pedagogy and keep me on track to allow for a steady trajectory of gaining future skills in areas that I identify and require professional development in so that I can support the learning and wellbeing need of my students and staff. I have had the pleasure to be able to interrogate subject areas in depth and this has allowed for amore broad and open understanding of the complex nature that we are working and living in, in the 21st century and how I can best approach teaching and learning to ensure my students are fully equipped with a skill set that will permit them to living a productive and fulfilling life.
References
Australian School Library Association. (2013.) Future learning and school libraries.
https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf
Australian School Libraries Association (2004). Standards of professional excellence for teacher librarians. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf
NSW Education Standards Authority. Proficient Teacher: Standards descriptors.
Australian Government Department of Education. (2019). Alice Springs (Mparntwe) Education Declaration.
https://www.education.gov.au/alice-springs-mparntwe-education-declaration
National Museum of Australia. (2017) Defining moments: marriage equality.
https://www.nma.gov.au/defining-moments/resources/marriage-equality
Confucius. Top 25 Lifelong Learning Quotes/ A-Z Quotes.
https://www.azquotes.com/quotes/topics/lifelong-learning.html#google_vignette
Carvalho, L., Nicholson, T., Yeoman, P., Thibaut, P., (2020). Learning Environments Research (2020) Space matters: framing the New Zealand learning landscape. Learning Environments Research (2020) 23:307–329.
https://link-springer-com.ezproxy.csu.edu.au/content/pdf/10.1007/s10984-020-09311-4.pdf
Derya Gürer., M., & , Yıldırım., Z., (2014) Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability. Journal of Education and Science, 39(176), 131-143.
Marshall, R. (2020). Reading fiction: The benefits are numerous. British Journal of General Practice, 70(691), 79–79. https://doi.org/10.3399/bjgp20X707945
Nissel, J. E., & Woolley, J. D. (2022). Brave new world: Imaginative fictions offer simulated safety and actual benefits. The Behavioural and Brain Sciences, 45, e289–e289. https://doi.org/10.1017/S0140525X21002284
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