Term 1 2024 Reflections

Term 1 for 2024 has wrapped up, so it’s a good time to pause and reflect on my practice so far this year.

Supporting Teaching and Learning

Supporting teaching and learning across the school is a vital aspect of the teacher-librarian’s role and helps us showcase our value to our colleagues. During Term 1 I was able to display this in four key ways: first, through supporting the NAPLAN testing running in the library; second, through supporting the ongoing programming, implementation, and resourcing of the new 7-10 English syllabus; third, through the provision of one-on-one senior mentoring and assessment assistance; and fourth, through the expansion of the Teacher Reference collection.

However, reflecting on my practice in this area reveals that there’s more I could be doing to support teaching and learning across other curriculum areas, especially if I wish to raise the library’s profile amongst the teaching staff. I have recently conducted a significant weeding of our non-fiction resources, so could restock this collection with more relevant, updated texts to support current teaching units across the school. At the moment my information literacy and research skill lessons are one-off bookings, so I could also approach different faculties to embed these skills into their assessment tasks, or create pathfinders to support staff as they guide students through the research process.

I’ve previously put out surveys to my colleagues asking for feedback on what they teach and what resources they’d like to see from me, as well as asked staff to send me their assessment notifications so I can support their faculties with informative displays and assessment help. However, staff responses are always limited, revealing that when teachers are under the pump and feeling the pressure of heavy workloads they’re unlikely to prioritise such surveys even if they see their value. It therefore might be more effective to visit different staffrooms in person, either by attending different faculty meetings or by booking in time with each Head Teacher to see how best I can support the teaching and learning in their specific curriculum areas. I could also use this time to promote our Teacher Reference section, which isn’t getting much love from our time-poor staff.

Action moving forward: Speak with Head Teachers in person to determine how I can support teaching and learning in their faculties.

Developing a Whole-School Reading Culture

As I’ve discussed previously, some of my colleagues and I are in the early stages of planning a new whole-school reading culture initiative. We’ve made some small progress in this space over the last term and have begun putting together a strategic proposal (inspired by the work I completed during my degree) which we plan to eventually present to the Senior Executives at our school. One of the teachers has also taken the initiative to create a ‘Current Reads’ poster for the English staffroom windows which has already launched several conversations with students about reading for pleasure.

Action moving forward: Collaboratively develop the reading culture initiative proposal.

On my end, I’ve been working on developing a culture of pleasure reading in a number of different ways. This term I’ve been working on developing the Wide Reading Program for years 7 and 8, with all classes bar one participating. As always seems to be the case, these lessons experienced significant interruptions in Term 1, with 51% of lessons needing to be cancelled because of other programs using the library space, staff illness, public holidays, and other whole-school events. As a result, four of the ten participating classes have less than 50% program attendance, with two of those classes having had only one lesson to access the library and its resources.

To ameliorate the impacts of my absences when I was sick, I supported the classroom teachers in running the program themselves by providing the lesson materials. However, staff feedback suggests that the program runs best when I’m at the helm, reinforcing the value of a trained teacher-librarian’s expertise and skill in spreading a passion for reading!

Student feedback so far this term has also been positive. I’ve placed a significant emphasis on trying to build excitement around reading and on highlighting different reading behaviours in an attempt to get students to self-identify as readers. As such, we’ve played a variety of games such as Never Have I Ever and an adapted mad-libs game inspired by Cards Against Humanity which I’m calling Books Against Humanity. In this game students must obtain a variety of quotes from the book they’re reading and in small teams choose the best quote to complete the prompt I give them. There were a lot of laughs at this one, and it was great to see even reluctant readers engage with the task!

In large part due to the Wide Reading Program, our loans stats are strong so far this term. While this is not a hard and fast indication of reading culture, it does give some indication regarding the number of books ending up in student (and staff) hands. During Term 1 we loaned out 1140 resources from our physical and digital collections, surpassing the total loans for some previous years in their entirety. However, this is compared to the 1250 resources we loaned during the same time last year; the down-turn is due in part to falling student enrolments, the number of interruptions leading to the library’s closure, as well as a decrease in digital loans from our virtual library. Another pertinent fact emerging from this data is the increasing popularity of our magazines, with 31 loaned this term compared to only 2 in the same time last year.

Another way I’m trying to build a reading culture is by celebrating reading achievements in our school. I’m updating our Readerboard every month to show the students with the highest number of loans, and giving these students both merit certificates and house points in their roll calls to visibly highlight their achievement and show that we value reading. I’m also in the early stages of planning a celebratory afternoon for the students who finished the Premier’s Reading Challenge last year – they’ve chosen a movie afternoon as their reward, so hopefully other students will see their reward and want to get in on the action too! Another way I can increase participation is by embedding the challenge into the Wide Reading Program through read-alouds, book talks and activities such as the CBCA Shadow Judging.

Action moving forward: Embed PRC resources into the Wide Reading Program and continue developing activities to develop enthusiasm around reading.

Fostering Positive Wellbeing

Our school’s strategic plan has a strong focus on wellbeing; this is therefore an area where I can support the school community while advocating for the value of the library. I recently bought some of Margaret Merga’s books on this topic and intend to add them to our Teacher Reference collection, and can’t wait to read them to gain some more ideas on how to be active in this space.

So far this year, I’ve continued to support social-emotional learning through the provision of social clubs during the breaks. I’ve encouraged students to form their own clubs with my support, and as a result we’ve now added a Trading Card Game Day and Origami Club into our schedule, alongside our regular offerings of the Nintendo Switch Club and Dungeons and Dragons. While the Nerdvana Day didn’t get off the ground this term due to time constraints, this has previously been a great success with students and I will endeavour to make it a priority in Term 2. I have also discussed the possibility of a Year 12 Reading Retreat during their Trial exams to help them relax during this otherwise stressful period.

Action moving forward: Organise the Nerdvana Day and Year 12 Reading Retreat in Term 2.

These clubs and activities have had a significant impact on our daily visitor numbers, with an average 138 students visiting each break. Our biggest day was a whopping 334 students! While these increased visitor numbers contribute to a lot of noise and chaos in the library, they also represent an opportunity for students to be exposed to the reading culture I’m attempting to build, with several students who wouldn’t normally identify as readers borrowing books that they wouldn’t have come into contact with had they not been in the library space. However, the data suggests that our daily visitors and loans were trending down towards the end of term; this is no doubt due to the number of interruptions affecting the library’s ability to open in those later weeks, such as the fact that I’m not replaced when I’m absent. Ensuring continued access to the space is therefore an area for improvement in future.

Action moving forward: Advocate for the library space to be covered like any other playground duty in my absence.

Our Library Monitor program is also expanding, with several students approaching me throughout the term asking if they can join the program. Early in Term 2 I will incorporate these new students into the program and develop their skills as junior librarians in training. Their assistance is vital in helping maintain the library collections, especially as our loans increase.

Action moving forward: Train the incoming library monitors.

Maintaining Effective, Relevant Collections

Collection management is one of the biggest, most underappreciated aspects of our role as teacher-librarians, largely because so much of it is done behind the scenes and is therefore invisible to the majority of our school community. We’ve had an influx of student requests, so in addition to my plans to replace many of the outdated resources weeded over the last few years I’ve had to dedicate a significant portion of my budget to fulfilling these requests. As a result, there’s not a huge amount of money left for future purchases! A more balanced allocation of funds might be prudent in future years. However, one benefit of ordering so much so early in the year has been that we are getting a steady arrival of new resources to process in our systems as stock becomes available. This will hopefully allow us to spread out the accessioning process and reduce the number of orders we need to chase up at the end of the year.

Over the past few years I’ve invested a significant amount of time in updating our collection to ensure it’s relevant to the learning and recreational needs of our school community. When I first started, the fiction and non-fiction collections hadn’t been weeded for several years and the median date of publication was 1981. Last year our average date of publication was 2006, and I’m happy to report that due to my efforts last term this date is now 2010, while our median date is now 1995. While this is still not as up-to-date as I’d like, it’s a significant improvement.

I’m also in the process of cleaning up our catalogue and moving some items to locations where our students and staff are more likely to find them. I’ve set myself the goal of cleaning up 10 catalogue records a day, and while this isn’t always achievable it has made a significant impact on the number of resources with outdated or incorrect catalogue metadata.

Action moving forward: Complete catalogue clean-up.

Progressing with my Professional Development Plan

In NSW Department of Education schools, we are required to have a Professional Development Plan (PDP). This year I’ve set myself three somewhat ambitious goals.

Goal 1: To raise the perceived status, professionalism and value of the school library by ensuring its effective management. This will be achieved by conducting a needs assessment and creating a strategic plan aligned to the school’s Strategic Improvment Plan by the end of Term 3.

This is a huge goal with multiple steps, which is why I’ve set its completion at the end of Term 3. This term I asked for planning time and was knocked back, so have asked for time again in Term 2. I’ve submitted a proposal through my Head Teacher for this planning time to be during the HSC Trial exam period when the library would normally be closed; hopefully my line managers will see the value of this goal and understand my attempts to support the school while minimising disruption.

Action moving forward: Gain approval for planning time in week 9.

Goal 2: To support the diverse needs of our students by working with the Engaged Students for Learning committee to reintroduce a school-wide High Potential and Gifted (HPGE) education initiative.

This is another area where I’ve sadly made limited progress, largely due to the restrictive nature of our committee meeting schedule which has meant we’ve only had one official meeting last term. We were supposed to deliver a presentation during a staff meeting on how to identify and support HPG students, but beyond informal conversations with staff there’s been no movement in this space for me yet.

Action moving forward: Conduct an evaluation of existing HPGE activities with the committee.

Goal 3: To forge strong connections between the library, teaching staff and students by supporting the implementation of the new English syllabus through the expansion of the Wide Reading Program and engagement with research into reading for pleasure and for information.

I feel that this is one area where I have successfully achieved my professional goal. The new English syllabus explicitly references reading for pleasure and our English faculty has embedded the Wide Reading Program into their units as a result of my continued advocacy over the past two years. I’ve also posted previously about my research into reading for pleasure, though more could be done in the information literacy space.

Action moving forward: Continue research into reading for pleasure and information; continue using data and feedback from students and staff to plan engaging activities which provide access and time for self-selected, socially supported reading with the Wide Reading Program.

Professional Development: Overdrive’s Getting Students Reading Through Social Media

I’ve long been interested in harnessing the power of social media to engage my students, so this week I signed up to Overdrive’s webinar Getting Students Reading Through Social Media. The presenters, Amanda Hunt, KC Boyd and Melanie Wood, were fantastic and I came away from this video with so many wonderful ideas about how to incorporate these tools into my practice! Here’s some of the top tips I took from this webinar.

1. Identify our audience and target their interests and needs

Social media can be a fantastic way to engage students, staff and parents to help promote reading for pleasure. Parents in particular can play a positive role in helping kids understand that reading can be a positive activity. However, we need to be delibrate in how we are using this toolset to achieve our aims.

The presenters suggested engaging parents by showcasing their children in the posts, and to increase audience participation by asking questions and including interactive content such as “Leave a comment about your favourite book!” to avoid our posts becoming invisible in the endless scroll cycle. The presenters also emphasised that we should space out our content to avoid overwhelming our audience. to consider the times when they’re more likely to be online and receptive, and to keep our content short and sweet.

Interestingly, the presenters also made the point that local politicians can be targeted as one of our audiences, highlighting the power of social media as an advocacy tool beyond our immediate communities.

2. Post relevant educational but celebratory content

Celebrating milestones and reading achievement was one tip that resonated with me, since a lot of what I’m trying to achieve is focused around building positive reader identity in my students. For instance, I already have a Readerboard in my library which notes our top borrowers each month and across the year; it wouldn’t be too hard to turn this into a social media post, or to update parents on their students’ progress towards the NSW Premier’s Reading Challenge.

One of the presenters had an Insta-ready background in their library for students to pose in front of with their current reads; I’ve had my eye on this gorgeous CBCA social media frame, and think that this is something I could definitely incorporate into my own practice to promote personal choice reading material, staff favourites, and recommendations for special events like school programs, faculty topics, featured authors, and upcoming holidays and events.

Tutorials and ‘how-to’ videos were another suggestion for engaging students, staff and parents with the library resources. I hate showing my face on social media, but the presenters made a salient point that being visible helps our students recognise us, and gives us a little mini-celebrity status in our community which helps build connections between us and our audience when we don’t see them every day. Scheduling time and setting reminders for regular content creation was also suggested to ensure consistency in our promotions.

3. Learn through experimentation

Personally, I’m not a massive social media fan. I use Facebook regularly to keep in contact with friends and collegial networks, and during while studying to be a teacher-librarian I created an Instagram account, but I’m a rather private person and still feel very much at sea when it comes to content creation and promotion of my work. The presenters suggested using various social media platforms to tap into whatever your target audience engages with, which is honestly an overwhelming prospect! However, one helpful tip they gave was the ‘Five Minute Promise’ – pick one app you wish to become more familiar with and engage with it for 5 minutes each day. This seems fairly achievable and breaks down an otherwise mammoth task into much smaller, manageable chunks.

Some specific content ideas I could try include…

  • Short video recommendations (particularly useful for students who might be too shy to ask for help)
    • I’m reading…
    • If you liked … try …
    • This person loves …
    • Currently trending …
    • New releases …
    • Author highlights
    • Recently recommended 
  • Use fun filters to create themed content e.g. a zombie filter for horror books
  • Interactive scavenger hunts and reading challenges
  • Connections to feeder primary schools and community events
  • Themed and curated book lists
  • Fun memes encouraging positive interaction with reading
  • Use social media to inform, define and promote reading program; tell our unique story

The Wide Reading Program Returns

Last week the Wide Reading Program started back up for 2024. I had three classes (two year 8, one year 7) come into the library for their first lesson, where we explored the reasons why we are running the program and what the research says about the benefits of reading for pleasure:

During this lesson I ask students to fill out a survey to give me information about their perceived reading ability, their identity as readers, and their reading preferences. Here’s the results from the three classes I’ve seen so far.

There’s no real surprises here; short books, books with images, and books with connections to other media such as movies or TV shows are usually the top picks for my students. Series books are also identified as a popular choice, supporting the academic research in this space. While manga is generally the most popular genre in my library each year, many students aren’t actually aware of what it is, suggesting that dedicated lessons on manga and how to read it would be beneficial.

Their responses for the reader identity question also supports the research I’ve mentioned previously around teen reading habits, which suggests that by the time they reach high school they are increasingly ambivalent to the idea of reading as a leisure activity.

In this survey I ask students to tell me about the last book they’ve read as well as their favourite book. I also ask them to set themselves a reading goal for the year, and plan in a future lesson to get them to reflect on these goals while designing personalised bookmarks to help keep them on track.

This is only my third year running this program (and my first since graduating from the teacher-librarianship Master degree). There’s no formal curriculum to work with and the high staff turnover alongside constant interruptions in the library space have previously made it difficult to assess the program’s efficacy. Fingers crossed that this year I’ll be able to run it more consistently and I’ll be able to gather useful data to inform the program’s future activities.

ETL512 Assessment 5: Professional Placement Report

Section 1: About the placement organisation

Wollondilly Library is a small but effective public library in Picton, NSW. It services the widespread Wollondilly LGA, covering approximately 2556 square kilometres and with a population density of 21.83 per square kilometre (ID Community, n.d.). New developments increased the population by 8.6% over five years (NSW Government Office of Local Government, 2023), with two-thirds living in urban settings while one-third rural (Wollondilly Library, n.d.). Wollondilly’s population is predominantly white and Australian-born, with the majority of residents identifying their ancestry as Australian, English, Irish, and Scottish (Australian Bureau of Statistics [ABS], n.d.).

Wollondilly Library’s mission statement reveals its purpose is to provide a range of information and materials to all residents, to encourage curiosity, free inquiry and lifelong learning, and to support the community’s civic, intellectual, and cultural pursuits. The team leader’s perspective is that the library exists to overcome disadvantage.

To encourage ease of browsing in the limited library space, Wollondilly Library has separate collections for Junior and Adult fiction and non-fiction, a Young Adult collection, an Adult Large Print collection, and a variety of magazines and other multimedia resources such as DVDs, CDs and audiobooks. Eresources such as Hoopla, Borrowbox, Mango, and Studiosity also support the various needs of users and supplement the physical collection, though borrowing statistics indicate most patrons (many from older generations) still prefer physical resources. In Wollondilly, 89.6% of residents only speak English at home (ABS, n.d.). As such, most of the collection is in English, though there are resources from the Adult Fiction, Adult Non-fiction and Junior Fiction collections offered in other languages along with access to the inter-library loans service.

Couples with children make up 50.6% of Wollondilly residents, compared with 44.7% of residents in NSW (ABS, n.d.). The team run several programs to provide socialisation for children and their parents while developing early literacy and encouraging positive engagement with the library. Bookbubs (ages 0-2) and Storytime (ages 2-5) run twice a week, while Sensory Storytime catering for users with diverse needs occurs once a month and is looking to expand (Wollondilly Library, 2023a).These programs provide a free activity for families who might otherwise be isolated due to a lack of parent groups in the area, while school holiday programming such as Lego Robotics, Mocktails and Monet, and HSC seminars (Wollondilly Library, 2023a) engage students with continuous learning and support the work done in local schools.

One of the challenges faced by Wollondilly Library staff is its low population density resulting in small funding allocations alongside the expectation to service all members in such a far-flung community. The Wollondilly Mobile Library van visits various locations, while the Home Library Delivery Service ensures access for users who can’t leave their homes due to disability or illness (Wollondilly Library, 2023b). For many patrons using these services, they offer a rare opportunity to engage with other members of the community and if this service did not exist could result in almost complete isolation and cut their access to information dramatically. Community Outreach programs also visit preschools and local shopping centres, ensuring positive interactions between staff and the community they serve.

Wollondilly Library also achieves its mission statement and overcomes disadvantage through its physical space and provision of ICT resources. The study spaces and meeting rooms are utlised by local students, adults, and community groups, while the Local History Room takes advantage of Wollondilly’s unique heritage to further connect with the residents. A welcoming children’s area in the Junior collection space encourages positive interactions through the provision of toys, craft, and Lego. For many residents, these quiet spaces, local history resources, and toys are unavailable without cost elsewhere. Patrons also have access to technology such as printing, computers, wifi, and assistive technology which I witnessed being used for a variety of purposes ranging from study to centrelink applications.

Without Wollondilly Library, many patrons would not be able to access these programs, resources, and services. As a result, their disadvantage would, in countless ways, become further entrenched.

Section 2: Theory into practice

My placement consolidated my understandings of the theories explored in ETL402 Literature Across the Curriculum.

Wollondilly Library’s Book Bubs (0-2 years) and Storytime (2-5 years) programs are aimed at developing early literacy and positive reader identity, while the Sensory Storytime was created in consultation with qualified special education teachers and promotes inclusive literacy practices, noted as a key component of an effective teacher-librarian’s work (Australian School Library Association [ASLA], 2014, p.14). Several adult book clubs run by library staff or by members of the public using library book kits aim to promote pleasure reading for older audiences. The mobile library van allows Wollondilly Library to provide access to users who would be otherwise unable to attend the physical branch location, and I participated in several community outreach programs including preschool visits and mobile storytimes in public spaces. These programs created a positive reading culture in the community which leads to many wide-reaching benefits for individuals and our society. The use of literature to overcome disadvantage was explored in ETL402, and several researchers support the notion that a positive reading culture can negate socio-economic disadvantage (Allington et al., 2021, p.S234; Krashen, 2011, p.7; Whitten et. al., 2016, p.48). While ETL402 focused on literature in schools, many benefits discussed in this subject were evident in the programs offered by Wollondilly Library. For instance, the Storytime program was designed around a specific weekly theme which aimed to engage readers through personal connections to content while developing valuable interpersonal and age-appropriate academic skills (Kidd & Castano, 2013, p.377; Myambo, 2016, para.1, 4; Short, 2018, p.291).

ETL402 revealed enjoyment of reading plays a crucial role in developing a person’s literacy skills and understanding of the world around them, as well as their empathy for the experiences of others (Gaiman, 2013, para. 9-10; Haven, 2007, p.vi; Krashen, 2009, p.20; Ross Johnston, 2014, p.537). I worked closely with the children’s librarian and the library assistants responsible for the Book Bubs and Storytime programs. Together we selected a variety of age-appropriate books to read with the children, including sensory board books for the Book Bubs children and picture books aiming to develop early decoding skills for the Storytime sessions. While these texts developed early literacy skills through their use of rhyme, repetition, and images, the primary consideration for staff was to ensure that the children were having a pleasurable and social reading experience. This reflects the notion explored in ETL402 that if children enjoy reading, literacy will be developed more easily (National Library of New Zealand, n.d.). Barone argues that the recent focus on cognitive elements such as decoding, comprehending and reading fluently in schools has meant that a focus on the pleasure of reading has been pushed aside, and that books are seen purely to develop skilful readers rather than as an end in themselves (2011, p.2). My placement experience emphasised that enjoyment of reading should be the focus, and that I have a responsibility to ensure that my students are engaged on an emotional or intellectual level, since this is what creates an intrinsic motivation that drives us to continue reading (Barone, 2011, p.3). Recent research reveals a strong correlation between reading volume and reading achievement and that the more children read, the higher their achievement levels (Allington et al., 2021, p.S233-S234, p.S236) and it is therefore in our best interests to focus on reading enjoyment with my students in future.

During my placement I was struck by how engaged these young readers were with the act of reading, with all children enjoying being read to or eager to interact with the books themselves. This early enjoyment of reading vastly contrasts with the attitudes presented by my high school students, reflecting the research explored in ETL402 around the decline in reading in the teen years due to:

  • Lack of positive reading role models
  • Burnout from reading programs in primary school
  • Boredom from the use of fiction texts to teach literacy
  • Parents who don’t value reading
  • Lack of time due to jobs, extracurricular activities
  • Competing interests and hobbies
  • Underdeveloped imaginations
  • Misconceptions about who reads for pleasure
  • Lack of exposure to reading
  • Lack of confidence and reading ability
  • Overcrowded curriculum and assessment demands
  • Lack of access and choice of reading materials (Dickenson, 2014, Krashen, 2011, Manuel & Carter, 2015, Whitten et. al., 2016)

Several of these barriers to reading can be ameliorated by programs such as those offered by Wollondilly Library. In particular, the social aspects of Wollondilly Library’s children and adult reading programs reinforces the importance of connection and community in developing reader identity, especially amongst teens whose information behaviours are motivated by social concerns (Jacobson, 2010, p.44). Activities such as Book Bubs, Storytime and the adult book clubs allowed library patrons to engage in conversations around literature, acting as positive reading role models while increasing enjoyment and further solidifying their identities as readers.

Section 3: Critical reflection

Seeing the practical application of the concepts studied in this course has consolidated my understanding of teacher librarianship, particularly around the issues of meeting user needs, reading for pleasure and information, the emergence of libraries as a third space providing wellbeing and other supports, collection development and library management, and the importance of advocacy and promotions.

A key aspect of teacher-librarianship is the importance of understanding and meeting our users’ needs and ensuring that we provide timely access to relevant resources (NSW Department of Education, 2017, p.3, 5, 7, 8). This degree frequently emphasised the continued need for free access to information in the digital age (Bates, 2010, para.58; Kuhlthau et al., 2008, p.3). The Australian Library and Information Association [ALIA] believes that unrestricted access to information is crucial to our freedoms and democracy (2018). Wollondilly Library’s commitment to providing access to residents despite their geographic challenges is evident through their Mobile Library Van and Home Delivery Service. In my setting I am faced with the challenge of increasingly being removed from the library space as it is used for exams, faculty testing, and other workshops. Access to reading materials is a crucial factor in promoting reading for pleasure and developing positive reader identities (Fisher & Frey, 2018, p.89). When staff and student access is cut due to circumstances beyond my control, I can adjust the model provided by Wollondilly Library to ensure that my users’ needs are still being met by encouraging online reservations, classroom deliveries, and mobile book trolleys in the playground.

Reading for pleasure is something that I’ve tried to build at my school over the past year to overcome disadvantage while improving student attainment and empathy (Lysaught, 2022a; Lysaught, 2022b; Lysaught, 2023c; Lysaught, 2023d). Wollondilly Library’s adult Book Club model, which allows groups to borrow up to ten copies of the same novel under one barcode, has inspired me in two ways. First, I can adjust this model to suit my Wide Reading Program by offering disengaged students the choice to read the same high interest, low reading level texts, with a social discussion or literature circle activity to follow. Second, I can utilise the book club kits to create a reading group among staff, which would allow us to promote reading for pleasure and showcase our own reader identities to our students as positive reading role-models.

This degree also emphasised that modern libraries are not just about books. Throughout this course it has become clear that libraries play an important role in providing wellbeing and other supports to our community, often stepping in when other services are inaccessible or unavailable (Aykanian et al., 2020; McKeown, 2016; Merga, 2020). My experience at Wollondilly Library proves this, with users utilising library resources to support centrelink applications and mental health activities. Many patrons also used the meeting room and quiet spaces for work and study, while programs such as Mocktails and Monet or Knit and Yarn provided opportunities for users to form connections with others who have similar interests. This supports the work by Hider et al. (2023, p.3-5), who noted that public library physical spaces are increasingly used as ‘third place’ community hubs which enable democracy and civic engagement. Moving forward, in my school library I can incorporate more social activities such as craft activities and gaming clubs to support student interests, friendships, and overall wellbeing.

Library management was another element where I was able to develop my practical skills. I worked alongside several members of the collections acquisitions team, helping me solidify my understanding of budget management and the importance of workflow procedures. Library hygiene is a key aspect of our role as information specialists (Fieldhouse & Marshall, 2011, p.36; Newsum, 2016, p.201), and I worked with the Children’s Librarian to weed their overcrowded junior fiction and non-fiction collections, ensuring that outdated, offensive, or incorrect resources were removed in order to make way for newer, more relevant additions. This experience showed me that I should trust in my own abilities to evaluate resources according to my selection and de-selection criteria.

Bonanno (2011) states we are at risk of becoming an invisible profession, and the terms ‘advocacy’ and ‘promotions’ are among the most popular keywords on my blog. Working alongside the Programs and Promotions Librarian, I was able to understand the importance of advocacy and promotions in a new light. Her tutelage expanded my understanding of the concept of user avatars to ensure my message reaches its appropriate audience, as well as a focus on three content pillars to ensure that my values are clearly expressed.

Overall, this workplace learning opportunity left me with renewed confidence in my understandings and helped remind me that even though I feel overwhelmed in my role much of the time, I am on the right track! It was especially heartening to note that Wollondilly Library has a team of people who each specialise in one role, whereas I am expected to take on all those tasks in my capacity as a teacher librarian.

 

 

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Gregory, V. L. (2011). Collection development and management for 21st century library collections: An introduction. American Library Association.

Haven, K. F. (2007). Story proof: the science behind the startling power of story. ABC-Clio, LLC.

Hider, P., Garner, J., Wakeling, S., & Jamali Mahmuei, H. R. (2023). “Part of My Daily Life”: The importance of public libraries as physical spaces. Public Library Quarterly, 42(2), 190-219. https://doi.org/10.1080/01616846.2022.2092347

ID community (n.d.). Wollondilly Shire Council: community profile.

https://profile.id.com.au/wollondilly/about#:~:text=The%202022%20Estimated%20Resident%20Population,21.83%20persons%20per%20square%20km.

Jacobson, Harris, Frances (2010). Found It on the Internet: Coming of Age Online. American Library Association.

Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science 342(6156), 377-380.

Krashen, S. D. (2009). Anything but reading. Knowledge Quest 37(5), 8.

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

Kuhlthau, C. C., Heinstrom, J., & Todd, R. J. (2008). The ‘information search process’ revisited: is the model still useful? Information Research, 13(4). http://informationr.net/ir/13-4/paper355.html

Lysaught, D. (2022a, January 27). ETL402 assessment 2 part b: Reflective blog post. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2022/01/27/etl402-assessment-2-part-b-reflective-blog-post/

Lysaught, D. (2022b, August 28). ETL533 assessment 2 part b: Critical reflection of digital literature experiences. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/28/etl533-assessment-2-part-b-critical-reflection-of-digital-literature-experiences/

Lysaught, D. (2023c, March 5). Annual library report 2022. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/03/05/annual-library-report-2022/

Lysaught, D. (2023d, May 7). ETL504 5.2 & 5.3: Servant leadership. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/05/07/etl504-5-2-5-3-servant-leadership/

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers’ reading practices and preferences. Australian Journal of Language and Literacy 38(2), 115-128.

Mckeown, A. (2016). Overcoming Information Poverty: Investigating the Role of Public Libraries in The Twenty-First Century. Chandos Publishing.

Merga, M. (2020). How Can School Libraries Support Student Wellbeing? Evidence and Implications for Further Research, Journal of Library Administration, 60(6), 660–673, DOI: 10.1080/01930826.2020.1773718

Myambo, M. T. (2016, January 26). How reading fiction can help students understand the real world. The Conversation.  https://theconversation.com/amp/how-reading-fiction-can-help-students-understand-the-real-world-52908

National Library of New Zealand (n.d.). Reading for pleasure – a door to success. https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/reading-for-pleasure-a-door-to-success

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109.

NSW Department of Education [NSW DoE] (2017). Handbook for School Libraries. https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/your-library

NSW Government Office of Local Government (2023). 2020/2021 Wollondilly. Your Council. https://www.yourcouncil.nsw.gov.au/council-data/wollondilly-1674451854/

Ross Johnston, R. (2014). Literary literacies: digital, cultural, narrative, critical and deep literacies. In Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (eds.) Literacy: Reading, writing and children’s literature.

Short, K. G. (2018). What’s trending in children’s literature and why it matters. Language Arts 95(5), 287-298.

Warner, M. (2013, May). Welcome to the hybrid age of reading. Christian Futures. http://www.christianfutures.com/welcome-to-the-hybrid-age-of-reading-how-we-read-affects-what-we-read

Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research 2(4), 48-64.

Wollondilly Library (n.d.). Draft collection development policy.

Wollondilly Library (2023a). Events. https://www.library.wollondilly.nsw.gov.au/events/

Wollondilly Library (2023b). Services. https://www.library.wollondilly.nsw.gov.au/services/

 

ETL504 Assessment 2 Part B: Reflection

This session has been incredibly difficult, with workload pressures leading to burnout. The challenges I’ve faced this session have highlighted the ways that effective leadership can support positive school culture, and this unit emphasised the importance of understanding leadership theory to advocate for our role to ensure effective practice.

One key idea is teacher-librarians should not be held back by their lack of formal leadership position, since good leaders have the vision and skills to inspire others to achieve a common goal and hold perceived influence regardless of title (Bush & Glover, 2014, p.554; Ezard, 2015; Gardner, 2013, p.18-19; Gleeson, 2016; Holmes et al., 2012, p.271, 276; Spencekao, 2013; Sutcliffe, 2013). Rather than relying on official authority, effective teacher-librarians should focus on developing a strong understanding of different leadership styles, integrating their traits to be responsive to their context’s specific needs (Bush & Glover, 2014, p.567; Smith, 2016, p.75-76). I greatly enjoyed learning about these leadership styles and recognised many aspects of Servant Leadership in my own practice (Lysaught, 2023a, 2023b, 2023c) due to its focus on service, community building, and empowering others (Arar & Oplatka, 2022, p.83-87; Blanchard & Broadwell, 2018; Crippen & Willows, 2019, p.171-172; Greenleaf, 2008, p.36). I particularly loved the ‘Continuum of Care’ concept (Reinsel Soulen, 2020), since showcasing my leadership by mentoring staff aligns well with my current position in the Teaching and Learning faculty.

   Image 1: Reinsel Soulen, 2020, p.39

However, despite my natural inclination towards Servant Leadership, this subject taught me it’s important to step outside my comfort zone to ensure effective practice and to be truly responsive to my community’s needs. Moving forward, I plan to also draw on the traits of Instructional and Transformational Leadership, with their focus on improving student outcomes through instructional quality, innovation, and reflective practice (Arar & Oplatka, 2022, p.3-5; Holmes et al., 2012, p.276; Moir et al., 2014, p.36, 39). For instance, these leadership styles can be integrated within our role as technology experts to support time-poor staff and demonstrate our value to our school community (Johnson, 2019):

Image 2: adapted from Johnson, 2019

In schools where misconceptions about our roles abound, ETL504 emphasised the importance of promoting the varied nature of our work and different ways we can leverage these leadership traits to advocate for our positions (Boyd, 2021; Jones, 2021). Reminding staff that our work extends beyond books – especially to technology and wellbeing – and that we can alleviate their workload is a key aspect of leading from the middle which I plan to integrate into my future practice (Lysaught, 2023d, 2023b, 2023e, 2023f). Module 5.3’s self-reflection was useful, identifying that I should improve my practice by leading staff professional learning and continued blogging (Lysaught, 2023f).

ETL504 revealed that ongoing strategic planning projects professionalism (Markless et al., 2016; Wong, 2012); reminding me “don’t get angry, get strategic” (Boyd, 2021).  I’ve improved my planning since my early amateur attempts (Lysaught, 2023h). Change fatigue and innovation overload are real threats in modern education (Clement, 2014; Dilkes et al., 2014; Holmes et al., 2012), and the various models summarised below were incredibly useful for understanding how to successfully manage change, allowing me to move forward in my own setting.

Image 3: Robbins et al., 2006

Image 4: adapted from Chow et al., 2019

Particularly, I found the focus on understanding stakeholder needs useful (Pratt, 2017). The two questions posed by Chow et al. (2019) and understanding resistance (Lancaster, 2019) will be at the forefront of my community consultation moving forward:

Image 5: adapted from Chow et al., 2019

Image 6: adapted from Lancaster, 2019

The importance of developing strong relationships with stakeholders, such as principals, was emphasised and helped me reframe my approach to ensure that my work was relevant to their vision. In future all library initiatives and budget submissions will align with the School Improvement Plan. Previously I’ve created an Annual Library Report, but didn’t know if my efforts were noticed (Lysaught, 2023i, 2023c). Inspired by ETL504, I created a Term 1 Library Snapshot which I published on social media, the newsletter, and library displays (Lysaught, 2023j) and received an email from the Principal thanking me.

Visibility is crucial!

Image 7: adapted from Softlink, 2017, p.3-11

 

 

Word count: 655

 

References:

Arar, K., & Oplatka, I. (2022). Advanced theories of educational leadership. Springer.

Blanchard, K., & Broadwell, R. (2018). Servant leadership in action. Berrett-Koehler.

Boyd, K. C. (2021). Advocacy: 2021 style & beyond. Knowledge Quest, 49(4), 26-31.

Bush, T. & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680

Chow, A., Robinson, J., Paulus, L., Griffin, B., Smith, N. Z. & Watterman, A. (2019). From me to we: Seeing is believing. Knowledge Quest, 48(2), pp. E1-E7.

Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. https://doi:10.1080/13632434.2013.813460

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), pp. 171-180.

Dilkes, J., Cunningham, C. & Gray, J. (2014). The new Australian Curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11). https://doi:10.14221/ajte.2014v39n11.4

Ezard, T. (2015). Building trust and collaboration – Tracey Ezard [Video]. Youtube. https://youtu.be/kUkseAdKyek

Gardner, J. W. (2013). The nature of leadership. In M. Grogan (Ed.). The Jossey-Bass reader on educational leadership (3rd ed., pp. 17-27). John Wiley & Sons.

Gleeson, B. (2016, November 9). 10 unique perspectives on what makes a great leader. Forbes. https://www.forbes.com/sites/brentgleeson/2016/11/09/10-unique-perspectives-on-what-makes-a-great-leader/#276777b95dd1

Greenleaf, R. K. (2008). Greenleaf on Servant-Leadership: Who Is the Servant-Leader? The International Journal of Servant-Leadership, 4(1), 31–37. https://doi.org/10.33972/ijsl.234

Holmes, K., Clement, J. & Albright, J. (2012). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270-283.  https://doi.org/10.1080/13632434.2013.800477

Johnson, D. (2019). The school librarian: Your ultimate digital resource. Educational Leadership, 76(5). https://www.ascd.org/el/articles/the-school-librarian-your-ultimate-digital-resource

Jones, A. (2021, May 6). School library advocacy: The time is now. Knowledge Quest. https://knowledgequest.aasl.org/school-library-advocacy-the-time-is-now/

Lancaster, I. (2019, January 26). 5 strategies for managing change in schools. TeachThought. http://www.teachthought.com/uncategorized/5-strategies-for-managing-change-in-schools/

Lysaught, D. (2023a, March 12). ETL504 2.2 leadership theory. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/03/12/etl504-2-2-leadership-theory/

Lysaught, D. (2023b, March 21). ETL504 2.3: Promoting the teacher-librarian’s visibility and value. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/03/21/etl504-2-3-promoting-the-teacher-librarians-visibility-and-value/

Lysaught, D. (2023c, May 7). ETL504 5.2 & 5.3: Servant leadership. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/05/07/etl504-5-2-5-3-servant-leadership/

Lysaught, D. (2023d, April 8). ETL504 2.3: Leadership concept map. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/04/08/etl504-2-3-leadership-concept-map/

Lysaught, D. (2023e, March 5). ETL504 2.1: Organisation theory introduction. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/03/05/etl504-2-1-organisation-theory-introduction/

Lysaught, D. (2023f, February 25). ETL504 1.1: How school leaders can build hope and prevent teacher burnout. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/02/25/etl504-1-1-how-school-leaders-can-build-hope-and-prevent-teacher-burnout/

Lysaught, D. (2023g, May 7). ETL504 5.3 Future ready librarian self-reflection. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/05/07/etl504-5-3-future-ready-librarian-self-reflection/

Lysaught, D. (2023h, April 27). ETL504 Strategic planning and setting goals: An amateur’s journey. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/04/27/etl504-strategic-planning-and-setting-goals-an-amateurs-journey/

Lysaught, D. (2023i, March 5). Annual library report. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/03/05/annual-library-report-2022/

Lysaught, D. (2023j, May 2). ETL504 Advocacy and visibility. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/05/02/etl504-advocacy-and-visibility/

Markless, S., Bentley, E., Pavey, S., Shaper, S., Todd, S., Webb, C., & Webb, C. (Carol). (2016). The innovative school librarian (S. Markless, Ed.; Second edition.). Facet.

Moir, S., Hattie, J. & Jansen, C.  (2014). Teacher perspectives of ‘effective’ leadership in schools. Australian Educational Leader, 36(4), 36-40.

Pratt, A. (2017). The challenge of implementing change. SCIS Connections, (103). https://www.scisdata.com/connections/issue-103/the-challenge-of-implementing-change

Reinsel Soulen, R. (2020). The continuum of care. Knowledge Quest, 48(4). 36-42.

Robbins, S.P., Bergman, R., Stagg, I. & Coulter, M. (2006). Foundations of management. Pearson Education. In ETL504 Module 4. Strategic and Operational Planning. Interact 2. https://interact2.csu.edu.au

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

Softlink (2017). School libraries share: Ideas for school-wide collaboration. https://www.softlinkint.com/assets/img/banners/Whitepaper_-_School_libraries_share_ideas_for_collaboration.pdf

spencekao. (2013, April 6). Instructional leadership. [Video]. YouTube. https://www.youtube.com/watch?v=efzXDk1–4w

Sutcliffe, J. (2013, September 24). The eight qualities of successful school leaders. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2013/sep/24/eight-qualities-successful-school-leaders

Wong, T. (2012). Strategic long-range planning. Library Media Connection, 31(2), 22-23.

ETL512 Assessment 2: Post 3 – Study Visit Reflection

Finally, write a 300-word reflection on the overall study visit experience and how it has contributed to your journey as an information professional

The ETL512 Study Visits to West Moreton Anglican College (WMAC), Lake Tuggeranong College (LTC), State Library Victoria’s Rare Book Collection (SLV), and Bundaberg Regional Libraries (BRL) have opened my eyes to the variety of work available to information professionals and revealed that the skills developed in one setting are transferable to a myriad of others. 

My virtual visits to WMAC and LTC were incredibly relevant to my chosen pathway as a high school teacher-librarian. They inspired me with wonderful ideas to incorporate into my future practice by connecting our work developing reading for pleasure and information with our promotions and role advocacy. WMAC’s idea of getting students and staff involved in the CBCA Shadow Judging by linking nominated texts to different KLAs was something I hadn’t previously encountered, and is a wonderful way of linking the library’s work with faculty curricula to promote literary learning. LTC’s staff provided several excellent ideas to build a reading culture by forming strong relationships with students and staff. All staff in each virtual visit emphasised the importance of knowing our users and building strong relationships, and it was inspiring to see practical suggestions for successful implementation which could help me build my library’s profile and promote the value of my resources and services to students, staff, and parents.

The SLV visit was to a setting I hadn’t previously considered, but Wee’s work in collection and exhibition curation sounds quite interesting as a possible future pathway if I decide to leave the education sector. His point about the usefulness of pedagogical knowledge in his library was heartening, as was his point regarding the transfer of skills to different positions. I’m now inspired to experiment with object and digital exhibitions in my own library. 

My visit to BRL paired beautifully with my upcoming workplace learning at a local council library and cemented this as a possible future pathway if I leave education. I was inspired by Harris’ emphasis on integrating new technologies into his programs and his passion for ensuring accessibility, diversity, and inclusivity for all users; as a result, I plan to create my own Gamers’ Club and investigate Virtual Reality for my library programs. This visit highlighted the value of creating strong partnerships between local and school libraries, and in future I aim to work closely with our local library network to ensure maximum benefits for my learning community.

ETL512 Assessment 2: Post 1 – Services and Resources to Meet User Needs

Using examples from at least two information agencies you attended, discuss the range of services and resources they provide and how these services and resources are tailored to meet the needs of their users. (500 words)

My virtual visits to Lake Tuggeranong College (LTC), West Moreton Anglican College (WMAC) and Bundaberg Regional Libraries (BRL) provided me with an interesting opportunity to compare the ways school and public libraries are similar and different in the provision of services and resources to meet their users’ needs.

School libraries serve specific school learning communities which consist of students, staff, and parents (Kimmel, 2014, p.31), and aim to meet the educational, cultural, recreational, and professional needs of these users (NSW Department of Education, 2017, p.8). Conversely, public libraries provide free access to information for all community members to enable their participation in society and to contribute to the economic wellbeing of their families and the nation (Australian Library and Information Association [ALIA], 2018, p.1). While both aim to provide free access to a range of services and resources to their users, two key differences exist: firstly, attendance in schools is mandatory, whereas engagement with a public library is optional; and secondly, education is controlled by the state, whereas public libraries facilitate non-coercive, self-directed learning (Foundation for Economic Education & FEEGA, 2019, p.1-2).

Both school libraries visited placed a heavy emphasis on providing services and resources designed to improve their users’ reading, digital, and information literacies, a core expectation of teacher-librarians supporting young people (ALIA, Australian School Libraries Association, & Australian Education Union, 2020, p.1). LTC supported pleasure reading through genrefication and emphasised the need to build strong relationships with students to understand their needs and make them feel supported. LTC also discussed the creation of their library website to support student learning and staff teaching, and the provision of accessible, detailed PowerPoints which develop students’ research, evaluation, and referencing skills. Key to these resources’ success is staff collaboration and consultation, embedding them into classroom activities, and ongoing promotion. 

The need for advocacy and promotion were also discussed during both school visits, highlighting the importance of claiming our space (Bonanno, 2011). LTC noted their practices supporting reading and information literacy were crucial advocacy opportunities, and they frequently promoted their services to parents as well as staff and students. WMAC noted that they raised their library profile by supporting non-traditional tasks (e.g. uniforms), showcasing the library’s value by harnessing the needs of key decision makers and meeting patrons not normally involved with the library. 

BRL also emphasised the importance of customer service, proving that strong relationships are crucial to leadership in both public and educational libraries (Branch-Mueller & Rodger, 2022, p.46-47). Harris discussed the difference between traditional card holders and hidden patrons (e.g. homeless users). Climate-controlled safe spaces and harm reduction work in public libraries supports their role as ‘second responders’ who step in when other services are unavailable or inaccessible (Aykanian et al., 2020, p.S72), reflecting the wellbeing work I encounter in my school library. Harris also emphasised the importance of advocacy and promotions, especially regarding funding. BRL’s provision of technology and IT support (including senior digital literacy programs, digital collections, broadband access, robotics, and 3D printing) reflects the ways modern libraries must stay current with the changing infosphere (Floridi, 2007, p.59). All points discussed supported research regarding the wide variety of services valued by public library users (Hider et al., 2023, p.20-34) and highlighted the similarities with school libraries, despite our different clientele. 

Word count: 543

 

REFERENCES:

Australian Library and Information Association [ALIA]. (2018). Statement on public library services. https://read.alia.org.au/statement-public-library-services

ALIA, Australian School Libraries Association [ASLA], & Australian Education Union [AEU] (2020). Joint statement on school libraries. https://read.alia.org.au/joint-statement-school-libraries

Aykanian, A., Morton, P., Trawver, K., Victorson, L., Preskitt, S., & Street, K. (2020). Library-Based Field Placements: Meeting the Diverse Needs of Patrons, Including Those Experiencing Homelessness. Journal of Social Work Education, 56(1), S72–S80. https://doi.org/10.1080/10437797.2020.1723757

Bonanno, K. (2011). ASLA Keynote Speaker: A profession at the tipping point: time to change the game plan. [Video]. Vimeo. https://vimeo.com/31003940 

Branch-Mueller, J., & Rodger, J. (2022). Single Threads Woven Together in a Tapestry: Dispositions of Teacher-Librarian Leaders. School Libraries Worldwide, 39–49. https://doi.org/10.29173/slw8454

Foundation For Economic Education, & FEEGA. (2019). The Difference Between Public Libraries and Public Schools. ContentEngine LLC, a Florida limited liability company.

Floridi, L. (2007). A Look into the Future Impact of ICT on Our Lives. The Information Society 23(1), 59-64. https://doi.org/10.1080/019722406010599094

Hider, P., Garner, J., Wakeling, S., & Jamali Mahmuei, H. R. (2023). “Part of My Daily Life”: The importance of public libraries as physical spaces. Public Library Quarterly, 42(2), 190-219. https://doi.org/10.1080/01616846.2022.2092347

Kimmel, S. C. (2014). Developing collections to empower learners. ALA/AASL

NSW Department of Education (2017). Handbook for School Libraries.

ETL504 5.2 & 5.3: Servant Leadership

Scenario: You are in your third year as a teacher librarian in a school where you had to work actively to promote the value and services of the library. Classes come to the library either for relief from face-to-face teaching (primary) or supervision for research (secondary) without planned opportunities for collaborative or shared teaching. As you engage with ETL504 you have evaluated your current library role as that of a servant, rather than a servant leader. You seem to be reacting to the immediate needs and requirements of teachers and students in regard to providing resources, responding to immediate information and digital literacy needs, supporting recreational reading requirements and providing technology support.

Task: Through the lens of servant leadership, identify and share one proactive approach to lead a shift in expectations and responsibilities that will build the capacity of either teachers or students in recreational reading.

It’s scary how accurate the give scenario for this task is – it almost exactly matches my situation! I started in the library in 2021 and when I stepped into the position the big perception of the library’s role in our school was that it’s all about books and reading. Rather than dedicate my non-existent time to pick that fight and battle this misconception while in the depths of Covid disruptions and completing the Masters on top of my library responsibilities and English teaching role, I leaned into this perception to show my value to my school community.

Inspired in large part by the work I completed for ETL402 Literature Across the Curriculum, I decided to start an Action Research Project based around my implementation of a Wide Reading Program for Year 7, 2022. That year our school restructured the timetable and removed DEAR from roll call despite our declining NAPLAN and HSC results, so I aligned this project with our School Plan to give it legitimacy and worked with several English teachers since I was still teaching English classes and part of that faculty despite my relocation to the library. I started with 4 classes but due to staffing issues and constant interruptions only maintained consistent contact with 2 classes.

I sold this as a service to these teachers which would support their teaching units and develop student literacy while saving them time. The reformed English curriculum explicitly references reading for pleasure, so this is another angle I’ve used this year to promote the program and ensure unity between my work in the library and teachers’ work in their classrooms.

Word got around about this program and its benefits, and so this year it has expanded to include 5 Year 7 classes and 2 Year 8 classes, ensuring access to reading materials and positive modelling for 190 teenagers who often otherwise wouldn’t take the time to read for fun.

Knowing what I do now as a result of ETL504, if I could go back in time I would be far more proactive about advertising this program and raising its visibility in the early stages with my Senior Executive to showcase my proactive response to community needs and my leadership potential. I did include comments and data from my research in my Annual Reportwhich I shared with my Head Teachers and the Senior Executive, though it’s hard to say if they even read this document so perhaps other tactics are needed, such as personal invitations to attend lessons, social media marketing, and professional publication of the results. I plan to leverage the success of this program and the trust built with staff and students to build collaborative planning opportunities in future, especially around information fluency and inquiry learning, and thus to slowly but surely change the perception of what a library is all about.

ETL504 3.2 + 3.3: Applying Leadership Theory

Scenario:
Recreational borrowing is declining and students’ engagement with the fiction collection has decreased. The collection is currently shelved alphabetically. Genrefication of the fiction collection is being proposed as a strategy to address the issue.

Task:
A) Consider both internal (library) and external (school wide) factors in this element as a response to the change process

B) Identify one leadership style that will facilitate your chosen element to support the change process. Explain the leadership attributes that will be of most value.

 

External factors potentially leading to conflict over proposed genrefication could include:

  • Different or competing personal beliefs held by leaders and teachers regarding the role of the fiction collection
    • Possible solution: present summary of research into the benefits of fiction as a literary learning tool to support the curriculum; show connection between this research and the impacts that increased pleasure reading has on NAPLAN/HSC scores to align the project with the school’s Strategic Improvement Plan; show testimonials and data from other teacher-librarians or public librarians who have genrefied their collections to benefit their communities
  • Lack of communication opportunities
    • Possible solution: in addition to email communication which members of the leadership team can review in their own time, potentially schedule a meeting to present research and make a professional case for the genrefication of the fiction collection; briefly explain process and reasoning to whole staff at a meeting
  •  Limited available time and resources to genrefy the fiction collection (this is especially problematic given current staff shortages and workload issues!)
    • Possible solution: form a student library committee to a) increase student voice and ownership over the project and b) provide students with their own leadership opportunities (in my school, Student Voice is a key component of the Strategic Improvement Plan)

Internal factors which could potentially lead to conflict in this scenario are:

  • Lack of understanding about what genrefication is and how to undertake this process
    • Possible solution: undertake professional learning in this area, read professional articles (such as those in SCIS Connections), seek support from professional networks and other local libraries (both school and public libraries)

To implement a project such as this, I believe that a teacher-librarian would benefit from understanding both Transformational and Distributed leadership styles. We need to ensure that we have the support and buy-in of both official leaders and classroom teachers and can achieve this by providing them with the reasons why this project benefits them as individuals as well as the whole school community. Our colleagues would need to trust that we are capable of achieving this goal and so we would need to project our professionalism and base our plans in research and best-practice at all times. Leading this change by example is another way we can exhibit Transformational leadership. Empowering selected students to assist in the process of genrefication would also display elements of Distributed leadership.

ETL504 2.3: Leadership Concept Map

A snapshot of leadership between the principal and the teacher librarian.
Present one simple concept map with no more than 5 concepts.

  • Identify one style suitable for a principal that would facilitate leadership in the teacher librarian.
  • Identify a style of leadership that the teacher librarian could adopt to facilitate professional growth in teaching staff to embrace the General Capabilities (or a 21st century skill)
  • Briefly justify each choice in your message.

The styles of leadership I believe would be suitable for a principal facilitating leadership in the teacher-librarian are Transformational and Distributed leadership. Smith (2016) notes that while leaders generally possess strengths in one leadership style over another, the traits of different styles can be utilised to create an effective blend which is flexible and responsive to the specific needs of an organisation. Transformational leaders see the big picture and inspire the members of their organisation to achieve a shared goal, while Distributed leaders empower others to share or develop expertise and to enact change within an organisation. Both styles require high levels of trust and interpersonal skills to encourage participation and buy-in, as well as strong management skills. However, principal’s efforts to be Transformational and/or Distributed leaders can be hampered by external factors such as Departmental policies, changing curriculum documents, and widespread staff shortages.

In a high school setting, Principals and Deputy Principals often form the Senior Executive team. Whereas the Principal’s role is more inspirational, the Deputy role (in my experience at least) seems to be more managerial. The Senior Executive team manages each faculty Head Teacher, and together they form the Executive Leadership team which oversees implementation of the school’s strategic directions and each associated committee within the school, as well as each faculty. Each classroom teacher, auxiliary staff member (including counsellors, tech support, etc.), and the teacher-librarian is managed by a member of this Executive Leadership team. Classroom teachers often exhibit traits of both Instructional and Transactional leadership, since they are crucial in the daily instruction of students and are required to utilise both the reward and punishment aspects of classroom management. Teacher-librarians can support this core work of teaching and learning in many ways by adopting a Servant leader approach, and I’ve previously discussed in my blog some of the ways teacher-librarians can help our time-poor colleagues through this leadership approach.

ETL504 2.1: Organisation Theory Introduction

Informed by Robinson’s presentation, think about the influences upon a school – structural, cultural and societal and identify a key driver for change in each area that the teacher librarian could respond to through school library programs.

A lot has changed in the 13 years since Robinson’s video was first published to Youtube. When this video was published, Youtube was still a fairly new and groundbreaking platform, Facebook was still a relative baby, Instagram had only just been launched, and TikTok wasn’t even a twinkle in its creators’ eyes. Early in my studies I was introduced to the concept of the changing infosphere (Lysaught, 2021, August 30) and my understanding of these issues and their relationship to the role of the teacher librarian has continued to develop as I’ve moved through this degree.

Since 2010, a multitude of new apps, sites, and other assorted technologies have emerged. The big one causing much consternation in the education community at the moment is the rise of AI tools such as ChatGPT. While there’s a lot of fear and uncertainty about the role artificial intelligence will play in the future of education, I strongly feel that this emerging technology is one area where effective teacher librarians can position themselves as leaders and drivers of innovation in their school communities. While some concerns are not without merit (especially around potential student plagiarism and the ethics of AI), at the moment my experiences have led me to view AI tools such as ChatGPT as a sort of “Google on steroids” and a valuable time-saver for overworked, time-poor teachers. As such, for this reflection I used it to get my head around the idea of what could be meant by structural, cultural and societal influences upon schools. I was rather pleased with the results:

Let’s address some of these influences more directly.

Structural influences upon a school:

  • School funding: obviously a teacher librarian in a school setting (especially one without formal leadership credentials) will have limited impact on the way schools are funded. However, through advocating for our role, our value to our school community and our professionalism I believe that teacher librarians can in some cases successfully apply for a greater slice of the funding pie. I used our 2021 Annual Library Report as evidence to request more funding and was granted additional support for my 2022 Wide Reading Program trial.
  • Curriculum: again, teacher librarians have an extremely limited ability to determine the curriculum set by National and State educational bodies (beyond participation in focus groups and curriculum groups when these documents are reviewed). However, our role within schools has the potential to act as the “glue” which draws together different curriculum areas (Lysaught, 2021, October 5) and the general capabilities (Lysaught, 2021, November 22), and can unite otherwise isolated subject ‘silos’ to ensure cross-curricular learning.
  • School policies: through participation in school-wide teams and committees, teacher librarians can help guide and implement these policies and procedures. For instance in the past I have been a member of our school’s Gifted and Talented Education committee, and when that was dissolved I moved into the Technology in Education committee.
  • Physical facilities: often the physical layout of the school is beyond the teacher librarian’s control; however, we can absolutely make a difference in the design and layout of the library space, and can develop and manage efficient collections which meet the learning and recreational needs of our school community. As noted in my 2022 Annual Library Report (Lysaught, 2023, March 5), 49% of library purchases were patron-led acquisitions to build student and staff ownership over the collection.

Cultural influences upon a school:

  • School culture: building respectful relationships and trust is crucial with both staff and students. Bonanno (2011, via Lysaught, 2021, August 29) emphasises the importance of building relationships with the 10-30% of staff who are likely to work with us to ensure that we are maximising our potential and adding value to our school community efficiently and meaningfully. My own experience has revealed that this takes time, but once I made progress with one teacher and the word spread about how I could help time-poor staff with their work, soon I was inundated with requests. 
  • Diversity: representation matters. Decolonising collections and ensuring inclusivity and diversity in resources and their promotion is one area where teacher librarians can positively affect school culture.
  • Parental involvement: communication to parents and caregivers via channels such as social media and parent bulletins is important for promoting the library as a useful resource centre for their children.

Societal influences upon a school:

  • Community resources: effective promotion of library educational and recreational resources can build a positive school culture where students and staff feel supported, valued and can take ownership of the space. Student-created social media posts is one of my favourite ways of helping promote library resources while encouraging students to take ownership of the space.
  • Economic factors: teacher librarians can’t change the socio-economic demographics of their school community, but they can provide access to tools and resources which can ameliorate the effects of potential disadvantage (Krashen, 2011). The ISCEA value of my school has gone down in the last few years; my implementation of the Wide Reading Program aims in part to mitigate some of the disadvantages our students face by drawing on research into pleasure reading and by providing time and access to reading materials.
  • Political climate: well, ain’t this one a tough nut to crack. It seems that everywhere we look teachers are easy pickings for politicians wanting to stoke the fires of the culture wars for their own gain. However, advocacy and professionalism can go some way towards easing public and political misconceptions about the role of teachers in society. Would it be cheeky of me to add media and digital literacy teaching programs here?

ETL533 Assessment 4: Part D – Critical Reflection

My understanding of digital literature has grown significantly over the last few months. From my early definitions to the creation of my own narrative, I’ve gained a solid understanding of what digital literature is, why it’s beneficial and how it can be implemented to support my school.

My preliminary definitions of digital literature focused on the distinction between the digital and the digitised (Lysaught, 2022, July 19; Lysaught, 2022, July 25). As my research progressed I consolidated these distinctions by combining Unsworth’s (2006, p.2-3) and Allan’s (2017, p.22-23) categories (Lysaught, 2022, August 7). Like my peers (Curtis, 2022, July 19), I believe digital literature should be quality and meet community needs, which led me to consider what makes quality digital literature (Lysaught, 2022, August 14) and to design my own evaluation criteria where I determined three key aspects: multimodality, interactivity, and connectivity (Lysaught, 2022, August 28). Self-evaluations and peer feedback reveals – despite the amateur multimodal features – mine’s an effective, quality text suitable for its intended purpose and audience:

Evaluation of The Shakespeare Chronicles

However, defining digital literature is arguably less important to teacher-librarians than understanding how to incorporate it effectively. Digital literature provides exciting opportunities to move students from passive consumers to active creators of content  (Morra, 2013, para.2; Kitson, 2017, p.66), and as new technologies and communication tools emerge, students require new literacies to ensure they’re critically consuming and ethically creating texts (Walker et al., 2010, p.214-216; Kearney, 2011, p.169; Leu, 2011, p.6-8; Mills & Levido, 2011, p.80-81, 89; Leu et al., 2015, p.139-140; Serafini et al., 2015, p.23; Combes, 2016, p.4). In 2009 students spent an average four hours a day online (Weigel, 2009, p.38); by 2015 US teens consumed between 6-9 hours of media a day (Common Sense Media, 2015, para.6), while Australian teens now spend an average of 14.4 hours a week online (eSafety Commissioner, 2021, p.4). Digital literature therefore harnesses our students’ preferences and familiarity with technological platforms (Figueiredo & Bidarra, 2015, p.323; Skaines, 2010, p.100-104; Stepanic, 2022, p.2; Weigel, 2009, P.38). Digital literature incorporating interactivity, multimodality, and connectivity can develop ‘nöogenic narratives’ wherein personal growth is achieved by viewing our lives as a story (Hall, 2012, p.97), a key element of the English syllabus (NSW Standards Authority, 2019, p.10). Research shows that educators can exploit digital narratives to create meaningful and authentic learning opportunities for students to create personal and academic growth (Bjørgen, 2010, p.171-172; Dockter et al., 2010, p.419; Hall, 2012, p.99; Reid, 2013, p.38-41; Smeda et al., 2014, p.19; Sukovic, 2014, p.222-226).

However, educators must carefully consider the purpose of integrating digital narratives into their programmes. While research reveals digital texts’ benefits supporting young, emerging, or struggling readers and developing transliteracy (Tackvic, 2012, p.428; Cahill & McGill-Franzen, 2013, p.32-33; Matthews, 2014, p.29; McGeehan et al., 2018, p.58), others raise issues regarding reading comprehension, retention, and attention (Cull, 2011, para.35-38; Goodwin, 2013, p.79; Jabr, 2013, p.5-30; McGuire, 2015, para.30-35). Technology should be used as a meaningful tool, not just as a gimmick. Monsen (2016) explored the idea that we are “quintessentially cyborgs” due to the symbiotic relationship between humanity and technology. My research into digital learning frameworks such as the SAMR model (Lysaught, 2022, August 6) revealed that effective implementation of technology should not replace, but co-exist with and supplement existing print literacies. Printed choose-your-own-adventure narratives arguably improve literacy (Chooseco & Hofmann, 2016, para. 8-9) and can be updated using digital features to form powerful digital texts (Farber, 2015, para.1-2). Thus, my own digital narrative was designed as an immersive, interactive, multimodal resource to develop students’ understanding of life in Shakespearean England while supplementing traditional print resources and online information sources.

Throughout ETL533 I have examined how I currently incorporate digital literature into our school and considered ways to increase this in future (Lysaught, 2022, July 31; Lysaught, 2022, August 7; Lysaught, 2022, August 13). As discussed with my peers (Macey, 2022, September 24; Barnett, 2022, September 27; Facey, 2022, September 29) difficulties arise surrounding cost-effectiveness, storage, access, and user preferences that often impede digital literature’s success in schools. Despite these challenges, after creating my own digital narrative I strongly believe that student-created digital texts can enhance their own learning and connections to content, and integrate well with Guided Inquiry units and literary learning (Lysaught, 2022, January 27; Lysaught, 2022, August 14; Lysaught, 2022, September 3; Lysaught, 2022, September 16). Peer feedback also supports this (Lysaught, 2022, September 3). Due to this unit I am more aware of my students’ discussions around digital literature (Lysaught, 2022, July 25; Lysaught, 2022, August 28), revealing these are powerful texts with which students are already engaging. Literature in digital environments allows teacher-librarians to show our value to our school community, as we can support time-poor staff as they include more captivating, rich resources and utilise digital narratives to support our students with various interests and literacy needs.

 

 

Word count: 806

Reference list: https://thinkspace.csu.edu.au/allyoureadislove/2022/10/04/etl533-assessment-4-reference-list/

ETL533 Assessment 4: Part A – Context For Digital Storytelling Project

The Shakespeare Chronicles is a digital choose-your-own-adventure narrative created using Canva. Also known as a pick-a-path story or a gamebook, these narratives were popular during the 1980s due to their interactivity and appearance of choice for children who otherwise lacked agency (Hendrix, 2011, para.29; Jamison, 2022, para.4). Falling out of favour due to the rise of video games in the 90s (Jamison, 2022, para.46), these printed narratives can be updated for new audiences and technologies in our electronic age by incorporating the digital features which once superseded them (Stuart, 2011, para.1-2; Figueiredo & Bidarra, 2015, p.330).

The Shakespeare Chronicles was designed to support EHS’s Year 7 English Guided Inquiry Design unit ‘Shakespeare’s Bawdy Mouth’. It can also be used to support revision for Stage 5 and 6 English students studying a variety of Shakespeare’s plays. In this narrative, students follow the adventures of an actor in Shakespeare’s theatre company. They are presented with choices to guide the narrative and learn about life in Shakespeare’s time. Utilising interactivity, multimodality, and connectivity – key elements of quality digital literature (Lysaught, 2022, August 28) – it supports students as they explore the following questions:

  1. How different or similar are our experiences to peoples’ experiences in Shakespeare’s time?
  2. Why is Shakespeare considered a significant composer?
  3. How can understanding Shakespeare’s works and the experiences of people living during his lifetime help us understand ourselves and our world?

Due to its historical focus, stage-appropriate language features and dual function as a research pathfinder, this resource allows teachers to meet multiple English and History outcomes, while the inclusion of ICT and the cause-and-effect nature of this interactive narrative allows staff to link to a number of General Capabilities:

This digital narrative taps into what Figueiredo and Bidarra (2015, p.324) call the ‘ludic’ or game-based learning model and draws on students’ predilections towards digital, interactive media (Figueiredo & Bidarra, 2015, p.323; Skaines, 2010, p.100-104; Stepanic, 2022, p.2; Weigel, 2009, P.38). Introduced in the Immerse inquiry stage as a resource to assist student engagement and build background knowledge (Kuhlthau  et al., 2012, p.61-66, 70; Maniotes, 2017, p.8), its secondary purpose as a research pathfinder supports students as they move into the Explore, Identify and Gather stages of Guided Inquiry (Kuhlthau  et al., 2012, p.75-82, 93-98, 109-116; Maniotes, 2017, p.8-9).

Currently the summative assessment for this unit requires students to produce three diary entries from the perspective of someone living during Shakespeare’s time, to be viewed and marked by a teacher. The Shakespeare Chronicles provides a model for students to create their own digital narrative, supporting their digital literacy and social development in interesting and relevant ways with an authentic audience of peers to promote engagement (Dockter et al., 2010, p.419-420; Weigel, 2009, p.40). Multimodal aspects build understanding of life during Shakespeare’s time, supporting students’ use of visual and auditory imagery in their own writing and moving students from consumers to creators of content – a key element of digital literature (Morra, 2013, para.2; Kitson, 2017, p.66).

In designing this resource, I considered the questions posed by Reid (2013, p.41) to ensure my community’s learning needs were being met. EHS is a comprehensive, co-educational public school in South-West Sydney. Enrolments increased 10% in the 2016-2020 period, though decreased in 2021 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2021a). New housing developments changing our catchment demographics lowered our ICSEA score from 1017 in 2014 to 995 in 2021 (ACARA, 2021a). NAPLAN results are below average (ACARA, 2021b) while Sentral data shows increasing disengagement, with suspensions increasing 96.6% and expulsions 600% since 2014 (Sentral, 2021).

This digital narrative engages students visually and emotionally with the experiences of past people, supporting a variety of literacy needs and growing student independence (Foley, 2012, p.8; Cahill & McGill-Franzen, 2013, p.33, 35-36; Chooseco & Hoffman, 2016, para.8-9; Towndrow & Kogut, 2020, p.4, 14, 147-148). Access to 1:1 devices is limited to shared, bookable banks of often unreliable laptops or iPads, so the resource is accessible on a variety of devices (including student phones) via an easily shared Canva link and can be uploaded to subject learning platforms and the library website for future reference and to support social connection. While our students frequently engage with digital media, they often lack the skills to effectively navigate web content or critically evaluate online information; hyperlinked resources provide students with quality information to use in their own research. Teaching time is limited, as are student attention spans; a short narrative counteracts this peripatetic “grasshopper mind” (Weigel, 2009, p.38), though multiple pathways invite replay and continued enjoyment. Choice encourages interactivity and engagement (Hendrix, 2011, para.19, 29), aiming to overcome disengagement and encourage students to make personal connections with the content (Weigel, 2009, p.40; Bjørgen, 2010, p. 171; Hall, 2012, p.99; Lambert, 2012, p.37-38; Towndrow & Kogut, 2020, p.148).

 

 

Word count: 798

Reference list: https://thinkspace.csu.edu.au/allyoureadislove/2022/10/04/etl533-assessment-4-reference-list/

ETL533 6.2: Issues in Management

Do you know what type of lending models and licences are available for the distribution of literary resources? Have you considered the challenges involved for education/libraries with digital literature licensing agreements? What are some issues involved in DRM, and how can they best be handled?

Once upon a time before I began my teaching career in 2011 I was lucky enough to work at a bookstore. We sold physical books as well as CDs of audiobooks. Life was simple. Life was grand.

Technology has dramatically changed the publishing landscape and while increased accessibility and functionality are definite benefits to readers, new lending models, licences and DRMs have irrefutably complicated the situation for schools and libraries.

We currently pay over $3000 each year to provide our students access to a variety of e-books and audiobooks as part of the Wheeler’s consortium. While it was popular during the period of online learning, it’s less popular now and not exactly what I’d call cost-efficient. We’ve had students request certain books on the Wheeler’s e-platform, but the price of these digital resources is significantly higher than if we were to purchase a physical copy, and we lose access to the resource if we drop our subscription. We’re also having issues with security, since our shared iPads are logging in the first user and not allowing new students to login. If we move to another service we’d be faced with different licencing and DRM models. And if I encourage students to create their own personal accounts for services like Amazon Kindle, it’s wonderful that they can link their Goodreads account and become socially connected, but also problematic that their data is being tracked and potentially sold.

A few weeks ago I had one of our Learning and Support Teachers approach me about getting an audiobook for one of our year 8 teachers to play to her class while they read the physical novel, so that she could wander the room dealing with behaviour issues instead of being stuck reading to the class. Whaddayaknow – it was impossible to source a copy of this text as an audiobook! If we had, we’d have been faced with issues around access (what device to play it on? How long do we have access to it? Do we need a subscription?) and if we wanted to create our own audiobook of the teacher recording herself reading, we’d be in violation of copyright laws. Call me old-fashioned, but I just wanted a CD audiobook that the English staff could keep in their book room to accompany the class set of novels. 
Sometimes I really miss the good old days!

ETL533 4.2: Digital Tools

Why incorporate digital texts and storytelling into your programs? What new tools or approaches have you discovered that are interesting and worthwhile trying for you?

As a high school teacher with History and English classes, I’m always on the lookout for new ideas and resources that can enhance the my students’ engagement and learning. However, with so many options it can definitely be overwhelming for teachers to consider how to most effectively implement ICT and digital storytelling into their practice! I really enjoyed the questions presented by Reid (2013) which teachers should consider before embarking on this journey:

  • What do you want your e-book to do?
  • What kind of technology do you have access to?
  • What ratio of technology to students do you have?
  • What basic skills and knowledge do your students already have?
  • Which curriculum outcomes do you want your students to achieve?
  • What are the minimum expectations?

It’s crucial to consider these questions in order to ensure our use of digital storytelling and digital resources has a sound pedagogical foundation and avoids falling into the realm of the gimmicky, or being what the SAMR model designates as Substitution.

I’m really intrigued by the possibilities of digital poetry at the moment. One of my year 11 English Extension students has discussed the possibility of writing a suite of poetry for the Extension 2 course in Year 12, and I think that exploring this emerging form could be an exciting pathway for her. I also really like the idea of the digital interview suggested by Kolk (n.d.), which could fit our current year 7 English unit on Respecting Differences and support our students’ developing empathy.

 

Kolk, M. (n.d.). Six ways to implement digital storytelling. Retrieved from https://creativeeducator.tech4learning.com/2016/articles/six-ways-to-implement-digital-storytelling

Reid, K. (2013). Creating e-books in the classroom. In J. Bales (Ed.), E-books in learning – a beginner ‘s guide (pp. 37-43). Australia: Australian School Library Association.

ETL533 Assessment 2 Part B: Critical Reflection of Digital Literature Experiences

In the light of your readings and your experience of different digital literatures write a critical reflection which considers the following issues:
• What makes a good digital text, what counts as one, and what purpose do digital texts serve?
• Compare your experience of reading digital texts with reading print.
• Choose the digital text you most enjoyed and discuss how you might incorporate it into a program at your institution.

As my research into digital literature has progressed, my understandings have simultaneously narrowed and blurred regarding this nebulous topic. I have encountered numerous definitions, categories, and subcategories in my research, including the commonly repeated broad distinction between the digital and the digitised (Strickland, n.d., para. 3; Hayles, 2007, para.10; Bourchardon & Heckman, 2012, p.1; Heckman & O’Sullivan, 2018, para.4). 

Many attempts to define digital literature have focused on what it is not. For instance, electronic literature is not something that can be printed (Strickland, n.d., para.3; Sargeant, 2015, p.455; Wright, 2019, para.2), thereby excluding e-books which digitise existing print texts (Writerful Books, n.d., para.10) as ‘paper-under-glass’ texts (Allan, 2017, p.22) which, while popular with publishers, do not take advantage of many potential features offered by emerging digital platforms (McGeehan et al., 2018, p.62-63). However, excluding these texts from discussions about digital literature arguably ignores their popularity and potential as learning and engagement tools, especially in schools; after all, this unit is called ‘Literature in Digital Environments’ and not ‘Digital Literature’ for a reason, and it would be unwise to eliminate digitised texts from discussion altogether. I personally prefer to read digitised e-books due to the ability to increase font size and define unknown words, yet my favoured features were missing from many of the digital texts I’ve explored so far (Lysaught, 2022a).

Other definitions focus on common features of digital texts, such as their exploitation of digital characteristics (Bourchardon & Heckman, 2012, p.1), their inherent multimodality (Walker et al., 2010, p.219; Mills & Levido, 2011, p.80; Heckman & O’Sullivan, 2018, para.11) or the way they use interactivity and connectivity to position the audience in the process of either constructing meaning or constructing the text itself (Serafini, 2013, p.403; Walsh, 2013, p.181; Bell, 2016, p.295-296; Wall, 2016, p.35; Allan, 2017, p.23-24). These multidimensional features allow readers a different experience to that of reading a traditional unidimensional printed text, with some research suggesting that changes to reading speed and navigation in digital environments can affect comprehension and memory (Jabr, 2013, para.10, 20). Lending data and anecdotal discussions in my school suggest printed texts have maintained their top position as preferred reading materials amongst both staff and students, though this may have more to do with digital poverty, lack of exposure and competing distractions on devices than the potential offered by digital texts.

Another useful categorical framework I used to structured my reviews resulted from my early combination (Lysaught, 2022b, para.2-3) of Allan (2017, p.22-23) and Unsworth’s (2006, p.2-3) distinctions between recontextualised or digitised literary texts, enhanced app or electronically augmented texts, and ‘born digital’ texts. However, my increased exposure to digital literature revealed that often digital narratives defy simplistics attempts at categorisation, with all three reviewed texts blurring boundaries depending on whose definition one applied (Lysaught, 2022c, 2022d, 2022e).

Inspired by my reviewed texts, I decided to play with the multimodal potential offered by this blog to create a word-cloud of my notes so far. Several key ideas emerge, including: a focus on the relationship between readers, authors, teachers and the act of reading; the relationship between technology and meaning-making processes; and new literacies focused on mixed media and formats such as digital devices and internet platforms.

As a result of this research, I conclude that quality digital literature involves the interplay of three core elements: multimodality, interactivity, and connectivity (whether to the world or content of the text and/or to other users and platforms). Early attempts to construct an evaluative criteria (Lysaught, 2022f) have solidified into the criteria below:

😍 = yes, love it!

🤔 = hmm … somewhat?

👎 = not really/not evident

Arguably, defining digital literature is less important in school contexts than how it can be used to support the needs, interests and abilities of the school community. I discussed in each review how these texts could effectively support teaching and learning in my school community (Lysaught, 2022c, 2022d, 2022e). Early in my journey I posited that teacher-librarians could be invaluable in aligning new pedagogies with innovative digital narratives to support time-poor staff (Lysaught, 2022g, 2022b). Anecdotal evidence suggests that digital literature is a powerful tool for engaging students as readers (Lysaught, 2022h). Moving forward, I am interested in harnessing digital literature and its associated social networking to motivate reluctant students (Lysaught, 2022a) as part of my Year 7 Wide Reading Program.

 

 

747 words.

Reference list:

Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact? English in Australia, 52(2), 21-27.

Bell, A. (2016). Interactional metalepsis and unnatural narratology. Narrative, 24(3), 294-310.

Bourchardon, S., & Heckman, D. (2012). Digital manipulability and digital literature. Electronic Book Review.

Hayles, K. (2007). Electronic literature: What is it? https://www.eliterature.org/pad/elp.html

Heckman, D., O’Sullivan, J. (2018). Electronic literature: contexts and poetics. Literary Studies in the Digital Age: An Evolving Anthology.

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American.

Lysaught, D. (2022a, August 13). ETL533 3.2 Exploring digital forms. All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/13/etl533-3-2-exploring-digital-forms/

Lysaught, D. (2022b, August 7). ETL533 2.3: Challenges of using digital literature in the classroom. All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/07/etl533-2-3-challenges-of-using-digital-literature-in-the-classroom/

Lysaught, D. (2022c, August 28). ETL533 Assessment 2 Part A: Review 1 – Over the Top by The Canadian War Museum (n.d.). All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/28/etl533-assessment-2-part-a-review-1-over-the-top-by-the-canadian-war-museum-n-d/

Lysaught, D. (2022d, August 28). ETL533 Assessment 2 Part A: Review 2 – iPoe by iClassics Collection (2012-2015). All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/28/etl533-assessment-2-part-a-review-2-ipoe-by-iclassics-collection-2012-2015/

Lysaught, D. (2022e, August 28). ETL533 Assessment 2 Part A: Review 3 – Dracula Daily by Matt Kirkland (2021). All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/28/etl533-assessment-2-part-a-review-3-dracula-daily-by-matt-kirkland-2021/

Lysaught, D. (2022f, August 14). ETL533 Evaluating digital literature: Deeper considerations. All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/08/14/etl533-evaluating-digital-literature-deeper-considerations/

Lysaught, D. (2022g, July 19). ETL533 Evaluating digitally reproduced stories. All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/07/19/etl533-1-2-evaluating-digitally-reproduced-stories/

Lysaught, D. (2022h, July 25). ETL533 Assessment 1: Online reflective journal blog task. All you read is love. https://thinkspace.csu.edu.au/allyoureadislove/2022/07/25/etl533-assessment-1-online-reflective-journal-blog-task/

McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because it’s digital, doesn’t mean it’s good: Evaluating digital picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. https://doi.org/10.1080/21532974.2017.1399488

Mills, K.A., & Levido, A. (2011). iPed: pedagogy for digital text production. The Reading Teacher, 65(1), 80-91.

Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary digital picture books. Children’s Literature in Education, 46(4), 454-466.

Serafini, F., Kachorsky, D. & Aguilera, E. (2015). Picture books 2.0: Transmedial features across narrative platforms. Journal of Children’s Literature, 41(2), 16-24.

Strickland, S. (n.d.). Born digital. Poetry Foundation. https://www.poetryfoundation.org/articles/69224/born-digital

Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning. Routledge.

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 212-224). New York, NY: Routledge

Wall, J. (2016). Children’s literature in the digital world: how does multimodality support affective, aesthetic and critical response to narrative? by Alyson Simpson and Maureen Walsh. An extended abstract by June Wall. SCAN 35(3), 34-36.

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Wright, D. T. H. (2019, July 10). From Twitterbots to VR: 10 of the best examples of digital literature. The Conversation. https://theconversation.com/from-twitterbots-to-vr-10-of-the-best-examples-of-digital-literature-110099

Writerful Books (n.d.). New $10,000 digital literature award. https://writerfulbooks.com/digital-literature-award/

ETL533 Evaluating Digital Literature: Deeper Considerations

As I’m preparing to review my three chosen digital literature texts for Assessment 2, I thought it would be a beneficial exercise to reconsider how to evaluate digital literature in light of my developing understandings and ongoing research. 

So, what makes a good digital literature text?

To answer this question, I’ve examined some of the judging criteria for digital literary awards. Here’s a run-down of some of my findings:

  • Woollahra Municipal Council (n.d.) states that winners of its Digital Innovation category should be works “where digital technology is used in an innovative way to enhance written storytelling” and which “seamlessly integrate digital elements in the story in a new and dynamic way to generate mood, tone and genre.”
    • In the Judges Comments, one of the judges of the 2021 winner wrote: “the innovative elements included with the story aided my appreciation and enjoyment of the work. The idea that new digital technologies can be employed by writers presents them with a new balancing act. How do they introduce the right digital enhancements, ones that aid the reading experience, that support and expand the experience of imagining or understanding a story? […] The innovative aspects were relevant and exciting and seamlessly part of the story.” 
  • In their report on the 2016/2017 Queensland University of Technology Digital Literature Award, Writerful Books (n.d.) stated that “Works that demonstrate innovation and creativity in storytelling, combined use of media or interactive features will be highly regarded.” 
  • The Association for Library Service to Children (ALSC, n.d.) listed the following evaluation criteria for their Excellence in Early Learning Digital Media Award:
    • Effective utilization of selected platform(s)
    • Meets high aesthetic and technical standards
    • The skills required to navigate the media should be appropriate and suitably challenging for the intended audience
    • Facilitates active and creative use by children ages 2-8 in exemplary ways
    • Respects the early learning audience’s intelligence and imagination by offering a  rich and diverse experience
    • Allows for meaningful joint media engagement, co-viewing, shared play  experiences and/or guided play
    • Media reflects/embodies its stated mission and purpose
  • While the Electronic Literature Organization (2001) outlined the following criteria for its 2001 award: 
    • Innovative use of electronic techniques and enhancements.
    • Literary quality, understood as being related to print and electronic traditions of fiction and poetry, respectively.
    • Quality and accessibility of interface design.
    • Collections will be accepted if they are intended to be read holistically as a single work.

Conclusions:

This list is certainly not exhaustive, but I feel that they’ve helped me deepen my understanding of how to evaluate quality digital literature. The comments above support the idea that good digital literature includes texts where:

  • The form supports the function. Innovation should not be used in a gimmicky way; the digital format’s multimodality, interactivity and potential for further connection (to further information or other readers) should support the responder in understanding the key ideas of the text.
  • Responders are positioned not just as passive receivers of information, but as active participants in content and knowledge construction through the use of interactive, immersive and/or socially connected features.
  • Navigation is appropriate to the texts’ function and the abilities of the responder.

The transmedial features examined in Serafini et. al. (2015) also provide a useful framework for evaluating the multimodal aspects of digital literature:

  • Visual images
  • Sound effects, music, voice
  • Textual elements
  • Paratextual and peritextual elements
  • Navigational elements
  • Transitions

I would also argue that traditional concepts of quality literature (discussed previously) such as “superior or lasting artistic merit” or “high and lasting artistic value” still apply.

Likewise, in a school library digital literature resources can still be evaluated against selection criteria for traditional print texts which consider the resource’s relevance and suitability for a school’s learning community (discussed here and here):

  • Does the resource meet the needs and interests of students, staff and/or parents?
  • Does the resource have curriculum links? Can it be incorporated as a literary learning strategy?
  • Is the content of the resource appropriate to the developmental and ability levels of users?

Finally, I believe that logistics must also be considered when considering the use of digital literature resources in the context of a school library:

  • Cost
  • Storage
  • Access
  • Other required technology e.g. iPads, software downloads, headphones
  • Cataloguing and collection management
  • Data and privacy issues

 

 

 

Association for Library Service to Children [ALSC] (n.d.). Welcome to the Excellence in Early Learning Digital Media Award home page. https://www.ala.org/alsc/awardsgrants/bookmedia/EELDM

Electronic Literature Organization (2001). Judging criteria.

Serafini, F., Kachorsky, D. & Aguilera, E. (2015). Picture books 2.0: Transmedial features across narrative platforms. Journal of Children’s Literature, 41(2), 16-24.

Woollahra Municipal Council (n.d.). Woollahra Digital Literary Award. https://www.woollahra.nsw.gov.au/news/articles/newly-expanded-woollahra-digital-literary-award-calling-for-entries

Woollahra Municipal Council (n.d.). Past winners of the Woollahra Digital Literary Award: 2021 Winners. https://www.woollahra.nsw.gov.au/library/whats_on/digital_literary_award/past_winners

Writerful Books (n.d.). New $10,000 digital literature award. https://writerfulbooks.com/digital-literature-award/

ETL533 1.2: Evaluating Digitally Reproduced Stories

After completing the readings from Module 1.2, consider your understanding of ways of evaluating digital narratives in this forum. What are some similarities and differences you identify in the readings? What are the key elements involved in evaluating digital narratives? 

Digital narratives are, simply put, narratives that are told and/or originate in digital forms. Lamb (2011) identified 5 different types of electronic reading environments:

  • ebooks,
  • interactive storybooks,
  • reference databases,
  • hypertext and interactive fiction, and
  • transmedia storytelling.

This contrasts with Unsworth’s three main categories of electronic literature (cited in Walsh, 2013):

  • electronically augmented texts,
  • recontextualised literary texts, and
  • digitally originated texts (including eStories for early readers, linear enarratives, enarratives and interactive story contexts, hyptertext narratives, hypermedia narratives and electronic game narratives).

Clearly, the landscape for digital storytelling is quite complex!

However, Jabr (2013) identified several issues around the different ways we process and remember information on the screen versus on a page, noting that screens drain more of our mental resources and can be more difficult to navigate. Leu et. al. (2015) likewise noted that students’ online reading skills are often limited. McGeehan et. al. (2018) noted that despite the availability of varied, innovative digital features, many publishers fail to use them effectively or use them in ways which deepen conceptual knowledge. I would argue that effective incorporation of digital narratives therefore needs a two-pronged approach, relying on the production of quality, effective digital narratives (an aspect that is often in the hands of publishers) alongside the best-practice utilisation of these resources by teachers. As such, this could be a key area where qualified teacher-librarians could step in to serve their school community by aligning new pedagogies with innovative digital narratives to serve the needs of their students and staff.

When it comes to evaluating what counts as a quality digital narrative, I would argue that many of the criteria for selecting print resources still apply to digital texts: does this resource serve the learning and leisure needs and interests of our school community? However, there are added layers of logistical complexity when considering the incorporation of digital narratives into our school library collections, and teacher-librarians should also consider how they can store, access, and utilise these resources alongside budgetary concerns.

ETL505 Assessment 3 Part C: Genrefication Essay

The literature provides good arguments for arranging primary school library collections by genres. Is this also the case for high school library collections? Choose two of the advantages and disadvantages mentioned in the literature and critically discuss these in relation to arranging a high school library collection by genres.

When deciding to genrefy a high-school library’s collection, teacher-librarians should consider the multiple roles a library performs within a school community, the specific needs of their adolescent users, and which aspects of genrefication (if any) best suit these purposes and user needs. While genrefication has gained popularity amongst practitioners for its ability to increase circulation and promote lifelong reading habits, issues around logistics and lack of standardised organisation remain.

Genrefication is a relatively new topic in information sciences (Outhouse, 2017, p.43). Broadly speaking, genrefication constitutes organising resources by a system other than the traditional Dewey Decimal Classification (DDC) (Outhouse, 2017, p.44). Organisation can be based on resources’ formats, literacy levels, subject headings (such as those assigned by SCIS), or literary genres (Wall, 2019, p.11). Genrefication exists on a spectrum, from labelling books in their original DDC location, to separating ‘mini-collections’ in distinct displays, to completely reorganising the layout and position of resources (National Library of New Zealand, n.d., para.33-36; Gray, 2019, p.25; Wall, 2019, p.11). There is also an imbalance in the treatment of fiction and non-fiction collections in genrefication discussions, with greater emphasis on its benefits to fiction collections (Wall, 2019, p.11).

School librarians espouse numerous benefits to genrefying their collections. Increased circulation statistics are cited as one crucial benefit (Gray, 2019, p.18-22). Many practitioners claim that genrefication has made their collections more accessible and more appealing (Davenport, 2017, p.7; Dawson, 2019, p.23; Mathur, 2019, p.6; Wall, 2019, p.14; Davenport, 2021, p.12). Hider (2018, p.24) argues that effective information resource description should help users obtain information, and librarians should therefore understand their users’ specific needs. In high-schools, when student pleasure-reading declines (Dickenson, 2014, p.10), genrefying fiction can be a game-changer. Many teenagers prefer to browse to find interesting and relevant resources (Bessman Taylor et. al., 2019, p.862); therefore, organising fiction according to similar subjects or themes is a useful way to promote positive reading habits in adolescents. Pleasure-reading has numerous academic and social benefits which overcome socio-economic disadvantage (Krashen, 2011, p.1-9), and research shows that access to reading materials increases adolescents’ reading motivation (Manuel and Carter, 2015, p.126). Therefore, genrefication supports adolescent information behaviours, encouraging browsing and selection of resources relevant to their needs, interests, and abilities.

While reading promotion is one aspect of high-school librarianship, promoting information literacy is also crucial. Forsaking standardised methods of organisation like the DDC is a frequent objection to genrefication (Gray, 2019, p.23; Wall, 2019, p.13) since students require the skills to navigate standardised systems utilised by most libraries worldwide. Greater emphasis is placed on genrefication’s benefits to fiction than on non-fiction collections, possibly because the DDC already groups similar resources by discipline to facilitate browsing (Hider, 2017, p.193). However, Outhouse (2017, p.36) argues the DDC is not a browsable system for today’s students due to its technical nature. The DDC has been described as a ‘secret code’ that students today do not understand (LaGarde, 2018, para.10). Outhouse (2017, p.41-42) argues that one of the DDC’s faults is that it is difficult for young children to search effectively due to its reliance on mathematical knowledge and seemingly unrelated subject order; high-school students with poor numeracy or pre-existing negative perceptions about the library would likewise be frustrated by its complicated numerical classification system. Some high-school teacher-librarians have therefore partially genrefied their non-fiction resources to support specific subject areas such as English, or to support specific groups of students, such as senior students (Dawson, 2019, p.23).

One frequently cited disadvantage of genrefication relates to the logistics of such reorganisation. Rearranging sections of a collection, let alone the entire library, takes time, effort, money, and training to ensure effective organisation and cataloguing of the changes (Gray, 2019, p.24; Mathur, 2019, p.6; Wall, 2019, p.14). However, LaGarde argues that if we value improving our users’ reading experiences and volume, then genrefication is worth prioritising (2018, para.26). Yet it must be stated that by replacing the ‘secret code’ of the DDC with genre classifications such as those assigned by SCIS, teacher-librarians might just be replacing one code with another, and replacing the standardised DDC subject groupings with another, non-standardised genre grouping (such as SCIS categories) might not suit all texts and users (Hamm, 2019, para.1; Wall, 2019, p.14), especially considering recent trends towards genre-blending (Barone, 2010, p.15-17). The ongoing flexibility needed to maintain a genrefied collection and keep it up-to-date with teen reading needs and expectations might be more than some teacher-librarians are willing or capable of providing.

Teacher-librarians considering genrefying their own collections should thus weigh the benefits to their specific clientele against the logistical realities of such an undertaking. They may choose to genrefy ‘mini-collections’ or to label resources in their current DDC position, using SCIS categories and user input as a guide. Ultimately teacher-librarians must use their technical expertise alongside their knowledge of their specific users’ needs, abilities, and interests to make the right decision for their context.

 

Reference List

Barone, D. M. (2010). Children’s literature in the classroom: Engaging lifelong readers. Guildford Publications.

Bessman Taylor, J., Hora, A., Steege Krueger, K. (2019). Self-selecting books in a children’s fiction collection arranged by genre. Journal of Librarianship and Information Science, 51(3), 852-865. https://doi.org/10.1177/0961000617743088

Davenport, S. (2017). Genrefying the fiction collection. Connections, 102(3), 6-7. https://www.scisdata.com/media/1511/connections102.pdf

Davenport, S. (2021). Genrefication 3.5 years later: Reflections. Connections, 117(2), 12-13. https://www.scisdata.com/media/2283/scis_connections_117_web.pdf

Dawson, T. (2019). Genrefying nonfiction at Parkes High School. Scan, 38(2). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/make-a-difference-mad-spotlight-on-teacher-librarians#tabs1

Dickenson, D. (2014). Children and reading: literature review. University of Western Sydney, Australian Government, and Australia Council for the Arts.

Gray, M. (2019). Genre fiction collections in Australian school libraries. Scan, 38(10). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genre-fiction-collections-in-australian-school-libraries

Hamm, S. (August 5, 2019). Why I chose not to genrify the fiction section. Teen Services Underground [blog]. https://www.teenservicesunderground.com/why-i-chose-not-to-genrify-the-fiction-section/

Hider, P. (2018). Information resource description: Creating and managing metadata (2nd ed.). London: Facet.

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

LaGarde, J. (October 24, 2018). Genrefying your collection without changing call numbers. The Adventures of Library Girl [blog]. https://www.librarygirl.net/post/genrefying-your-collection-without-changing-call-numbers

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers’ reading practices and preferences. Australian Journal of Language and Literacy 38(2), 115-128.

Mathur, P. (2019). Genrefication @ The Kings’ School Senior Library. Scan, 38(9). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genrefication—the-kings-school-senior-library

National Library of New Zealand (n.d.). Arranging library fiction by genre. https://natlib.govt.nz/schools/reading-engagement/libraries-supporting-readers/arranging-library-fiction-by-genre

Outhouse, A. R. K. (2017). Genrefication: Introducing and explaining the exponential trend in public and school libraries. https://cdr.lib.unc.edu/concern/masters_papers/kk91fq479

Wall, J. (2019). Genrefication in NSW public school libraries: A discussion paper. Scan, 38(10). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genrefication-in-nsw-public-school-libraries

ETL505 4.2: Subject Heading Lists

Perform some subject searches on the Library of Congress catalogue, by choosing ‘Browse’ and using the ‘SUBJECTS beginning with’ option.  Conduct a search for any term, such as ‘Cats’ or ‘Libraries’.  You will see a list of headings, with the subject terms on the left and the type of subject heading on the right.  Check those to identify which headings are Library of Congress subject headings.

Note how many headings are ‘strings’ of terms.  Can you interpret them correctly?  Click through various headings to the records that include them, and see if the resources are the kind that you were expecting.

Log into SCISData, choose the SCIS Catalogue, then search by ‘Subject’ repeating some of the searches you did in the Library of Congress catalogue.  Again you will be taken to lists of headings.  Those identified as SCIS subject headings are the ones you are looking for.  What similarities and differences to LCSH have you noticed?

I initially did a Library of Congress search for ‘dogs’, and as Lisa said, there were so many results to the point where it was almost overwhelming.

I then did a search for ‘Pompeii’, where I found the subject headings and strings to be more useful and not quite as overwhelming (perhaps because there’s not as many terms/resources?). I could see this being a useful search strategy to narrow down relevant resources:

When I clicked on the subject heading ‘Pompeii (Extinct city)–Civilization, it brought up the 13 resources relevant to this topic. I found it interesting that when I typed the terms ‘Pompeii civilisation’ directly into the search bar it took me straight to one resource rather than bringing up all the resources that were listed under the subject heading, while the search terms ‘Pompeii civilization’ showed 81 search results. Clearly it’s not a perfect system and the differences in language (e.g. US spelling vs. Australian spelling) create issues. However, I still think that it’s a useful tool for when we need to find information on a particular subject.

I clicked on Joanne Berry’s book “The Complete Pompeii” and saw that there were three different LC subjects assigned to it, which would also be useful for someone looking to find other related relevant resources.

When I conducted the same search on SCIS, there were fewer results but they seemed more relevant to a school search:

To further test the functionality of these subject headings, I then tried a search for the books based on the stories created by Critical Role. This created an extra layer of difficulty for the cataloguers, since these comics are a) based on a Dungeons and Dragons Twitch game, so not exactly traditional media; and b) created by a group of actors before being c) adapted into comic book form. When I searched the LC subject heading ‘Dungeons and Dragons (Game)–Fiction’ a number of titles came up, including one title relating to the Critical Role universe: ‘Kith and Kin’. However, none of the actors in the original Twitch game are listed as authors; considering most fans of this show would search for resources using the names of the original actors/creators, this might make it difficult for users to find this resource. In SCIS the same author issues arose; for one resource the actor who created the world and ran the original game the stories are based on (Matthew Mercer) is listed as a contributor, while for another he’s not listed at all, despite being the first name on the cover:

Plus, neither Dungeons and Dragons nor Critical Role are listed as subject headings!

I guess it just goes to show how complicated cataloguing is, and despite the best intentions of the people designing these systems, sometimes (perhaps due to lack of familiarity or new forms which defy traditional standards) they’ll create a catalogue record which is unlikely to be easily found by users who aren’t familiar with cataloguing standards. It’s another reason why it’s so important to have trained teacher librarians recognised as information specialists in schools!

ETL505 2.1: Digital Libraries – Organising Digital Content for Schools

Consider how a school might organise digital content.

For a high school library, I feel like the following might be important to consider when organising digital content:

  • student literacy needs
  • student attention span
  • student access to technology
  • student ability to navigate online spaces
  • student information behaviours (sadly they often take the easy, convenient way out)
  • student information needs (such as for specific subjects or assessments)

Due to this, a school’s digital collection should be organised with accessible language and formatting, in a visually appealing manner. Visuals such as book covers could support simple summaries of the text, while simple bibliographic details and subject headings could help users determine whether content is relevant to them or not. For instance, most students probably wouldn’t select a resource based on its size or page numbers. I think that having groups of similar resources would be an effective way of organising digital content for students who are looking for quick fixes with their research. Teacher librarians, working alongside classroom teachers, could curate reading lists for specific assessments which can help students navigate their way through the digital catalogue, and TLs should teach specific strategies (such as boolean operators, filters) to help students access and find relevant, quality information. Access to these digital libraries should be provided within the library and promoted to the school community to ensure students can independently access these resources in their classrooms and, where possible, at home.

ETL503 Assessment 2 Part B: Reflective Practice

A school library without an effective collection is like a body without a working heart. Just as our hearts pump vital blood to our organs, the school library collection – developed and maintained by a qualified, perceptive, and vigilant teacher-librarian – ensures our learning communities get what they need to function and thrive.

The collection is so crucial to the library that the concept of a library is almost synonymous with its resources (Fieldhouse & Marshall, 2011, p.3). As information specialists, it is essential for teacher-librarians to provide balanced collections which serve the educational, socio-emotional, and recreational needs of our communities through the provision of relevant, accessible physical and digital resources. By providing equitable access to our collections, school libraries safeguard the right of users to seek, receive, and impart information (United Nations 1948, Article 19; South Australia Department of Education, 2020, p.2). Like many of my peers, I was shocked at the different types of censorship affecting libraries (Hilzinger, 2022, January 10; Abed Ali, 2022, January 12). We must be acutely aware of our own biases when managing our resources and resist attempts by others to censor our collections (Morrisey, 2008, p.165; Evans & Saponaro, 2012, p.306).

ETL503 exposed the complex paradigms underpinning the various approaches to collection management. The teacher-librarian in the Collection-Centred Model amasses resources “just in case” (Hughes-Hassell & Mancall, 2005, p.6). Conversely, the Learner-Centred Model and Collaborative Access Model create “just in time collections and position teacher-librarians as guides ensuring equitable, user-friendly access to materials serving user needs (Hughes-Hassell & Mancall, 2005, p.9, Crawford et. al, 2020, p.2). Yet patron-driven models, while increasing user connection to library resources, potentially lead to unbalanced collections where popular titles are prioritised over quality or curriculum resources (Fleishhacker, 2017, p.26, 31).

Therefore, in a rapidly changing information landscape and with increasing budget pressures, it is important for teacher-librarians to future-proof our collections through continual evaluation, ensuring a balance between “just in case” and “just in time” as well as popular and quality resources, and to extend our collections through the provision of curated digital resources and interlibrary loans (Evans & Saponaro, 2012, p.83; Albitz et. al., 2014, p.267; Gregory, 2019, p.9, 37). We must think carefully about the ongoing selection, acquisition, and promotion of our collections (Keeling, 2019, p.4) to ensure we combat overt and covert censorship and meet the ever-changing educational, cultural, recreational, and professional needs of our students (NSW Department of Education, 2017, p.8). Clearly, being an effective teacher-librarian is about so much more than just buying the books we love!

If a library without an effective collection is like a body without a heart, then a collection without a development or management policy is like a body without a brain. Just as the brain co-ordinates the body’s actions, so too does a collection development policy guide the library’s effective operation. A well-written manual with clear policies and procedures is essential for ensuring best practice and effective delivery of relevant, accessible resources and services for the library community (Australian Library an Information Association [ALIA], 2017, p.4).

Early in this course I learned that while collection management and collection development are often used synonymously, they can also refer to separate concepts (Lysaught, 2021a, para.3-4):

(Johnson, 2018, p.1; Gregory, 2019, p.xiv).

Gregory argues that effective collection development policies have three main purposes: to inform, direct, and protect (2011, p.31). Fieldhouse & Marshall extend on this, stating that effective collection development policies function as a ‘contract’ between the library and its community, and are powerful advocacy tools which inform users, guide administration, and justify funding decisions (2011, p.165-166). While Newsum argues that collection development is the teacher-librarians’ exclusive responsibility (2016, p.101), others argue that collection policies are most effective when planned and implemented democratically (Oberg & Schultz-Jones, 2015, p.34; Johnson, 2018, p.83). I believe that while the final responsibility lies with the teacher-librarian as qualified expert, libraries should be as democratic as possible (Lysaught, 2021b, para.14). A collaboratively designed collection policy is an important public relations tool which encourages ownership, understanding, and support from the school community regarding the library’s role, resources, and processes (Kimmel, 2014, p.70). It is crucial that school libraries have strong policies supported by their local community and colleagues (Lysaught, 2022a, January 17). Without them, a library and its resources are vulnerable to misuse and misunderstanding, exposed to challenges, and overall likely to be less effective at meeting users’ needs and interests.

When I inherited the library, the collection was damaged, outdated, and irrelevant (Lysaught, 2022b, para.4). Like many of my peers, there was no Collection Development Policy (Gemell, 2021, December 27; Losanno, 2022, January 1) and as a result the collection was not effectively meeting user needs (Lysaught, 2022b, para.3). The understandings developed during this unit assisted me in conducting my first ever Stocktake (Lysaught, 2022c, para.4), and helped me weed many resources that no longer met the needs and interests of our users (Lysaught, 2021b, para.10).

This is what happens when library hygiene is neglected – we have a collection in desperate need of a weed!

Moving forward, I intend to engage in the Continuous Review, Evaluation and Weeding cycle outlined by Larson (2012, p.13). Library hygiene is a key element of our role as information specialists (Fieldhouse & Marshall, 2011, p.36; Newsum, 2016, p.201). Just as we need to keep our hearts in shape, so too must we ensure that our collections are in shape via continuous needs assessment, evaluation, selection, acquisition, and promotion (Kimmel, 2014, p.17; Johnson, 2018, p.122). I’ve already created a draft selection criteria to help with ETL503 Assessment 1 (Lysaught, 2022b). One of my first priorities in 2022 will be to create a Library Committee where students and staff come together to collaboratively plan, implement, and promote our policy and resources (Lysaught, 2021b, para.12). Once our collection development and management policies are ratified, I intend to present the information to the whole staff body – though making it accessible and entertaining will likely prove to be a challenge (Lysaught, 2022d, January 14; Oddone, 2022, January 23)! By creating a collection development and management policy in partnership with my community, I hope to protect our collection against changes to user interests and needs, to the information landscape, and to the curriculum by planning for continual evaluation and improvement. To quote the well-known adage, if we fail to plan, then we plan to fail!

 

Word count: 1043

 

Bibliography:

Abed Ali, K. (2022, January 12). RE: Key takeaway from your readings on censorship [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&conf_id=_115077_1&forum_id=_260201_1&message_id=_3899339_1&nav=discussion_board_entry

 

Albitz, B., Avery, C., & Zabel, D. (Eds.). (2014). Rethinking collection development and management. ABC-CLIO, LLC.

 

Australian Library and Information Association [ALIA]. (2017). A manual for developing policies and procedures in Australian school library resource centres (2nd edition). Australian Library and Information Association.

 

Crawford, L. S., Condrey, C., Avery, E. F., & Enoch, T. (2020). Implementing a just-in-time collection development model in an academic library. The Journal of Academic Librarianship 46(2), p.102101.

 

Evans, G. E., & Saponaro, M. Z. (2012). Library and information science text : Collection management basics. ABC-CLIO, LLC.

 

Fieldhouse, M., Marshall, A. (2011). Collection development in the digital age.

 

Fleishhacker, J. (2017). Collection development. Knowledge Quest, 45(4), 24–31.

 

Gemell, L. (2021, December 27). RE: Editing a collection development policy [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&nav=discussion_board_entry&conf_id=_115077_1&forum_id=_260200_1&message_id=_3853862_1

 

Gregory, V. L. (2011). Collection development and management for 21st century library collections : An introduction. American Library Association.

 

Hilzinger, C. (2022 January 10). RE: Key takeaway from your readings on censorship [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&conf_id=_115077_1&forum_id=_260201_1&message_id=_3899339_1&nav=discussion_board_entry

 

Hughes-Hassell, & S., Mancall, J. C. (2005). Collection management for youth: responding to the needs of learners. American Library Association.

 

Johnson, Peggy (2018). Fundamentals of collection development and management. ALA Editions.

 

Keeling, M. (2019). What’s new in collection development? Knowledge Quest 48(2), 4-5.

 

Kimmel, S. C. (2014). Developing collections to empower learners. American Library Association.

 

Larson, J. (2012). CREWing children’s materials. In CREW: a weeding manual for modern libraries, (pp. 33-36), Austin, TX: Texas State Library and Archives Commission.

 

Losanno, J. (2022, January 1). RE: Editing a collection development policy [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&nav=discussion_board_entry&conf_id=_115077_1&forum_id=_260200_1&message_id=_3853862_1

 

Lysaught, D. (2021a, November 15). ETL503 1.1 definition of collection management and collection development. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2021/11/15/etl503-1-1-definition-of-collection-management-and-collection-development/

 

Lysaught, D. (2021b, November 22). ETL503 2.1 developing collections. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2021/11/22/etl503-2-1-developing-collections/

 

Lysaught, D. (2022a, January 17). RE: Editing a collection development policy [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&conf_id=_115077_1&forum_id=_260200_1&message_id=_3900966_1&nav=discussion_board_entry

 

Lysaught, D. (2022b, January 14). ETL503 6.1 editing a collection development policy. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2022/01/14/etl503-6-1-editing-a-collection-development-policy/

 

Lysaught, D. (2022c, January 6). ETL503 5.1 methods of collection analysis. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2022/01/06/etl503-5-1-methods-of-collection-analysis/

 

Lysaught, D. (2022a, January 14). RE: Editing a collection development policy [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&conf_id=_115077_1&forum_id=_260200_1&message_id=_3900966_1&nav=discussion_board_entry

 

Morrisey, L. J. (2008). Ethical issues in collection development.Journal of Library Administration, 47(3-4), 163-171.

 

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109.

 

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.),  (pp. 33-34). Den Haag, Netherlands: IFLA.

 

NSW Department of Education [NSW DoE] (2017). “Handbook for School Libraries. https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/your-library

 

Oddone, K. (2022, January 23). RE: Editing a collection development policy [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58478_1&conf_id=_115077_1&forum_id=_260200_1&message_id=_3899262_1&nav=discussion_board_entry

 

South Australia Department of Education. (2020). Selecting and using resources for educational purposes guideline. https://www.education.sa.gov.au/doc/selecting-and-using-resources-educational-purposes-guideline

 

United Nations (1948). Universal Declaration of Human Rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights

ETL402 Assessment 2 Part B: Reflective Blog Post

ETL402 has greatly expanded my understanding of how children’s literature is more than a literacy tool only useful in the English classroom. This unit has built on the knowledge I’ve developed over the last 10 years as an English/History teacher and expanded my understanding of new literacies and text types that have evolved (largely due to new technologies) since I finished my Master of Teaching in 2011.

Literary learning – teaching curriculum content through literature – is a powerful tool to develop students’ multiliteracies. In a changing information landscape, it is crucial that we develop multiliterate students who are flexible, have the skills to reformulate knowledge and practice, and can make meaning via multiple modes and formats (Anstey & Bull, 2006, p.19-21; Gorgon & Marcus, 2013, p.42). Sometimes as classroom teachers we can get stuck in a rut and it’s hard to find the time to explore new developments. ETL402 exposed me to new, exciting text types such as digital narratives (Lysaught, 2022a, para.4-6) and emphasised that teacher-librarians, acting as a mediators for time-poor classroom teachers, should seek out, explore, and curate useful resources to ensure that our colleagues have the best tools possible to teach our students (Braun, 2010, p.47; Lysaught, 2022b, para.6).

While many ETL401 readings emphasised that libraries were about more than just books (Lysaught, 2021a, para.8-9; Lysaught, 2021b, para.7-8, 15), ETL402 reminded me about reading’s importance and the value of literature across the curriculum (Lysaught, 2021c, para.1, 5). Like my peers (Poyitt, 2021, para.1), it troubles me that so many teens I work with simply don’t read. ETL402 made me question my own practices, preferences, and habits (Lysaught, 2021e, para.1-2). Many readings and discussions explored the reasons why people read or don’t, leading me to create these infographics:

These readings gave me valuable insights and inspiring strategies to inform my future practice as I work towards building a whole-school reading culture (Fulton, 2021, para.1; Shaw, 2021, para.2-9; Lysaught, 2022b, para.5; Lysaught, 2022c, para.2-3; Lysaught, 2022d, para.4-6). Literary learning is a particularly exciting way to build whole-school reading culture which I plan to implement to benefit my school community, as summarised in my infographics which I plan to share with my colleagues:

Moving forward, I understand that as information specialist, curriculum leader, and literacy expert, I should:

  • Offer professional development opportunities for staff wishing to engage their students with literary learning;
  • Collaboratively plan for the implementation of literary learning with classroom teachers;
  • Implement literary response strategies with my own classes and support colleagues’ implementation e.g. Book Bento Boxes, Literature Circles;
  • Curate appropriate resources to support staff and student needs and interests;
  • Encourage further investigation and continued pleasure reading with a diverse, relevant, accessible collection;
  • Effectively display and promote relevant materials as well as successful literary learning units via parent bulletins, social media, staff meetings, and school reports;
  • Work with other stakeholders (e.g. Head Teacher Teaching and Learning, Literacy Committee Co-ordinator) to collect and analyse data determining the efficacy of literary learning;
  • Draw upon the expertise and strengths of numerous staff to build a more effective whole-school reading culture which supports students’ personal and academic needs;
  • Be responsive to the changing information landscape, time-pressures, and other issues (e.g. Covid restrictions) which may hinder implementation of collaborative practice

 

Bibliography:

Allington, R. L., & Gabriel, R. E. (2012). Every child every day. Educational Leadership, 69(6), 10-15.

Anstey, M., & Bull, G. (2006). Chapter 2: Defining multiliteracies. In M. Anstey & G. Bull (Eds.) Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association.

Barone, D. M. (2010). Children’s literature in the classroom: Engaging lifelong readers. Guildford Publications.

Braun, P. (2010). Taking the time to read aloud. Science Scope, 34(2), 45-49.

Brugar, K. A., & McMahon Whitlock, A. (2019). “I like […] different time periods:” elementary teachers’ uses of historical fiction. Social Studies Research and Practice 14(1), 78-97.

Carrillo, S. (2013, June 14). The power of a single story. Facing History & Ourselves. https://lanetwork.facinghistory.org/the-power-of-a-single-story/

Combes, B., & Valli, R. (2007). Fiction and the twenty-first century: A new paradigm? Paper submitted to Cyberspace, D-world, e-learning. Giving schools and libraries the cutting edge, 2007 IASL Conference, Taipei, Taiwan.

Daley, P. (2014, November 6). Anzac and Gallipoli are the novelist’s terrain as much as the historians. The Guardian. https://www.theguardian.com/books/australia-books-blog/2014/nov/06/-sp-anzac-gallipolli-novelists-terrain-as-much-as-historians

Dickenson, D. (2014). Children and reading: literature review. University of Western Sydney, Australian Government, and Australia Council for the Arts.

Donnelly, D. (2017). Multi-platformed historical fiction: Literacy, engagement and historical understanding. SCAN 36(3), 43-47.

Earp, J. (2015, March 3). The power of a good book. Teacher. https://www.teachermagazine.com/au_en/articles/the-power-of-a-good-book

Fulton, A. (2021, November 17). Re: 1.2: Affirmative action – examples of practice [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&conf_id=_115076_1&forum_id=_259135_1&message_id=_3855912_1&nav=discussion_board_entry

Gaiman, N. (2013, October 16). Why our future depends on libraries, reading and daydreaming. The Guardian. https://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming

Gorgon, B. & Marcus, A. (2013). Lost in transliteracy: How to expand student learning across a variety of platforms. Knowledge Quest, 41(5), 40-45.

Howard, V. (2011) the importance of pleasure reading in the lives of young teens: Self-identification, self-construction and self-awareness. Journal of Librarianship and Information Science, 43(1), 46-55. https://doi.org/10.1177/0961000610390992

Ipri, T., & Newman, B. (2017). Beginner’s guide to transliteracy: Where did the term transliteracy come from? Libraries and Transliteracy. https://librariesandtransliteracy.wordpress.com/beginners-guide-to-transliteracy/

Jorm, M. & Robey, L. (2020, December 7). Libraries as literacy leaders. National Education Summit. https://nationaleducationsummit.com.au/new-blog/librariesasliteracyleaders

Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science 342(6156), 377-380.

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

Lysaught, D. (2021a, July 19) ETL401 assessment 1: What is the role of the teacher librarian? All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2021/07/19/etl401assessment1/

Lysaught, D. (2021b, August 29) ETL401 3.2 the role of the teacher librarian: LIBERating our perceptions.  All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2021/08/29/3-2-the-role-of-the-teacher-librarian-liberating-our-perceptions/

Lysaught, D. (2021c, July 19) ETL402 half-session reflections: The function of historical fiction in secondary schools. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/category/etl402/

Lysaught, D. (2021d, December 26) ETL402 3.1 strategies to leverage a love of reading. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2021/12/26/etl402-3-1-strategies-to-leverage-a-love-of-reading/

Lysaught, D. (2021e, December 31) Top reads 2021. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2021/12/31/top-reads-2021/

Lysaught, D. (2022a, January 3) ETL402 5.1 practical idea and digital text to support literary learning. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2022/01/03/etl402-5-1-practical-idea-and-digital-text-to-support-literary-learning/

Lysaught, D. (2022b, January 10) ETL402 6.1-2 teaching and promotion strategies for using literature. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2022/01/10/etl402-6-1-2-teaching-and-promotion-strategies-for-using-literature/

Lysaught, D. (2022c, January 17) ETL402 6.3 responding to literature: The read aloud. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2022/01/17/etl402-6-3-responding-to-literature-the-read-aloud/

Lysaught, D. (2022d, January 17) ETL402 6.2 curriculum-based literary learning: Year 9 English power and freedom. All You Read Is Love.

https://thinkspace.csu.edu.au/allyoureadislove/2022/01/17/etl402-6-2-curriculum-based-literary-learning-power-and-freedom/

Manuel, J., & Carter, D. (2015). Current and historical perspectives on australian teenagers’ reading practices and preferences. Australian Journal of Language and Literacy 38(2), 115-128.

Poyitt, B. (2021, November 29). Re: 1.2: Affirmative action – examples of practice [Online discussion comment]. Interact 2.

https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&conf_id=_115076_1&forum_id=_259135_1&message_id=_3855912_1&nav=discussion_board_entry

Rodwell, G. (2019). Using fiction to develop higher-order historical understanding. In T. Allender, A. Clark & R. Parkes (Eds.), Historical thinking for history teachers: A new approach to engaging students and developing historical consciousness (p.194-207). Allen & Unwin.

Shaw, B. (2021, December 22). Re: 3.1: Strategy to leverage a love of reading [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&nav=discussion_board_entry&conf_id=_115076_1&forum_id=_259138_1&message_id=_3855937_1

Smith, A. K. (2019, October 14). Literature has the power to change the world. Here’s how. Books At Work. https://www.booksatwork.org/literature-has-the-power-to-change-the-world-heres-how/

Stower, H. & Waring, P. (2018, July 16). Read like a girl: Establishing a vibrant community of passionate readers. Alliance of Girls Schools Australia. https://www.agsa.org.au/news/read-like-a-girl-establishing-a-vibrant-community-of-passionate-readers/

Taylor, T., and Young, C. (2003). Making history: a guide for the teaching and learning of history in Australian schools. Curriculum Corporation.

Wadham, R. L., Garrett, A. P., Garrett, E. N. (2019). Historical fiction picture books: the tensions between genre and format. The Journal of Culture and Values in Education 2(2), 57-72.

Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research 2(4), 48-64.

Wu, Y., Mallan, K., & McGillis, R. (2013). Reimagining the world: Children’s literature’s responses to changing times. Springer.

Young, S. (2012). Understanding history through the visual. Language Arts 89(6), 379-395.

 

 

Creative Commons License The infographics in this post are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ETL402 6.1-2 Teaching and Promotion Strategies for Using Literature

Reflect on your personal theoretical stance on the teaching of literature and how this is evidenced in your practice.

Reflect on your own and your professional colleagues’ knowledge of literature. Identify an occasion when you successfully connected a book with a child or group of students and how your knowledge of the book facilitated this process. Identify possible opportunities for a teacher librarian to respond to this research within the library and beyond to support teacher colleagues.

There are three theories regarding the teaching of literature. Transmission theories posit that the teacher transmits learning to the students, who are empty vessels willingly waiting to receive this information. While this approach can be useful for the direct, explicit instruction of certain aspects of literature (e.g. the definition of a literary device) the focus on the teacher at the expense of student involvement can limit engagement and higher order thinking. Student-centred theories put the focus back on students, allowing them greater control over their learning and thus more motivated to learn. However, student-centred theories are not without their flaws, since they fail to account for the social aspects of learning. Socio-cultural theories of learning fill this gap, arguing that learning takes place within specific social contexts and to serve specific needs. 

In my own teaching practice there is a definite focus on socio-cultural theories. Student ownership and engagement, adjustments to their zone of proximal development, and building strong relationships within the learning community of our classroom have been key elements that I have tried to implement in my own practice over the past decade. As such, I have been a strong proponent of literature circles in my time as an English teacher and have found that they can elevate the quality of literary understanding. This module has explored some other interesting strategies, some of which I’ve heard about before, some of which are new. I’m inspired to try a number or adjust of them in the context of the new understandings I’ve developed as a result of this unit: 

  • Publishing staff and student works in a school magazine (Reading Today [RT], 2010)
  • Writing competitions supporting curriculum outcomes (RT, 2010)
  • Silent and wide reading activities (Krashen, 2011; Fisher & Frey, 2018)
  • Read-alouds (Krashen, 2011; Jewett et. al., 2011)
  • Book displays (Krashen, 2011)
  • Food incentives (Krashen, 2011; Jewett et. al., 2011)
  • Recommendations or ‘blessed books’ (Krashen, 2011; Jewett et. al., 2011; Fisher & Frey, 2018)
  • Book clubs involving respected staff to model positive reading habits (Beach et. al., 2011; Jewett et. al., 2011; Fisher & Frey, 2018)
  • Book bento boxes (Bales, 2018)

I think that it is crucial for teachers to have a strong knowledge of children’s and young adult literature. However, the increasingly complex nature of teaching and escalating workloads often mean that staff have little time to read widely in these formats. This is where a well-read teacher librarian who prioritises this activity can show their value and provide displays and book lists to enable staff and students to make effective reading choices. Indeed, it is impossible to read all potentially engaging texts on one’s own, and this is where recommendations by trusted content creators such as Facebook book clubs, librarians on Instagram, GoodReads, practitioner blogs, and other publishers come in handy. Following hashtags such as #LoveOzYA, #booktok, and #WeNeedDiverseBooks can also benefit time-poor teachers looking to connect their students with meaningful, relevant literature.

Last year I can think of three separate occasions where I was in a position to have a positive impact on the reading choices of my students. The first was a Year 9 student who is already a voracious reader and had just devoured the Scythe series; I recommended the Obernewtyn Chronicles and the Throne of Glass novels, both of which spurred entrance into an additional fandom for this student. The second was a student in Year 7 who was looking for something to read for the Premier’s Reading Challenge. After a quick conversation I ascertained that her interests might be excited by Westerfeld’s Leviathan series, which presents an alternative steampunk version of WWI from the perspectives of a girl disguised as an British airman and the exiled son of the assassinated Archduke Franz Ferdinand. The third, and most rewarding, example was when I connected a disengaged Year 10 student (who had been forced to repeat) with The Story of Tom Brennan, and his English teacher told me later than he’d been talking about it in class. I was so proud of him and it was such a fantastic moment to see the impact that my recommendations could have on our students. 

It really comes back to the first two Australian Professional Standards for Teachers about professional knowledge: 1. know students and how they learn, and; 2. know the content and how to teach it. While we might not be teaching traditional content in a conventional classroom, our content is literature and we have to know our stuff and our students to effectively support our school’s learning needs. 

 

Bibliography:

Bales, J. (2018, September 24). Book bento boxes. JB on not Just Books [blog]. https://jenniebales.wordpress.com/2018/09/24/book-bento-boxes/ 

Beach, R., Appleman, D., Hynds, S., & Wilhelm, J. (2011). Teaching literature to adolescents. Taylor and Francis.

Fisher, D. & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. Reading Teacher, 72(1), 89-97. https://doi.org/10.1002/trtr.1691

Jewett, P. C., Wilson, J. L. & Vanderburg, M. A. (2011). The unifying power of a whole school read. Journal of Adolescent & Adult Literacy, 54(6), 415-424. https://doi.org/10.1598/JAAL.54.6.3 

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

A culture of reading (2010). Reading Today [RT], 27(6), 38.

ETL503 2.1: Developing Collections

  • Discuss how the teacher librarian’s expertise and role is different from that required by all teachers.
  • Share ideas on how teacher librarians might effectively collaborate with the school community in the selection of resources in a school with which you are familiar.
  • Consider also how to engage your learners in selection of resources for their school library.
  • Who should have the final say on what is included? Why?

From my understanding of the readings set for this module (and my personal experience working in a high school library), there are a number of ways that the teacher librarian’s role and expertise differs from the expectations of all other teachers. The main three that I can tell are:

a) that the TL’s role is poorly defined and seems to be whatever the school requires, whereas a classroom teacher is working from a clearly defined curriculum document;

b) that the TL’s curriculum knowledge spans multiple subjects, general capabilities, and cross-curricular priorities, whereas in the secondary setting most classroom teachers might only have knowledge of two subject areas (and most likely only work within one); and

c) that TLs are in the privileged position of seeing students across different subject areas throughout their time at the school.

As a result, TLs are uniquely placed to know the diverse interests and capabilities of their students and can use their wide-ranging curriculum knowledge to develop collections to support the needs of their learning community.

However, it takes a village to raise a child and schools are no exception. I inherited a library that still has content from when the school was founded in 1976, which means that there is a lot of material that I simply don’t know about or that is irrelevant to the changing needs of today’s teachers and learners. One way I will get my head around this is by conducting a stocktake in a few weeks time, followed by a review of the physical resources once this subject is completed.

I have also collaborated with members of my school community by sending out a survey to staff asking if they had any recommendations for our library collection, and as a result I was able to stock up on relevant learning materials that will better support the staff as they implement their learning programs. I’m in the process of collecting the units of work for each faculty so that I can design displays and curate resources to help staff and students with their work.

Our library is sadly closed to students due to Covid restrictions and our finances had to be finalised in week 2 of this term so no more purchases can take place this year, but next year I plan to form a library committee with students who can help recommend books and other resources that they and their peers might enjoy and find useful. I feel that this will be useful especially with the development of our manga collection (one of the most popular in our library) since I’m not entirely up to speed with the different series that our students seem to love.

One final way that I’m collaborating with my school community is to build a digital space to complement our physical space. I’ve worked hard this year to build a virtual library using Wheelers ePlatform and promoting it via the school’s official Facebook and Instagram accounts. Next year I’d love to build more excitement and increase student ownership of the library collection by creating ‘unboxing’ videos which showcase our new purchases.

While I believe that libraries should be largely democratic, the final say will be mine. While staff and students can request resources and should definitely have a role in shaping a library that is relevant for them, the expertise and responsibility ultimately lies with the Teacher Librarian. After all, I’m the one who will cop the blame if there are any complaints, and therefore I’m the one responsible for creating a collection development and management policy that can justify purchases and stand up to potential challenges. It’s all well and good for a staff member to request that we stock the Outlander series (true story!) or for students to want more copies of the raunchy Food Wars series (it’s amazing how much our teen boys love these images 😂) but if it doesn’t serve the teaching and learning needs of our school community then I have to be prepared to reject these requests. A well-developed collection development and management policy can be a crucial tool in situations like these.

ETL401 3.4 Advocacy, Accountability, and Research

Choose one of the AITSL standards and look at the ASLA Evidence Guide For Teacher Librarians in the Proficient Career Stage. Consider the evidence that ASLA provides for the achievement of that standard and how you can show that you are meeting this standard. 

Since I’m generally a methodical person, I’m going to make like Julie Andrews and start at the very beginning since it’s a very good place to start.

 

Standard 1: Know Students and How They Learn

1.1 Physical, social, and intellectual development and characteristics of students: proficient teachers use teaching strategies based o knowledge of students’ physical, social, and intellectual development and characteristics to improve student learning.

This standard really is the foundation for everything we do as teachers, and it is no different in our role as teacher librarians. In fact, TLs are possibly better placed than many classroom teachers to know the vast majority of students in our schools since we are a “constant in the learning environment over time.” (Bush and Jones as cited in Lamb, 2011, p.33). I think that the physical space of a library can provide excellent evidence that we are meeting this standard. Each area of the library links to Thornburg’s (2013) reimagining of traditional learning spaces as campfire, cave, and watering hole. Annotated pictures of these spaces would be useful forms of evidence.

The physical arrangement of our lower library space was dictated to the previous TL by higher powers in order to create an adaptable, open-plan learning environment which can function as a ‘campfire’ or a Makerspace. Flexible seating can be arranged in a multitude of ways to facilitate a variety of learning styles and teaching methods. Before the lockdown and online learning began I was in the process of putting together suggested seating charts so that staff could easily get students to rearrange these desks as required. These charts would be an easily submitted form of evidence.

So many students use our school library as a ‘safe space’ away from the bulk of the chaos in the playground. Many of these students are neurodivergent and so I’ve created a “quiet space” on our mezzanine level near the quieter non-fiction section where students can study or relax in peace and quiet with minimal disruptions. This roughly correlates to Thornburg’s concept of the ‘cave’ learning space and has been so popular that I am looking at options to expand (though not sure how given the limitations of space!). This also correlates to the Upper Library which is currently used as a Senior Study area.

Our manga section is currently the most popular, and so I have moved furniture to make a flexible seating area near these shelves that can function as a ‘watering hole’ space where students can chat in their breaks or move away from the bulk of the group during class time. I have adjusted the seating near our fiction section on the opposite site of the lower library to mimic this ‘watering hole’ and provide further opportunities for students to learn through social interactions.

To facilitate our students’ needs for printing services (one of our most popular services), I have established a dedicated printing zone with stand up desks for students to work on laptops while they wait in line for the printer. This is close to the circulation desk to ensure that troubleshooting can be accessed easily and quickly (this is a frequent need for our student population), and multiple copies of printed How To guides are displayed to assist student independence in this process. These guides could easily be submitted as evidence for accreditation if needed.

If I was submitting this as evidence for my accreditation, I could also provide evidence of my attempts to create a “virtual” library space using websites and social media. Recently, McCrindle Research (2019) identified that our incoming students – Generation Alpha – are going to be more visual, student-centred learners than the previous Generation Z and rely more on virtual learning spaces. Research from Australia and the UK also suggests that they are increasingly engaged with social media platforms as a way of getting their entertainment and information (Common Sense Media, 2019; Notley et al., 2020; Australian eSafety Commissioner, 2021). My ongoing efforts in these online spaces is currently focused on starting conversations about all sorts of different reading habits, with the hope that this will allow our students to recognise the validity in their own reading behaviours and thus begin to identify as readers.