SLANSW Summit - March 2024

On 16 March, I attended the biannual School Library Association of NSW (SLANSW) Summit at Trinity Grammar School in Summer Hill. The theme was: Piecing it together: Voice, choice and connection and focused on literacy.

I have prepared an article for SLANSW that will appear in its blog. In it, I provide a detailed account of the summit from a member's perspective. This entry in my blog will focus on three strategies or approaches that I can apply what I learnt on the day to my day-to-day professional practice and my school library.

1. In encouraging students to read, I should consider the types of readers that exist such as Avid, Proficient, Struggling and Reluctant readers within the school community and propose how I can accommodate them, especially struggling and reluctant readers. Also, I should consider the types of reading, such as Aesthetic and efferent. What type of reading should I be promoting in the classroom? What type of reading supports reading for pleasure.
2. My school has a READ program where students read for twenty minutes a day, four times a week. I believe that student input in how the program is run will be key to its future success and effectiveness in improving student reading (and ultimately) academic results. Given the successful approach of including students in the success of the Just Read Program at Queenwood, I'll need to advocate for student input.
3. I concede that my school library has other pressing challenges that need to be prioritised at present, but I would like to eventually move towards greater curation of resources within the library collections and working with teachers across the faculties to make this happen. In past years at previous schools, I have attempted a library newsletter as a means of communicating with staff, which has its merits, especially with limited time to undertake such a venture, but it becomes a diary of record relating to the library in itself. I would like to challenge myself to also provide library presentations in the event of any professional learning days that comprise concurrent workshops that are delivered by staff.

Teacher Librarian as Leader - Kay Oddone

Recently I read a blog entry by Kay Oddone of the University of Southern Queensland. I had been lacking literature relating to Leadership and how it may relate to the Teacher Librarian Role. Also I have been wanting to reflect on how I have demonstrated and applied leadership within my professional practice. 

By viewing her entry, there is a reference list that has been provided for anyone who may be searching for literature for themselves that is related to the topic and is worth pursuing. 

Reflecting on this article, I did not know that I have demonstrated capacity as a leader and more than likely have not noticed it until now. It has been more difficult to lead when you fill in for an absent colleague, but I have been presented with opportunities in various roles to demonstrate leadership.

Developing a positive reading culture within a school community has been an example of leadership, creating wide reading programs for schools or coordinating wide reading initatives e.g. NSW Premier's Reading Challenge. Even if filling in for colleague, I can still easily show leadership through my engagement amongst staff and students during a wide reading session. 

Modelling appropriate and safe use of technology is another example of leadership that I have applied. I have explained to students the purpose and role of copyright and how it relates to viewing material e.g. asking students to delete audiobook mp3 files off their devices once the loan period has expired. Also, I have provided workshops to teach students how to evaluate websites for their usefulness an reliability. 

Through undertaking professional development especially in recent times, I have discovered that I have applied innovative pedagogies and this has been without noticing it too or have had experiences where I have shown at least capacity to apply those pedogogies.

I also have provided at times professional development within school settings and have been exploring getting involved in providing professional development to fellow Teacher Librarians within my professional networks. 

I have set myself a challenge in the short term which is to promote the leadership aspect of my role. How can I promote to others that I am a leader in what I do. 

Accommodating for students with a disability

I have been a keen advocate for providing equitable access to library services and recently accepted an opportunity to undertake some free professional development provided online through the Association of Independent Schools.

The course Disability Legislation Online Module on the impact of legislation of the following:

• Disability Discrimination Act (1992)
• Disability Standards for Education (2005)

I would encourage Teacher Librarians to enroll in this course. It is free for those in Association of Independent Schools but non-member schools will charge a fee.

As Teacher Librarians, we do collaborate in the programming of units of work across each key learning area. We do need to remember that we need to accommodate various learning needs for those who may be disabled.

It also affects how we provide library services including resources and furniture. We should ensure that any activities that we provide can include those with a disability. If not we need to provide an alternative.

We should also liaise with learning support as to how the school library can improve its provision of library service to those with disabilities. 

Libraries as an "extension of the playground"

I recently raised on two Teacher Librarian forums the idea of the library acting as an “extension of the playground.”

I received more than a dozen responses and have decided to share some of the information that was received or posted. Thankyou for your contributions.

Some do not support the idea of the library acting as an extension of the playground citing the library as a learning space and/or reading occurs. Loud conversations etc are not encouraged. One response was explicit in that the library was “not the playground”.

Another response cited personal experience where the application of the idea attracted the disenfranchised as opposed to those who may be seeking the library for learning, reading or even quiet activities e.g. board games. This stemmed out of the idea that libraries were in the eyes of teachers spaces for socialising.

Other responses supported the idea of the library as a “community” space during break times to allow students to access library services in a more informal manner. Social activities of a passive manner are allowed e.g. board games, playing (appropriate) games on computers, reading, homework and quiet chatter. Interestingly there was no reference in the postings and discussion to the library as an “extension of the playground”.

So then the question is, what is meant by the idea of libraries as an “extension of the playground?"

To understand the idea of libraries as an “extension of the playground”, it required me to define what is meant by “playground”. According to the Merriam-Webster Dictionary, it “refers to a piece of land used for and usually equipped with facilities for recreation especially for children”. So if applied to a library during a recess or lunch break, the library must be equipped with facilities for recreation in order to be deemed a “playground”.

Therefore if the concept were applied, as Teacher Librarians, it would be our responsibility to provide students with appropriate recreational activities to keep them engaged.

I do have concerns with the idea of libraries as an “extension of the playground” in terms of the wording of the phrase. The word “playground” can be opened to many interpretations, as suggested by one contributor. Some may see this phrase as allowing behaviours allowed in outdoor settings to be applied indoors. If allowed, it creates concerns for learning and social needs along with safety of others. There are one or two schools which I have observed personally as adopting this approach. This has created behaviour management issues, particularly as they may behave in a manner that would not normally engage in within the normal classroom setting. Students complain, insisting they have a right to engage in the behaviour e.g. sitting on a table or entitled to warnings despite the imminent risk of safety.

Therefore we should not apply the idea of libraries as an “extension of the playground”. I have supported the concept of libraries as a recreational space during break times within the context of encouraging recreational activities that are passive when compared to normal playground activities - whether it is playing board games, card games, (appropriate) computer games or reading. Quiet chatter while seated is acceptable. It is important that it is explicitly stated as to what is allowed and not allowed in the library during break times along with expectations for behaviour. I would involve students and staff in the process as a means of encouraging ownership of library spaces and resources.

Nick Earls article on importance of Teacher Librarians in schools

I was speaking to two friends that live in Victoria and work in primary schools, and asked them recently about Teacher Librarians working in their schools.

They told me that neither of their schools had one but had libraries. Budgetary issues were identified as one reason.

And then a colleague emailed me an article written by Nick Earls that got me thinking about the problems that not having a teacher librarian could have for schools, even schools that have an unqualified teacher librarian managing it.

The first problem is that the collection is more likely to become mismanaged. Collections are more likely to be poorly maintained like outdated resources or items easily disappear. I can testify that from experience at one school and while fixable, the time to fix it will be a long one.

There was one matter that affects even us qualified teacher librarians - The self checkout. Yes the public libraries have them but does self checkout help students pick the right books? Experienced school library staff have a broad knowledge of literature and can make a recommendation based on what they know to each student. Without that guidance, it can create problems. A parent could ring up the school and complain if their child has borrowed a book that may have objectionable material. A student may not be able to utilise or use a book effectively e.g. Borrow a book that is above their reading level.

But what else does a school lose from not having a teacher librarian?

• An advocate for reading - Teacher Librarians love to read and they want others to read as well. The ultimate role model for reading. I can see from my practice how I have encouraged others to read. There are kids for instance who are doing the NSW Premiers Reading Challenge, who might have not done so in the first place. I am even reading books and seeing if I can read 20 books from the PRC list. Will be handy for making book reviews. 
• Less opportunities for innovation in teaching and learning. It has been reported that ICT skills amongst school students in Australia is on the decline.  A Teacher Librarian is able to collaborate with colleagues to provide teaching and learning experiences that not only incorporate ICT skills, but also educate students on how to use them effectively.
• Students will engage less with literature - The internet is not a one stop shop for information. Through a Teacher Librarian, they will be exposed to information in differing formats including print. Even in this digital age, youngsters love their printed material. Think wide reading. Would students and teachers know whats even there?
• The library is not valued as a centre for learning. The library more or less becomes a storage area for books; a bit like a museum. Books are not used for what they are intended for. 
• Developing skills in critical and creative thinking. In this globalised society, we need to make the right choices and in order to do that, we need to think through critically. In countries like Australia, we lack innovation, and if Australia wants to compete with the world and remain a leading society, we need to have skills in creative thinking. Libraries with their wealth of information can give one the ideas needed to engage in that think, but also be guided in how to express their thinking, not just creatively, but critically. 

Library Warriors@Evans High

I was reading the Winter 2015 edition of Learning Hub (SLANSW) when I came across an article by the Vice-President of the School Library Association of NSW - Tamara Rodgers.

It interested me how Tamara's experiences have tied in with some of my recent experiences this year. While I have finished the block at Georges River College - Hurstville Boys' Campus (back at Waverley College as an acting Teacher Librarian this term), I will admit that the article should have come out earlier because it could have guided me through that time and perhaps shaped some ideas in making a positive learning culture within the library.

I remember speaking with my library assistant about how to label the library monitors. She proposed "library boys" as it was a less formal tag and would make the work look "cool". I think "Warriors" sounds just as great because it can install a sense of responsibility yet make the work looking appealing.

Both of us had also raised the role as part of a school service program with the Head Teacher - Welfare at the school to try and get the kids to pursue activities in which they can contribute to the school community and building up a structured scheme for the "library boys". Even encouraging activities like a chess club were floated around to encourage the boys to pursue their interests but also provide them with a safe place to do it.

There was a group of Year 9 boys that I recall that were loitering and behaving inappropriately in the library at times, yet if you gave them something to do you'd find that they would get a sense of ownership and pride. I got to see them in another light, and in a positive way. This was needed when books to be weeded had to be relocated and organised in a sorting area. I could actually give praise to these kids, instead of referring them onto Head Teachers or the Deputy.

I think I may have a good model in terms of managing a library monitor system at whatever school I may be at, now or in the future.

With establishing a learning culture, the boys were never provided with a proper self-service printing system which other schools had. I was able to lobby for a printing system to be established and will be installed soon. Being boys, they love to leave things to the last minute and when they need to print, the library is often the only place to do it. They would have to approach my library assistant and pay 20 cents per page for printing from a printer within our staffroom. This took time away from her ability to work productively. I have planted one of the first seeds in making it a learning centre because boys will start to use it for learning, even if it is for printing.

One of our collections (Graphic Novels) had been previously stored in the staff room. Boys love their graphic novels. I managed to find some spare shelves and put them there. The loan rate for Graphic Novels has soared, though I hope to see that collection grow in the years ahead.

There are probably other comments to be made. One I won't comment though is the behaviour referrals. They were quite high and this not the place to bring it up.

Young Males & reluctance to read

This article was recently published in News Limited newspapers across the nation relating to boys reluctance to read for pleasure because it may not be seen as "masculine".

Being a male, I doubt it as such. While I may have preferred newspapers, magazines and non fiction literature as a teen, none of my peers actually looked down on it. Some of them wanted to at have a flick through the newspaper for instance. I was actually looked up to because they could ask me questions about anything or I could share something with them.

There were other peers that read only magazines for pleasure. They were reading and no body bothered to question it.

So as a professional, how would I encourage a young teenage male student to read? I think back to just a term ago and presenting "litgym" to the girls at the MLC School. Boys love to set challenges for themselves, and "litgym" could do it, because your setting them a challenge and they would try to work towards it. As I have pointed out previously, we need to advocate reading for pleasure. Let the boys take ownership of their reading.

Boys love their technology and that should be encouraged as I have suggested in general.

One comment in the article mentioned about time getting in the way of some reading. Giving tips on when are suitable times to read e.g. trip to and from school would help them especially if they are travelling alone or have a long commute.

Module 3 (Web 2.0) - Google Docs

I had never known of the existence of Google Docs before starting this module and wow I was impressed what you can do with it.

I find that it comes most handy in classroom settings for collaborative learning tasks where students have to work in groups. Traditionally, each group member has needed their own computer with an offline version of Microsoft Office or word processing program. If ideas had to be shared emails with attachments had to be sent to each other. Changes could not be made in real time. You had to wait for team members to reply back to your emails with changes.

Now it can be done in real time. The file is uploaded on Google Drive onto the web and modifications can be made by team members using the apps. This allows for learning to occur at all times of the day. If there is an assessment task, group members dont have to meet at once unless to discuss who is doing what and progress. Content can be added or edited at any time. This works around the schedules of each team member. It also allows for accountability because team members can see who is doing what and when. Learning time becomes more productive, however there is that question of what to do should the internet go down and all the work can be accessed only in cyberspace?