Final Reflective Portfolio

Part A: Statement of personal philosophy

21st century teacher librarians contribute to student and school community success as curriculum, pedagogy, information and literature specialists. They foster a love of reading and support the recreational and information needs of the school community through the provision of high quality physical and digital collections. Teacher librarians actively seek opportunities to build the capacity of colleagues, working collaboratively to achieve curriculum, professional and school strategic goals. They model best practice in the facilitation of student-led inquiry, utilising differentiated pedagogies and digital teaching and learning tools as appropriate. Teacher librarians support students to develop future skills such as creative and critical thinking, collaboration, and communication.

Part B: Critical Evaluation

Collection development

The strength of the collection is a key element contributing to the success of school libraries in the dynamic information landscape of the 21stcentury (Cox, 2017a; Cox, 2018d). A school library collection aims to provide high-quality materials that are current and relevant, curated to meet the specific needs of that setting (Australian Capital Territory (ACT) Education Directorate, n.d.), thus providing a point of difference from broad internet search engines. Moreover, a strong library collection should aim to meet the recreational reading needs of its users, whilst also providing both physical and networked materials which support teaching and learning of Australian Curriculum subject content, general capabilities and cross-curricular priorities (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2018; Australian School Library Association (ASLA) 2017, pp.1-66). Therefore, teacher librarians (TL) must consider school community needs, evaluate materials, including rigorous selection and deselection, and engage with the school community to uphold these aims and facilitate effective collection development.

Effective collection development aims to maintain strength and integrity in the collection, whilst also improving the collection’s value, appearance and search ability (Johnson, 2014, pp.297-343; Pattison, 2006a, pp.49-50; Pattison, 2006b, pp.57-61) including the needs of users, selection, maintenance, evaluation and deselection. These activities should be undertaken in accordance with the library’s collection development policy and strategic plan (Kennedy, 2006, pp.1-10). In the context of Red Hill School, strategic action to strengthen the library collection, including both physical and networked resources, was a high priority. The library had not been staffed by a qualified TL for over five years, no formalised policy or procedural documentation existed, and rigorous deselection had not been undertaken for many years. This resulted in an overlarge collection containing outdated and inappropriate material ranging over four decades. Following consideration of school and student needs, International Baccalaureate, Primary Years Program (IB PYP) and Australian Curriculum frameworks, cultural and linguistic diversity, reading ability, interests and format preferences of the school community, the existing collection was rigorously evaluated (ASLA, 2017, pp.1-66). Subject content and policy exemplars from ETL503 Resourcing the curriculumwere utilised to evaluate materials from the fiction, non-fiction and teacher resource collections, and a large quantity of outdated, inappropriate and damaged resources were weeded from the collection during 2017 and 2018 (Johnson, 2014, pp.297-343; Kennedy, 2006, pp.117-131). To further strengthen the collection, I have taken responsibility for selection, utilising suggested selection criteria and aids (Croft, 2017b) such as practitioner journals, have been utilised to select resources that better meet student interests, learning needs, and community feedback. In 2018 a standing orders partnership with Lamont Books was established to further support selection of early childhood, picture book, fiction and non-fiction materials, which has been well received by student users. In 2018 and in consultation with school leadership, I led a large-scale digital device allocation program, involving iPads and Chromebooks and a remote device management strategy which has strengthened the information and communication technology (ICT) equipment collection, and the capacity of the school.

Engagement with the school community has proven essential to ensure the collection continues to meet user needs and can be readily accessed by users. For example, students, staff and families know what physical and digital resources are available and how to access these. At Red Hill School, this was achieved through the creation of attractive book displays, regular articles in the school newsletter, notices on the digital portfolio app SeeSaw, and tutorial posts on Google Classroom. Engagement also occurred via school community feedback to library staff and regularly informed the selection of new fiction material for student recreational reading.

Red Hill School Library loan statistics data from 2016, 2017 and 2018 presented in Table B1.1 Loans by resource type, and Table B1.2 Loans by collectionindicates that collection development strategies implemented over 2017 and 2018 have been successful, resulting in increased loans in several of the target areas. This data indicates that physical books continue to be the most accessible and popular format, showing marginal growth. The data also indicates that the use of audiobooks and eBooks has grown significantly during 2017 and 2018. This growth can be attributed to the TL’s increased professional capacity gained through postgraduate study, and strategic collection development strategies, including the explicit teaching in use of eResources to students and staff. Picture book, fiction, senior fiction and graphix loans have all increased, due to improved selection practices, new high-quality materials, and engagement with the school community. This data indicates that non-fiction is an area for continued development in 2019, evaluating the collection ensuring existing and newly selected materials meet user needs and are easily accessible. Moving forward, collection development priorities for library staff at Red Hill School will include community consultation and development of formalised collection development and library procedural documents (Cox, 2017b), and increased use of data such as loan statistics to inform future collection development.

Leadership

In the 21stcentury educational context, TL’s are ideally positioned to serve as school leaders, making a valuable contribution to student and broader school success (Cox, 2018d). This may take the form of an informal leadership role within a broader distributed leadership framework, as TL’s can leverage their professional relationships, networks and specialist expertise to work within the broader collective leadership strategy, collaborate with colleagues, build the capacity of staff and engage with professional networks. Moreover, academic and practitioner evidence indicates that combined use of transformational and instructional leadership styles within a wider distributed leadership model is very effective in supporting the strategic goals of schools (Marks & Printy, 2003, p.371). Therefore, the TL can make a significant leadership contribution, particularly when utilising their specialist skills in a broad range of contexts to achieve transformational and instructional capacities within the school.

In the context of Red Hill School, I utilised skills gained through ETL503 Resourcing the curriculum, ETL505 Analysing and describing educational resources and ETL523 Digital citizenship in schools to collaborate with colleagues and thus support the resourcing needs of classroom teachers. Specifically, this involved seeking opportunities connect with classroom learning, responding to specific requests for resources (Image B2.1 – B2.2 Teacher Resource Requests), and curation of physical and networked resources and digital tools appropriate to individual and year level curriculum learning needs (Cox, 2018a; Cox, 2018b; Lindsay, 2016a; Lindsay, 2016b). Furthermore, based on communication with colleagues, I designed learning programs for Kindergarten to Year Three, making explicit connections to classroom learning which contributed to achievement of professional learning goals and positive feedback from supervisors (Image B2.3 - B2.5 Professional Pathway Plan).

In my role as TL and member of the school ICT Committee, transformational instructional leadership was demonstrated to work collaboratively with colleagues to evaluate current practices, identify needs and develop a professional learning strategy (Branch-Mueller & Degroot, 2011, pp.25-40). These contributions were supported by learning from ETL 523 Digital Citizenship in Schools, ensuring current and emerging trends and best practice pedagogies were considered (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2018; Bray & McClaskey, 2013, pp.12-19; Lindsay, 2016a; Lindsay, 2016b; New Media Consortium and The Consortium for School Networking (NMC/CoSN), 2017, pp.1-64). Building the capacity of staff through instructional leadership involved promotion, training and coaching in use of digital tools and eResources. In particular, this included delivery of workshops in how to utilise digital tools such as SeeSaw, Clips and Garage Band to enhance teaching and learning, and the promotion of Australian Capital Territory (ACT) Education Directorate hosted digital tools such as ClickView, and library subscription services such as Storybox Library. Capacity building of staff also included coaching in effective use of the library catalogue, Oliver 5, including access to and use of audiobooks and eBooks for personal and classroom use. Feedback from colleagues indicated these professional learning and capacity building strategies were beneficial, and increased use of these digital tools and student engagement was observed as a result.

Similarly, professional networks are widely recognised as beneficial to foster a sense of connection with colleagues, the community and contributing to the professional capacity and growth of TL practitioners (Lindsay, 2016b; Moreillon, 2016, ppp.64-66). Furthermore, engagement with professional networks is a valuable way in which TL’s can demonstrate leadership, establish and maintain professional learning networks, and thus satisfy the requirements of the Australian teacher standards (Australian Institute for Teaching and School Leadership (AITSL), 2011, ppp.1-28). Over two years, I sought to establish a network of Red Hill School parent and community volunteers to support library tasks such as shelving, book covering, implementation of Book Club and the annual Book Fair. This goal was documented and successfully undertaken as part of my annual Professional Pathway Plan and involved establishment of positive relationships, and clear communication including the school newsletter, the SeeSaw app, and email. This strategic action, started in 2017 and consolidated in 2018, has resulted in a small network of regular and committed volunteers who make a variety of contributions to the school library and with whom I have built productive relationships (Image B2.6 Parent email). Becoming increasingly engaged with a variety of professional learning networks, including Charles Sturt University subject forums, ACT Librarian email group, social media, and regular contributions to my professional blog, has provided rewarding learning and networking opportunities. In particular these networks led to an invitation to collaborate with an ACT colleague and a successful joint application to present at the Australian School Library Association National Conference in 2019. Moving forward, this will present an exciting opportunity to strengthen existing and develop new professional learning capacity and networks locally and nationally.

Teacher librarian facilitation of information communication technologies

21st education takes place within a rapidly developing information and technological landscape in which society is increasingly reliant on ICT to engage in the economic, personal and social elements of modern life (United Nations Educational Scientific Cultural Organisation (UNESCO), 2010, pp. 4-7). Innovations in the use of personal computers, hand-held devices, cloud computing, Wi-Fi and social media have contributed to the ways in which people work, operate their households and communicate with others. Therefore, in an Australian context, there is an expectation (ACARA, 2018; Australian Capital Territory (ACT) Education Directorate, 2015b; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, pp. 7) that ICT should be deeply integrated within all areas of the curriculum, allowing students to develop the required skills, attitudes and dispositions to successfully function within and contribute to the community. TL’s, with their specialist skillset, are ideally placed to lead school ICT strategies and associated teaching and learning pedagogies to support the development of these skills.

The information landscape described above indicates that the employment futures for 21stcentury students is largely unknown, as work roles shift adapting to emerging technologies and community needs. This is a challenge that TL’s and classroom teachers strive to address through the development of future skills which are applicable to a wide range of employment contexts such as creative and critical thinking, collaboration, communication, and agility (Bonnano, 2016, pp. 10-17; Wall & Bonanno, 2014, pp. 20-28). These enterprising skills can be developed through explicit teaching of the general capabilities, and subject content (ACARA, 2018) facilitated by dynamic use of digital tools and online platforms.

Within this information landscape and education context, learning in ETL523 Digital citizenship in schoolsprompted me to consider the benefits of a digital learning environments, and assess my schools current practices and progress towards that aim. This was a valuable learning experience, which later allowed me to make research-based, best practice contributions and recommendations to our school ICT Committee and the school strategic plan, including a reallocation of ICT responsibilities from the deputy principal to the TL to improve efficiency. Most notably, in my role as TL and ICT coordinator, I led a schoolwide student device reallocation program, which significantly improved student access to ICT and increased usage of digital tools and online platforms for teaching and learning. Moreover, I undertook training and implemented an iPad remote device management program, which was trialled with 48 devices across four Year Three classes during Term Four in 2018. I was able to customise the devices to the teacher and student requirements and could respond to requests for modifications within several hours. Teacher feedback was universally positive, and the remote device management will be implemented across the school in 2019.

In my own teaching role, I have worked to integrate the use of ICT within all teaching and learning to increase student engagement and facilitate the development of future skills and Australian Curriculum goals previously outlined (ACARA, 2018). This has included direct teaching and modelling via an interactive smartboard, use of online learning platforms such as GSuite and SeeSaw, and supervised student use of shared iPads. Furthermore, this has included direct teaching in use of digital tools and the library catalogue, Oliver 5, particularly creation of personalised user profiles, access to and use of audiobooks and eBooks to support student access to the collection. The loan data presented in Table B1.1 Loans by resource type illustrate the success of these actions. For example, during a recent Year 2 How we organise ourselvesinquiry into community groups, the library learning program included an inquiry into community services and groups. Students were asked to present their learning about community groups using Clips and a shared iPad. During a lesson towards the end of the program, a colleague observed student levels of engagement and questioned students about their interest towards the presentation task. Table B3.1 Student engagement and interest represents a sample of the class. This data indicates that levels of student engagement and interest were high in four of the five groups sampled.

In the Red Hill School context, future ICT priorities include the finalisation of the ICT and digital learning policy, development of a school-wide ICT scope and sequence and staff professional learning to support continued innovative use of digital tools and online platforms (Godfree & Neilson, 2018, pp. 28-40; Lindsay, 2016a). These priorities will establish a shared school-wide vision, build staff capacity and support the transition towards a digital learning environment. As the TL I hope to further contribute towards these aims through continued engagement with the school ICT committee and collaboration with school leadership and colleagues to act as an instructional leader (Lindsay, 2016b; Marks & Printy, 2003, pp.371).

Part C: Professional Evaluation

Professional Knowledge

My existing knowledge of the school community was invaluable in informing collection development and school-wide resourcing support. I was able to utilise my knowledge to ensure library materials were appropriate to the cultural and language diversity, reading ability, learning and format preferences and access requirements of the school community (Kennedy, 2006, pp. 11-31). Moving forward, I want to further develop the non-fiction collection to better resource classroom learning, including more digital materials in the collection, to support “anywhere, anytime” student access (Bray & McClaskey, 2013, pp. 12-19).

Additionally, my experience as a classroom practitioner gave me an excellent entry point by which to extend my curriculum knowledge through postgraduate study to develop specialised knowledge of curriculum and pedagogy. Engagement with subjects such as ETL503 Resourcing the curriculum, and ETL402 Literature across the curriculumhave strengthened my knowledge of the Australian Curriculum, in particular the general capabilities and cross-curricular priorities, which I have used to develop library learning programs and strengthen classroom learning. Furthermore, I extended my knowledge of digital citizenship, including facilitation of digital platforms in creative, collaborative and ethical ways to support student learning. Moving forward, I want to contribute to a school-wide digital citizenship policy and curriculum plan through my involvement in the school ICT Committee (Lindsay, 2016b).

Professional Pedagogy

Having worked in IB schools throughout my career, I was familiar with inquiry pedagogies. However, learning in ETL401 Foundations of Teacher Librarianshipbroadened my knowledge, and provided a framework to conceptualise more authentic student-led inquiry (Kuhlthau, Caspari & Maniotes, 2015). However, my current teaching role of one lesson per class per week does not allow team-teaching or the time required for this method to be implemented faithfully. Therefore, I would like to experiment with an abbreviated framework incorporating elements of guided inquiry design which may be more achievable in my current context.

I have implemented a process to improve the library environment and transition towards a library learning commons model (Harper & Deskins, 2015, pp 24-33; Hughes, Bland, Willis & Elliott Burns, 2015, pp. 321-334; Kompar, 2015, pp. 20-24), making modifications to the library’s shelving design and including flexible furniture to create quiet, learning and social spaces for students. Furthermore, I utilised conceptual learning from ETL523 Digital Citizenshipto lead a school-wide mobile device reallocation and implement a remote management system, which is contributing to enhanced teaching and learning using digital tools. Moving forward, I want to utilise my role on the school ICT Committee to support a transition to a digital learning environment (Godfree & Neilson, 2018, pp. 28-40; Lindsay, 2016a; Lindsay, 2016b; Marks & Printy, 2003, pp.371).

Professional Relationships

The strongest theme that emerged during my postgraduate studies is the importance of relationships. For a TL to be successful in their role, and in turn contribute to student and school success, they must develop and maintain professional relationships with students, staff, the school community and professional networks (Dinham, 2008, pp. 37-59, pp. 119-137). When I took over the TL role in 2017, a culture existed whereby the library space, staff and learning program were isolated from the school. I have worked to leverage my existing relationships to make the library the heart of the school and make collaboration and open communication the norm. Timetabling issues continue to make attainment of this goal a challenge; however, I have established several positive working relationships with teaching teams, have contributed to other class learning via online platforms, and have established volunteer partnerships within the school community.

References

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