ETL512 Assessment 6: Professional Reflective Portfolio

Part A: Statement of Personal Philosophy

Effective 21st century teacher-librarians require strong interpersonal skills alongside the pedagogical knowledge to teach a multitude of competencies and literacies across different curriculum areas. Through proficient leadership, strategic planning, resource management, and innovative program design, modern teacher-librarians inspire passion for reading for pleasure and information while supporting learning and wellbeing in our communities.

Modern libraries are about people, not just resources. Our ability to form effective relationships with students, staff, parents, and professional networks allows teacher-librarians to meet the diverse educational, wellbeing, and recreational needs of our learning communities and to advocate for our value in an ever-changing information landscape.

Part B: Critical Evaluation

My very first assessment for this degree required me to reflect on my understanding of the role of teacher-librarians in schools (Lysaught, 2021a). For this task, I discussed the roles I focused on as part of my then-recent job application:

Little did I know, but this visual would serve as a prescient highlight to many of the issues explored throughout this course.

The early work completed in ETL401 introduced me to several roles expected of modern teacher-librarians, and as a result of my continued learnings in this degree I have consolidated these varied elements into three key themes.

Theme 1: Resourcing and Inspiring Reading for Pleasure

The first theme, resourcing and inspiring reading for pleasure, in many ways reinforces pre-existing stereotypes about the work of teacher-librarians as predominantly dealing with books. I discussed this misconception in my early blog posts, noting that these perceptions were largely based on community experiences (Lysaught, 2021a; Lysaught, 2021b). As a result of the readings and learning tasks in this degree, I have concluded that teacher-librarians must therefore ensure that we provide a multitude of different experiences to our communities to shape their perceptions of our roles as varied and valuable in an ever-changing modern information landscape.

However, Herring (2007, p.31) noted that fulfilling all the possible roles expected of teacher-librarians at one time is impossible. Anecdotal evidence suggests many teachers still don’t know what information literacy is, let alone a teacher-librarian’s role in developing student proficiency; those few who do often lack the time for collaborative planning and teaching. Rather than stress myself out by fighting an uphill battle and overhauling community perceptions completely, at the start of my teacher-librarian journey I’ve chosen to draw on my strengths as an English teacher and my pre-existing relationships with this faculty to lean into community expectations and show my value to our school by establishing a culture of pleasure reading. Once trust in my abilities as a teacher-librarian and strong relationships are formed through this Trojan horse, the plan is to leverage my success and branch out into other facets of my role, such as information specialist, to further entrench my value to our school community.

Step one in my plan to channel then subvert community expectations was to create a Wide Reading Program for the Stage 4 English classes. To show the value of this program to our school leaders, I aligned it with our Strategic Improvement Plan, foreshadowing the learnings of ETL504 Teacher Librarian as Leader. This program, inspired by the ETL402 Literature Across the Curriculum readings, aims to create a school-wide culture of pleasure reading. Reading for pleasure has repeatedly been shown to improve student literacies and socio-emotional development (Combes & Valli, 2007; Howard, 2011; Allington & Gabriel, 2012; Kid & Castano, 2013; Gaiman, 2013; Wu et al., 2013; Whitten et al., 2016; Ipri & Newman, 2017; Stower & Waring, 2018; Smith, 2019; Merga, 2021; Merga, 2022). Student reading drops off during adolescence for several reasons, including lack of access to quality texts, lack of positive reading role-models, lack of time, and lack of confidence in their reading ability:

This program aims to address these issues by providing students access to appropriate, self-selected texts and by setting aside a 60-minute period each fortnight to allow students time to explore, share, and value their reading in a socially supported positive learning environment (Gibson-Langford & Laycock, 2008; Krashen, 2011; Fisher & Frey, 2018; Merga & Mason, 2019; Allington & McGill-Franzen, 2021). Through this program I aim to create independent, lifelong readers who are set up for personal and academic success.

This initiative was first trialed in 2022, our first year without a school-wide DEAR program. It initially ran with 4 Year 7 classes which dropped back to 2 due to staffing issues and frequent interruptions. Data revealed that overall, the students who participated enjoyed the experience and found it beneficial, and I reported these findings to our Senior Executive via my Annual Library Report (Lysaught, 2023a):

In 2023 the Wide Reading Program was expanded from one teacher to six and now includes our Support Unit and two Year 8 classes, largely due to word of mouth and positive feedback from participating teachers – proving Bonanno’s (2011) argument that we should build relationships with the staff willing to work with us, since others will choose to follow once trust is developed (Crippen & Willows, 2019, p.173).

A crucial element of successfully inspiring reading for pleasure, especially amongst teens asserting their independence and exploring their identity, is the provision of relevant resources which support self-selection of reading materials (Beach et al., 2011; Allington & Gabriel, 2012; Fisher & Frey, 2018). To ensure a robust collection which meets the needs and interests of my patrons, I drew heavily upon the learnings gained in ETL503 Resourcing the Curriculum. Library hygiene is an important element of ensuring an enticing, relevant collection (Fieldhouse & Marshall, 2011), and thus at the end of 2022 I completed a stocktake and significant weed of our Fiction and Quick Reads collections (Lysaught, 2023a). This was the first stocktake since 2018 and the median age of deselected resources was 1999, necessitating a serious update of our collection to ensure continued relevance. This was followed by subsequent stocktakes of our Picture Book and Graphic Novel collections at the start of 2023. Once these stocktakes were completed I introduced dynamic shelving to make the shelves more enticing and facilitate browsing (Bogan, 2022).

 

I also implemented patron-led acquisitions to increase circulation and user connection to the library’s resources (Hughes-Hassell & Mancall, 2005, p.9; Kimmel, 2014; Johnson, 2018; Aaron Cohen Associates, 2020, para.6; Crawford et. al, 2020, p.2), with 49% of newly acquired fiction resources specifically requested by staff and students in 2022 (Lysaught, 2023a). Drawing upon my experiences during my practicum, this year I bought 131 Hi-Lo books for our Quick Reads collection, and plan to use them for future Book Club activities during the Wide Reading lessons (Lysaught, 2023b). I am also in the process of genrefying our Quick Reads collection for easier browsing and selection, trialing the learnings gained in ETL505 Describing and Analysing Educational Resources (Lysaught, 2022a) in one of our popular, manageable collections.

Fisher & Frey (2018) argued that interventions designed to increase reading volume should rely on four factors: access, choice, classroom discussion of texts and book talks. The initiatives described above aimed to incorporate these four factors alongside efficient collection development and management. Loans statistics indicate that circulation has increased on the days when the Wide Reading lessons run, and as a result Oliver data shows we are on track to meet or beat our previous loans records since I became the teacher-librarian in 2020, despite our removal of a whole-school DEAR program in 2022.

Theme 2: Resourcing and Developing Reading for Information

As mentioned above, despite the importance of reading for pleasure in developing literacy, the role of a modern teacher-librarian should expand beyond the realm of books and into the crucial realm of information literacy to avoid the misunderstanding that our roles are limited and unnecessary in modern schools. I personally was guilty of this misconception prior to starting this degree, so I can hardly blame time-poor classroom teachers and senior leaders for not understanding our role, especially if they’ve never seen it in action! It is therefore necessary that we provide a variety of different experiences to our communities to shape their perceptions of our roles and ensure they understand our vital importance in developing our students as ethical, efficient users and creators of information. We cannot risk becoming an “invisible profession” (Valenza, 2010; Bonanno, 2011) and resourcing our libraries to develop information literacy is a path forward for teacher-librarians to show our value in a shifting infosphere increasingly filled with mis- and disinformation (Floridi, 2007, p.59; Lysaught, 2021c).

ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan from CSU-SIS Learning Centre on Vimeo.

The learnings gained in ETL401 Introduction to Teacher Librarianship were crucial in forcing me to revise my misunderstandings regarding the role of the modern teacher-librarian. For the second assessment I focused on how social media platforms affect our relationship with information, and discovered that improved internet access has changed information-seeking behaviours to favour passive information acquisition which uses the path of least resistance (often relying on social interactions), significantly impacting users’ ability to determine fact from fiction (Bates, 2010; Herbst, 2020; Liu, 2020; Kuhlthau et al., 2021). Teenagers are particularly likely to gain information from online, social sources and, far from being ‘digital natives’ equipped to navigate online information, are uniquely vulnerable to misinformation (Combes, 2009; Jacobson, 2010; O’Connell, 2012; Common Sense Media, 2019; Australian eSafety Commissioner, 2021). As a high-school teacher-librarian, I therefore have an ethical responsibility to ensure that my collections and programs equip my students with the skills and competencies they’ll need to be information literate in an increasingly digital world. Anecdotal evidence suggests that for many secondary classroom teachers, the fact that teacher-librarians don’t teach to a specific curriculum demeans our value. The recently released Information Fluency Framework (NSW Department of Education, 2023) offers an exciting way to legitimise our work moving forward, showcasing that we can be the glue which brings learning areas together, and will form the focus of my professional learning after finishing this degree. In the meantime I will continue to run one-off research skill lessons for my colleagues as requested.

Inquiry learning was another key aspect of our role explored in ETL401. While I had been familiar with concepts such as Project Based Learning from my time as a classroom teacher (Lysaught, 2021d), other methods such as Guided Inquiry Design were eye-opening and revealed a new pedagogy full of potential for my students (Lysaught, 2021e), since information literacy is foundational to inquiry learning (Fitzgerald, 2015). I greatly enjoyed reworking our existing Year 7 Shakespeare unit into a Guided Inquiry Design unit and look forward to the opportunity to co-teach it in future (Lysaught, via Guided Inquiry in Australia, 2020), alongside the digital narrative I created for ETL533.


ETL533 Assessment 4 – Digital Storytelling: A Day in Elizabethan England by Danielle Lysaught (Danielle Lysaught)

However, implementing inquiry learning and developing information literacy programs has not been without significant challenges in reality. Early on I identified that high staff workloads and minimal free time would likely hamper potential attempts to implement collaborative inquiry learning (Lysaught, 2021f). As such, there has been limited staff uptake. However, largely due to the relationships and trust developed through the Wide Reading Program, I have finally been asked to work with one of the English teachers and her Year 8 class in Term 4 on a unit exploring suspenseful narratives. The ETL512 Study Visits emphasised the importance of emotional intelligence and persistence as key traits for teacher-librarians, and my personal experience shows that we must be resilient in the face of setbacks and persist in the hope that we can eventually have the opportunity to showcase our value to our colleagues.

Effective collection management is another crucial aspect to developing information literacy in our community. ETL503 Resourcing the Curriculum and ETL505 Describing and Analysing Educational Resources reinforced the importance of efficient resource management for supporting curriculum learning. In 2021 I completed a stocktake of our non-fiction collections – the first since 2018. The shelves were overflowing, messy, and not conducive to easy selection of relevant material:

Prior to this stocktake, the median date of publication was 1981. I weeded 2468 outdated or damaged resources, almost halving the collection and bringing the median date of publication to 2000 – an improvement, but indicating that there is still significant work to be completed to ensure a current, relevant collection which meets the needs of my staff and students. Foreshadowing the learnings of ETL504, I published the findings from this stocktake in my 2021 Annual Report and shared it with the Senior Executive to highlight the complexities of my role to our school leaders (Lysaught, 2022b).

In 2022 we started accessioning English novels to support their resource management, leading to it becoming our third largest collection:

This year, due to the success of this initiative, we have also had requests from the Science Faculty to assist with the management of their Stage 6 resources. While not without challenges, this provides a way for me to showcase my value to my colleagues, support curriculum learning through effective resource management, and interact with students who would otherwise possibly not utilise the library.

Theme 3: Promotion and Advocacy through Leadership

Two of the most used tags on my blog are ‘promotion’ and ‘advocacy’, so it’s only appropriate that the final theme discussed focuses on these issues.

Early in this degree the readings revealed the importance of advocating for our positions (Lysaught, 2021g), meaning that right from the start I’ve developed an awareness of the importance of perception and relationships in our role. This was consolidated throughout this degree in every unit.

In an early blog post for ETL503 Resourcing the Curriculum I noted that, due to the teacher-librarian’s often poorly defined role and lack of clear curriculum direction, we are often utilised in different ways to support whatever the school requires (Lysaught, 2021h). It is therefore crucial for us to collaborate with our colleagues so that they understand our varied roles, ensuring our continued visibility and effectiveness to our school community. As seen through the frequent ‘promotion’ and ‘advocacy’ tags in my blog, so much of our work gives us the chance to increase our visibility; while it can be tempting to give up in the face of colleagues who view us as having the “cushy job”, we need to change our mindset and instead reframe challenges as “chopportunities” (Weisburg, 2020) and look for ways to make our work seen, valued, and understood (Valenza, 2010; Bonanno, 2011).

My final unit, ETL504 Teacher Librarian as Leader, emphasised the different leadership styles that we can leverage to maximise our effectiveness to our colleagues. Effective leadership, regardless of the approach or title, should focus on building strong relationships with others through mutual trust, respect, and effective communication (Holmes et al., 2012, p.271, 276; Moir et al., 2014, p.37; Ezard, 2015; Gleeson, 2016). My very first blog post had outlined my intent to support both staff and students (Lysaught, 2021i), and thus Servant Leadership appealed to me from the start (Lysaught, 2023c). In particular I was drawn to Servant Leadership due to its focus on empowering and developing others, humility, commitment to growth and community building, highly developed interpersonal skills, stewardship, healing, conceptualisation, and foresight  (Arar & Oplatka, 2022, p.83-87; Crippen & Willows, 2019; p.171-172), and found that its guiding questions – ‘do you want to serve or be served?’ and ‘do those served grow as persons?’ (Blanchard & Broadwell, 2018; Greenleaf, 2008, p.36) – aligned well with my personal traits and values, and could help me support and heal cynical, time-poor staff and to act as mentors for both staff and students (Branch-Mueller & Rodger, 2022, p.46-47; Reinsel Soulen, 2020, p.39-40; Uther & Pickworth, 2014, p.21-23).

As a result of the learnings in this degree, I’ve experimented with a variety of different promotions and advocacy methods. I began this degree in mid-2021 when NSW started online learning followed by cohorting, which made collaboration and promotion particularly challenging early on; this has been further compounded by the current teacher shortage and high staff turnover at our school. Some of the early initiatives I implemented to raise the library’s profile include the Student Media Team, a Babble, Books and Breakfast club working alongside the Wellbeing faculty, and a Staff and Student Book Club (Lysaught, 2021j). While the book club fell apart due to lack of interest and time after online learning finished, the other two initiatives are still going strong. My early attempts at strategic planning appear quite amateurish in hindsight, though the alignment of my initiatives to our Strategic Improvement Plan and promotion of my work through Annual Reports foreshadowed the strategies suggested in ETL504 (Lysaught, 2023d). Our school recently experimented with the idea of holding all Stage 6 exams in the library, which if enacted would necessitate its closure for over 2 months of the school year. I was able to successfully leverage leadership strategies and use visitor and loans data collected each day to show the impact library closures would have on our school community, convincing the decision makers to choose another option:

Looking to the future, I will continue to experiment and expand on the learnings gained from this degree. First I will create a library operations folio to ensure effective management and strategic planning moving forward (Braxton, n.d.; National Library of New Zealand, n.d.; Oberg & Schultz-Jones, 2015). I was particularly inspired by the idea of hooking in new and current staff via mentoring (Cox & Korodaj, 2019; Reinsel Soulen, 2020), and building community ownership through a library committee has been a long-time goal of mine (Lysaught, 2021h). Inspired by ETL505 and the ETL512 study visits, I’d also love to create a library website to increase visibility and support teaching and learning by providing easily accessible pathfinders and research lessons. This journey is a marathon, not a sprint, and this degree has shown countless potential pathways to follow in future.

 

Part C Reflection

At the beginning of this course, we were asked to consider what makes a teacher-librarian (Lysaught, 2021a). My understanding of the role has expanded significantly since those early days:

However, despite the complexity of our role, our work is still widely misunderstood. This degree has shown me that to be seen as professionals, we must act as professionals and take every opportunity to advocate for our role through the work we do in our school communities. The professional standards developed by the Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA) provide a useful framework for evaluating our professional practice and ensuring that we remain relevant and visible to our peers.

As a classroom teacher with experience teaching both the English and History syllabi from Year 7 through to Year 12, including the Extension courses for both subjects, I feel quite confident in my abilities as a teacher with strong professional and pedagogical knowledge who meets the Australian Professional Standards for Teachers, many of which align with the ALIA/ASLA Standards through their similar professional domains (Australian Institute for Teaching and School Leadership [AITSL], 2022). While I already had a strong understanding of reading practices, assessment, and ICT, this degree introduced me to the wonders of information literacy and collection management which have allowed me to be even more effective in my classroom practice and developed my understanding of how to support my colleagues more efficiently in my library role.

As a relatively new teacher-librarian, I feel that I still have a fair way to go regarding my professional practice, particularly regarding our role as information specialists. While I believe that I have created an environment where learners are encouraged to engage with our resources for understanding and enjoyment, I need to do more to ensure an information-rich learning environment which meets the needs of my community. I’ve worked hard over the last 2 years to build an environment which fosters positive wellbeing and strong reading culture, and due to these relationships and the trust I’ve developed with our teaching staff I’ve finally got the opportunity in Term 4 to collaboratively develop and teach a Guided Inquiry unit. Likewise, while I’ve previously done some strategic planning and budgeting (Lysaught, 2023d), the skills gained in this course will leave me much better equipped to plan for the future and ensure the library’s continued relevance and value to my school. In Term 4 I therefore intend to create a Library Operations Folio, including strategic and operations plans alongside policies for collection development, ICT use, and potential challenges.

I am already a member of several professional organisations, and fully intend to take advantage of their professional development. This will focus on the development and delivery of information literacy programs and wellbeing programs, broadening my understandings further and allowing me to showcase the potential in our practice to our wider school community.

Advocacy through action and alliances is my path forward in what could otherwise be an isolated, misunderstood role. While building my Wide Reading Program I have relied heavily on the action research process to ensure that my practice is evidence-based, innovative, and meets the needs of my staff and students. I have used this research to showcase my professionalism and the potential of my role to my colleagues, particularly to my school leaders. However, evaluating my work against the ALIA/ASLA standards shows that more could be done to develop my leadership capabilities. ETL504 emphasised the importance of leading from the middle by working with staff as well as students, such as through collaboratively teaching, leading professional development, or running key committees (Green, 2011; Wong; 2012; Wolf et al., 2014; Baker, 2016; Crippen & Willows, 2019; Reinsel Soulen, 2020). High staff turnover makes developing relationships with my colleagues a challenge, but also presents a ‘chopportunity’ (Weisburg, 2020) to exhibit both transformational and servant leadership, hook in new staff, and build a culture of library collaboration and appreciation from the ground up.

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Lysaught, D. (2022a, July 4). ETL505 assessment 3 part c: Genrefication essay. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2022/07/04/etl505-assessment-3-part-c-genrefication-essay/

Lysaught, D. (2022b). 2021 Annual Library Report. https://www.canva.com/design/DAEwsCALUsI/vyQMXh9an6lLizamxaUW_Q/view?utm_content=DAEwsCALUsI&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Lysaught, D. (2023a). 2022 Annual Library Report. https://bit.ly/3Jg1e7k

Lysaught, D. (2023b, July 13). ETL512 assessment 5: Professional placement report. All You Read Is Love. https://thinkspace.csu.edu.au/allyoureadislove/2023/07/13/etl512-assessment-5-professional-placement-report/

Lysaught, D. (2023c, 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. (2023d, 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/

Merga, M., & Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education 63(2):173-189. DOI:10.1177/0004944119844544

Merga, M. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration 61(6). DOI:10.1080/01930826.2021.1947056

Merga, M. (2022). School libraries supporting literacy and wellbeing. Facet.

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

National Library of New Zealand. (n.d.). Getting started in your school library: An operations checklist. National Library: Services to schools. https://natlib.govt.nz/schools/school-libraries/library-systems-and-operations/library-operations/getting-started-in-your-school-library-an-operations-checklist

NSW Department of Education (2023). Information Fluency Framework. https://education.nsw.gov.au/teaching-and-learning/curriculum/school-libraries/teaching-and-learning

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

O’Connell, J. (2012). So you think they can learn? Scan 31, 5-11.

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

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/

Uther, J., & Pickworth, M. (2014). TLs as leaders: are you a Highly Accomplished teacher librarian? Access, 28(1), 20–25.

Valenza, J. (2010, December 3). A revised manifesto. School Library Journal. https://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364

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.

Wolf, M., Jones, R. & Gilbert, D. (2014). Leading in and beyond the library. http://all4ed.org/wp-content/uploads/2014/01/BeyondTheLibrary.pdf

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

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

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.

 

 

Word count: 2299

References

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

Allington, R. L., & McGill-Franzen, A. M. (2021). Reading Volume and Reading Achievement: A Review of Recent Research. Reading Research Quarterly, 56(1), S231–S238. https://doi.org/10.1002/rrq.404

Australian Bureau of Statistics (n.d.). Wollondilly: 2021 census all persons quickstats. https://abs.gov.au/census/find-census-data/quickstats/2021/LGA18400

Australia Library and Information Association [ALIA] (2018). ALIA free access to information statement. https://read.alia.org.au/alia-free-access-information-statement

Australian School Library Association [ASLA] (2014). Evidence guide for teacher librarians in the highly accomplished career stage: Australian professional standards for teachers.

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

Barone, D. M. (2011). Children’s literature in the classroom: Engaging lifelong readers. Guilford Press.

Bates, M. J. (2010). Information Behavior. Encyclopedia of Library and Information Sciences, 3rd Ed. 2381-2391. https://pages.gseis.ucla.edu/faculty/bates/articles/information-behavior.html

Bonanno, K. (2011). Keynote speaker: A profession at the tipping point. Vimeo. https://vimeo.com/31003940

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

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.

Fisher, D., & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. The Reading Teacher, 72(1), 89-97.

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

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.

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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 2 – Challenges, Advice, and Pathways to Becoming an Information Professional

Establishing a career in the information sector can often involve taking a variety of pathways. Discuss the examples, pitfalls, barriers and advice provided by agency hosts on their career journey to becoming information professionals. Provide one professional development action you are going to take as a result of the study visits to support your career. Include a short discussion about why and how you will take this action and include examples of possible opportunities for this PD. (500 words)

The hosts at State Library Victoria’s Rare Book Collection (SLV), Lake Tuggeranong College (LTC) and Bundaberg Regional Libraries (BRL) provided valuable points about the challenges and possible pathways into a career in the information sector. 

One key challenge identified by SLV relates to staffing and budgets, threats to libraries worldwide (Morris, 2022; Softlink, 2022, p.6-7; Woodcock, 2023). Wee noted that increasing demand for their services  was not matched by financial or staffing support, and positions were increasingly filled by people without information sciences backgrounds. BRL revealed they’d had programs cut by Council. LTC also recognised hopelessness, exhaustion and feeling unappreciated as significant challenges, echoing research outlining the negative impacts of poor leadership on staff wellbeing (Cross, 2015,p.10, 13; International Literacy Association, 2022, p.5). This devaluation of expertise is replicated in my experience, where only 1/7 local schools has a substantive, full-time, trained teacher-librarian, and our library budget hasn’t increased since 2001. Staff at SLV and LTC recognised that time management and prioritising competing demands was another challenge, with Godfree and Korodaj advising prospective teacher-librarians to view our work as a “marathon, not a sprint”. 

Wee advised that good traits for staff include: love of learning; emotional intelligence; and strong interpersonal skills to deal with the public-facing aspect of the role.  LTC advised that key characteristics of effective teacher-librarians include: persistence; gentleness; emotional intelligence; being pushy in an appealing way; cheerfulness and warmth; maintaining calm under pressure; lateral thinking; authenticity; and knowing when to say no to avoid overstretching yourself. Wee noted that all core skills were transferable to different information settings and clearly there is significant cross-over in desirable personality traits for both settings.

Volunteering was one piece of advice given by both SLV and BRL. Wee and Harris both stated that volunteering allows prospective information professionals to network and develop visibility, improve their skills, and show enthusiasm. All three hosts emphasised the importance of advocacy and promotions in their work. BRL emphasised that providing relevant programs to meet user needs is crucial to their advocacy efforts, while both SLV and LTC affirmed that constant promotions were necessary to ensure that their relevant resources connected with users in a timely, effective manner. 

As a result of these hosts’ emphasis on the importance of advocacy and promotions, I will create a school library strategic plan. This will help me to advocate for my role in a professional manner (Markless et al., 2016, p.87) and implement positive change over 5 years, heeding the ‘marathon’ advice from LTC. Within this strategic plan I intend to focus on increasing the promotion of library resources and services to ensure that my users are aware of how I can support their needs. The NSW Department of Education has a free subscription to LinkedIn Learning, which has many courses on marketing and promotions (such as this one Introducing Social Media Marketing) which I can use to improve my library’s visibility and community engagement. Changing technology will also be a focus of my strategic plan, and as a member of the Australian Library and Information Association (ALIA) I can access their professional learning (such as this one on Digital Trends). This strategic plan and continued professional development will help develop my key capacities in learning and teaching, management, leadership and collaboration, and community engagement (ALIA & Australian School Libraries Association, 2020, p.1-2).

Word count: 554

 

REFERENCES:

Australian Library and Information Association [ALIA] & Australian School Libraries Association [ASLA]. (2016). ALIA-ASLA statement on teacher librarians in Australia. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia

Cross, D. (2015). Teacher well-being and its impact on student learning [Slide presentation]. Telethon Kids Institute, University of Western Australia. http://www.research.uwa.edu.au/__data/assets/pdf_file/0010/2633590/teacher-wellbeing-and-student.pdf

International Literacy Association. (2022). Librarianship and literacy [Literacy leadership brief]. http://literacyworldwide.org/docs/default-source/where-we-stand/the-essential-leadership-of-school-librarians.pdf

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.

Morris, L. (2022, December 21). National Library’s treasure Trove under threat from budget cuts. The Sydney Morning Herald. https://www.smh.com.au/culture/art-and-design/national-library-s-treasure-trove-under-threat-from-budget-cuts-20221212-p5c5m6.html 

Softlink (2022). 2022 Australian and New Zealand school library survey report. https://www.softlinkint.com/resources/reports-and-whitepapers/

Woodcock, C. (2023, January 13). Public library budgets are being slashed. Police have more cash than ever. Vice. https://www.vice.com/en/article/akemgz/public-library-budgets-are-being-slashed-police-have-more-cash-than-ever

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 2.2 Leadership Theory

This week I’ve been reading up on different leadership styles and the ways that they can impact school culture and student outcomes. As with all worthwhile things in life, I’ve tried to wrap my head around these new concepts by comparing them to The Lord of the Rings. One does not simply understand these things straight away, so here’s my attempt at analysing the different leadership styles of the LotR characters.

Autocratic leadership: Autocratic leadership is characterised by decisions made from the top with very little input by followers, negatively impacting relationships and job satisfaction. I highly doubt Sauron was consulting with his orc generals, and neither Saruman nor Denethor seem particularly happy in their middle management roles. F for fail in 21st century educational leadership theory.

Transactional leadership: This style is based heavily on following processes and policies, and rewarding or punishing followers based on their performance. Saruman lures Wormtongue with the promise of Eowyn as a reward yet belittles him constantly once he fails at his task. Saruman gets a knife in the back as a result. Don’t lead like Saruman.

Instructional leadership: Instructional leaders lead from a place of official authority and have long range plans for their organisation. However, if you’re not particularly charismatic (or you’re corrupted by the One Ring) you might not be able to inspire the required action from your followers. Poor Boromir. He tried.

Distributed leadership: One of my favourite quotes from this week’s readings was from Harris, who said “empower others to bring things to you.” Elrond absolutely embodies this since he empowers the hobbits to bring the One Ring to Rivendell, and later inspires the Fellowship to volunteer for their mission … quest … thing. Ted Lasso is another pop culture distributed leader that springs to mind.

Laissez-faire (delegative) leadership: I love Gandalf, I really do. But we can’t deny that he has a habit of disappearing at key moments (“Look to my coming on the first light of the fifth day; at dawn, look to the East” – really, dude?). Lucky for Gandalf (and the rest of Middle Earth), he’s got a cracker of a team behind him whom he trusts and empowers to do the right thing when he takes a step back.

Situational leadership: This style requires flexibility and adaptability dependent on the situation, and is often contingent on the followers’ abilities. Frodo goes through a lot and relies heavily on the people around him as he adapts to the needs of his current situation. Lucky for him his Fellowship care for him (though let’s be honest, Aragorn could have totally gone after him if he’d really wanted). However, if the situational leader’s team aren’t top-notch (I’m looking at you, Gollum!) then they might not be as effective and their goals may remain unachieved.

Transformational leadership: Transformational leaders are people who see the big picture and work towards creating a sense of unity and shared vision amongst their team. They lead by example and have to make tough decisions. Aragon, son of Arathorn, Isildur’s Heir is no mere ranger, but even when without his official title manages to instill trust amongst the hobbits, and later puts himself on the line multiple times to serve the greater good.

Servant leadership: This is my personal favourite and one which I aspire to achieve in my own personal practice. Servant leaders put the needs of others first, make ethical decisions and are loyal, people-driven all-round good guys. They genuinely care about the people in their team and as a result engender an environment of high trust and inspire others to work with them. Samwise typifies this style of leadership – he’s not a powerful king or wizard, just a gardener with a heart of gold. When Frodo stumbles he picks him up and gets the job done. His line, “I can’t carry it for you, but I can carry you!” seems so pertinent to the teacher-librarian’s role as leader within a school context. Everyone needs a Sam!

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?

ETL401 4.3 The TL and the Curriculum

What is an appropriate role for the teacher librarian in curriculum development?

What benefits can a school obtain from the active involvement of the teacher librarian in curriculum development?

Should a principal expect that teachers would plan units of work with the teacher librarian?

How are students disadvantaged in schools that exclude the teacher librarian from curriculum development?

A key element of the teacher librarian’s position is as curriculum expert and this role provides TLs with the opportunity to be collaborative practitioners and leaders who see the “big picture” across the school. Particularly in the secondary setting, faculties often tend to be separated into distinct academic tribes and the TL can break through this division to unify programmes and allow the development of cross-curricular activities which allow students to achieve a variety of different outcomes more easily. Teacher librarians can also provide their colleagues with curriculum support and help develop resources that are relevant, current and differentiated according to the interests and abilities of their students. Since TLs are a constant presence in the school experience for many students, they can also provide a common link across year groups and subject areas for students as well as staff.

Since this is an element of our role, it is not unexpected if a principal does expect that teacher librarians should work collaboratively with their colleagues in this way. In fact, it was one of the selection criteria that I had to meet in order to gain permanency in my current role. Our role in collaborate planning and curriculum development allows us to increase our visibility and demonstrate our value to the school community while giving us the opportunity to demonstrate ongoing proficiency for accreditation purposes. However, if principals expect this of their staff then they should be allowed the resources and time to do the job effectively. Schools where this is not an expectation or not supported effectively will likely continue to assess students according to their separate faculty tribes. They will lack a holistic, cross-curricular approach to teaching and learning and have a narrow understanding of the different resources that can support student achievement. There will also likely be limited understanding and teaching of information literacy and fluency which disadvantages our students in the current economic and political environment. Students may also not feel as supported, experience higher levels of frustration and as a result disengage from the assessment and research process, and be less likely to attain the information fluency that is vital to their continuing capacity as lifelong learners. Teacher librarians, when properly supported, can function as the figurative glue which holds everything together; it stands to reason that schools which don’t utilise their skills effectively would therefore be disadvantaged.

ETL401 3.3 The Role of the Principal and the TL

Share your ideas about the ways in which Principals can enable the role of the TL, and how  TLs might enable the role of the Principal. 

I have seen what is possible when Principals and Senior Executive support a TL, and I have seen the detrimental impacts when this key relationship is damaged or toxic.

In so many ways Principals and Senior Executive staff determine the culture of the school. Fairness, trust, and respect are crucial in developing a positive school culture and ensuring teacher buy-in. However, this relationship is a two-way street.

I have witnessed the consequences of a lack of fairness, trust, and respect on the library. The previous TL had many initiatives rejected and perceived that this was because of personality clashes rather than sound policy decisions (as an outside observer I am not confident to make a judgment either way!). However, the damage caused by years of increasingly negative interactions affected not only the library staff but ultimately the entire school community, since the previous TL was often absent, her contributions were generally dismissed or went unnoticed.

I personally have been very fortunate to have the support of my Principal. She encouraged me to apply for the temporary position and again when it became permanent. She has always made me feel that she is approachable and open to new initiatives, and has been a key supporter in helping me increase the visibility of the TL position in the school community by starting/continuing conversations on Facebook promotion posts and going out of her way to send content for these initiatives. She has also helped me establish a Student Media Team. I have yet to have any initiatives rejected and genuinely appreciate her support. Having said that though, I’m careful to “play the game” and align all of my proposals to our school’s Strategic Directions, backed up with evidence and data.

It is a shame that the previous TL did not (for whatever reason) have the same experience, but our contrasting encounters emphasise how important it is to develop strong relationships with all staff, but particularly with the decision makers. To quote Hamilton: “When you got skin in the game, you stay in the game/But you don’t get a win unless you play in the game […] I’ve gotta be in the room where it happens!”