Ten Books, One Nervous Breakdown: Reckoning with the ABC Top 100

I am a reader. Not the “I’ll grab a paperback at the airport” kind. I mean the full-blown, emotionally-attached-to-fictional-characters, rearrange-my-bookshelves-for-fun kind. So when ABC Radio National asked Australians to nominate their top 10 books of the 21st century, I did what any sane book lover would do: I spiralled.

Coming up with this list was horrendously difficult. I probably agonised over it for longer than it took to name my children, and with far more existential dread.

What if I forgot a book that changed my life?

What if I picked something too obvious?

Too obscure? Too emotionally manipulative?

Eventually, after much soul-searching, tea-drinking, and dramatic sighing, I settled on ten. I will preface it and say they may not necessarily the “best” books of the century—but they’re the ten books I think are the ‘my‘ books. My literary lifeboats. And because I clearly enjoy suffering, I’ve explained why each one made the cut.

My Brilliant Friend (2011) by Elena Ferrante

A colleague recommended this one to me back in 2019. Book one of a four-part saga that nails the messy magic of female friendship. Elena and Lila are best mates, worst rivals, and emotional sparring partners. Ferrante helped me realise that friendship isn’t always soft—it’s sharp, complicated, and utterly formative.

A Man Called Ove (2012) by Fredrik Backman

My best read of 2018—and the gateway drug to all things Backman. Grumpy old man meets chaotic neighbours, and somehow it’s a masterclass in love, loss, and chosen family. Proof that sometimes, the best family isn’t the one you’re born into—it’s the one that barges in uninvited.

The Tattooist of Auschwitz (2018) by Heather Morris

Heart-wrenching and unforgettable. Based on interviews with Holocaust survivor Lale Sokolov, this novel brings humanity to horror. It’s a story of love, resilience, and survival in the darkest of places—and it left me absolutely gutted. Furthermore, for the non-readers in my life- there is a TV series.

Wolf Hall (2009) by Hilary Mantel

Book one of Mantel’s Tudor trilogy, starring the ever-scheming Thomas Cromwell. This was another recommendation from a colleague. Wolf Hall is lyrical, slyly funny, and so well written it makes other historical fiction feel like homework. A must for history buffs—and anyone who likes their politics bloody and their prose brilliant. TV series available for the non-readers. Different note – Alison Weir just released a title called “Cardinal” based on the life of Thomas Wolsey … so will need to pop that on my list to read soon.

A Thousand Splendid Suns (2007) by Khaled Hosseini

Heartbreaking and beautiful. Set in Taliban-era Afghanistan, it follows two women whose lives collide in tragedy—and transform through love. Their bond, almost mother-daughter, is a testament to resilience, sacrifice, and the fierce power of chosen family. This was an accidental read, I found this book on a plane, left by a forgetful passenger… I still have it on my bookshelf. It has been well read and is still much loved.

Circe (2018) by Madeline Miller

I’m a sucker for Greek mythology, and this feminist retelling hit all the right notes. Circe steps out of the shadows and into her own power—witch, exile, goddess, woman. Strong female themes, lyrical prose, and a fresh perspective on ancient tales. Loved every spellbinding page. This book is far better than Song of Achilles, also by Madeline Miller. I felt like slapping Achilles more times than I could count in that novel.

Go Tell the Bees That I Am Gone (2021) by Diana Gabaldon

Book nine of the Outlander saga, and a rich tapestry of time-travelling drama. Jamie, Claire, Brianna, Roger, Lord John Grey, and William Ransom all get their moment—and it’s beautifully woven together. Such emotion. Jamie and Claire at their best. A love story for the ages. I have included this in the list because it is one of my favourite series, as I couldn’t squeeze in Cross Stitch (wrong century!), but this one carries the torch. BTW – I am waiting desperately for Book 10. Hurry up Diana!!

Burial Rites (2013) by Hannah Kent

A beautifully written fictional take on the life of Agnes Magnúsdóttir, Iceland’s last execution. It forces you to confront 19th-century prejudice, gender roles, and how reputation can be shaped more by rumour than truth. Quietly devastating—and deeply human. This was a senior text when I was teaching in the ACT and I read it as part of my curriculum planning. An absolutely brilliant novel and quite frankly, should be taught more in schools.

Hallmarked Man (2025) by Robert Galbraith (aka J K Rowling)

This one was hard as I nearly shoehorned in Harry Potter, but alas, that was from last century. Then I dithered over Deathly Hallows, but it’s book seven, and I’ve got a “book one” theme going (see Wolf Hall, My Brilliant Friend). Therefore it seemed logical that Cuckoo’s Calling made the list. But in the end, as I selected Book 9 of the Outlander series, I felt that it was OK that Hallmarked Man won out over the other 7 books in the series. Additionally, it is the best book I’ve read this year. .So, it’s in. No regrets. (Okay, maybe a few – I agonised over this one the most).

The Nightingale (2015) by Kristin Hannah

I cried buckets. This heartfelt tale of a woman risking everything to save Jewish children under the Nazi occupation of France. First it was for her best friend’s son… then it was another woman’s son…. and daughter. This book is a gut-punch of love, loss, friendship, and motherhood. It broke me, then stitched me back together.

So there you have it…

Ten books. Ten emotional rollercoasters. And one very frazzled reader. If you’re brave enough to try making your own list, I salute you. Just stock up on tea, tissues, and a sturdy spreadsheet.

Growing Up on the Page: Teaching Coming-of-Age Novels in Australian Classrooms

Coming-of-age novels have long held a central place in literature, offering rich terrain for both personal reflection and academic exploration. For educators working with adolescents, these texts are more than just stories—they are mirrors and windows into the complex journey of growing up. This post explores why coming-of-age literature resonates so deeply with teenagers, why it matters in the curriculum, and how educators can harness its potential to foster empathy, identity formation, and critical thinking.

Bildungsroman

Adolescence is a period marked by emotional intensity, identity exploration, and social upheaval. Coming-of-age novels, also known as bildungsroman, capture this liminal space with authenticity and nuance. Teen readers often see themselves reflected in protagonists who grapple with similar dilemmas: family conflict, peer pressure, romantic entanglements, and the search for purpose. These narratives validate the adolescent experience, offering reassurance that their struggles are not isolated but part of a universal human journey.

Moreover, the first-person perspective common in young adult fiction allows readers to inhabit the protagonist’s inner world. This immersive quality fosters emotional resonance and encourages teens to reflect on their own values, choices, and aspirations. As Biscontini (2024) noted, coming-of-age literature “provides young people with a relatable experience while offering adults a sense of nostalgia,” and often centres on the loss of innocence, self-discovery, and the struggle to adapt to societal expectations.

Why They Matter in the Curriculum

From a pedagogical standpoint, coming-of-age novels are invaluable tools for teaching literary analysis, thematic exploration, and cultural literacy. These texts often engage with issues such as race, gender, class, and mental health: topics that are both timely and timeless. By studying these works, students develop empathy and gain insight into diverse lived experiences.

Importantly, coming-of-age literature also supports identity development. For students from marginalised backgrounds, seeing characters who reflect their realities can be empowering. For others, these stories offer a chance to understand perspectives different from their own. As such, these novels contribute to a more inclusive and socially aware classroom environment (Federation of Egalitarian Communities, 2024).

Why Choosing the Right Text Matters—Especially for Boys.

“Puberty is merciless. Regardless of who you are,” Becky Albertalli in Simon vs. the Homo Sapiens Agenda

This sentiment that captures the emotional turbulence of adolescence with striking clarity. For boys, this period can be particularly complex, often shaped by conflicting expectations around masculinity, emotional restraint, and identity formation.

Choosing the right coming-of-age texts for boys is not merely about fostering a love of reading. It is about offering them tools for emotional literacy, ethical reasoning, and self-reflection. These stories help boys navigate moral ambiguity, understand the consequences of choices, and appreciate the nuances of human relationships. Crucially, they provide a safe space to explore vulnerability, fear, and belonging, which often occur before boys feel equipped to express these experiences in their own words.

Selecting texts that feature emotionally authentic male protagonists, whether they be sensitive, conflicted, resilient, or flawed; can disrupt narrow stereotypes and expand boys’ understanding of what it means to grow up. When boys see themselves reflected in literature, or encounter perspectives that challenge their assumptions, they are more likely to engage deeply and critically.

Incorporating well-chosen coming-of-age novels into the curriculum also supports literacy outcomes. The relatability of the content increases motivation, while the layered narratives encourage boys to interpret symbolism, character development, and thematic complexity. With the right texts, educators can foster not only stronger readers, but more thoughtful, empathetic young men.

How Students Socially Learn from Narrative Fiction

Recent research by Gasser, Dammert, and Murphy (2022) offers a compelling framework for understanding how children socially learn from narrative fiction. Their integrative review identifies three distinct mechanisms:

Getting the Lesson – where children extract and internalise explicit moral messages from the text.
Simulating Social Worlds – where readers imaginatively engage with fictional characters, enhancing empathy and perspective-taking.
Dialogic Inquiry – where students develop social reasoning through peer dialogue about complex sociomoral issues raised in fiction.

This framework is particularly relevant for educators designing literature programmes that go beyond comprehension and into the realm of ethical inquiry and emotional intelligence. It supports the use of coming-of-age novels as tools for cultivating sociomoral competencies in the classroom.

Key Texts – Australian Coming of Age stories for Boys

Australian literature offers a rich and diverse array of coming-of-age narratives that speak directly to local contexts, landscapes, and cultural tensions. There are wide range of novels that can be utilised effectively in the classroom, however, these texts are particularly valuable for fostering national literary literacy and connecting students with stories that reflect their own communities.

Jasper Jones by Craig Silvey
Boy Swallows Universe by Trent Dalton
I am not really here by Gary Lonesborough
Rowan of Rin by Emily Rodda
Breath by Tim Winton
The first third by Will Kostakis
Scartown by Tristan Bancks
The Sidekicks by Will Kostakis
Ready when you are by Gary Lonesborough

Key Texts: Classic Coming-of-Age Novels

These canonical works have shaped the genre and continue to offer profound insights into the human condition. They are ideal for comparative studies and historical context.

David Copperfield by Charles Dickens
The Picture of Dorian Gray by Oscar Wilde
The Catcher in the Rye by J.D. Salinger
The Adventures of Huckleberry Finn by Mark Twain
To Kill a Mockingbird by Harper Lee
The Outsiders by S. E. Hinton.

Key Texts: Modern Coming-of-Age Novels

Contemporary novels reflect the evolving challenges faced by today’s youth, including cultural identity, mental health, activism, and global conflict. These texts are especially relevant for engaging students in current social discourse.

The Hate U Give by Angie Thomas
Persepolis by Marjane Satrapi
Darius the Great Is Not Okay by Adib Khorram

Reference List (APA 7)

Biscontini, T. (2024). Coming of age in literature. https://www.ebsco.com/research-starters/literature-and-writing/coming-age-literature

Federation of Egalitarian Communities. (2024). What do coming-of-age novels teach us? https://www.thefec.org/news/what-do-coming-of-age-novels-teach-us/835/

Gasser, L., Dammert, Y., & Murphy, P. K. (2022). How do children socially learn from narrative fiction: Getting the lesson, simulating social worlds, or dialogic inquiry? Educational Psychology Review, 34(3), 1445–1475. https://doi.org/10.1007/s10648-022-09667-4

Sun, X. (2024). Teaching young adult literature in secondary L2 classrooms: A case study of The Outsiders reading programme. The Language Learning Journal, 52(3), 233–254. https://doi.org/10.1080/09571736.2022.2107694

The Greatest Books. (2025). The greatest coming-of-age books from 2020 to 2025. https://thegreatestbooks.org/the-greatest/coming-of-age/books/from/2020/to/2025

Celebrating Australian School Library Day: Why Every School Needs a Library and a Qualified Teacher Librarian

Today, across the country, we celebrate Australian School Library Day—a moment to shine a light on the heartbeat of our schools: the library.

This year’s theme, All the Literacies, reminds us that school libraries are not just about reading. They’re about empowering students with the full spectrum of literacies needed to thrive in a complex world. As educators, this day invites us to reflect on the transformative role libraries play in our schools and to advocate for the qualified teacher librarians who make these spaces come alive.

More Than Just Books: The Role of School Libraries

Modern school libraries are vibrant, inclusive environments that support curriculum delivery, foster independent learning, and build critical and creative thinking skills (ACT Government, 2022). When led by a qualified teacher librarian, these spaces become central to a school’s teaching and learning culture.Yet in Queensland and beyond, many schools still lack a dedicated library space or a qualified teacher librarian—especially in communities where literacy outcomes are already at risk (Queensland Teachers’ Union [QTU], 2023).

Why qualified Teacher Librarians matter?

Teacher librarians are dual-qualified professionals with expertise in both education and information science.

They:

Collaborate with classroom teachers to support curriculum goals.
Promote reading for pleasure and academic success.
Guide students in navigating digital and print resources.
Create safe, inclusive spaces that support student wellbeing.

Then there is nothing quite like seeing a student fall in love with reading for the first time. That joy is irreplaceable!

Literacy and Wellbeing: A Powerful Connection

Literacy is foundational and not just for academic achievement, but for emotional and social wellbeing. Research shows that reading and writing can significantly support children’s mental health, especially during times of stress (National Literacy Trust, 2020).

This year’s theme, All the Literacies, highlights the many ways libraries support students, from reading and information literacy to digital, cultural, and wellbeing literacy. A well-resourced library is a launchpad for lifelong learning. Emerging frameworks like wellbeing literacy emphasize the importance of teaching students how to communicate about their emotional and mental states (Oades, Robinson, Green, & Spence, 2021).

The Reading Crisis.

Merga (2017) has revealed a troubling trend: while many adolescents possess basic literacy skills, they are increasingly disengaged from reading for pleasure which is known as aliteracy. Between 2017 and 2021, the percentage of Australians who read books at least once a year dropped from 92% to 75% (Merga, 2022). This decline has serious implications for literacy development, academic performance, and future opportunities. Merga’s findings also underscore the vital role of teacher librarians in reversing this trend. By fostering reading habits and building relationships with students, they help bridge the gap between ability and motivation.

Australian School Library Day – A call to action.

Australian School Library Day was created to celebrate the incredible work of school library staff and to raise awareness of the essential role libraries play in education (Australian Library and Information Association [ALIA], 2025). It’s a day to:

Share appreciation for your library staff.

Showcase student voices and library stories.

Advocate for well-resourced libraries in every school.

If your school doesn’t yet have a qualified teacher librarian or a dedicated library space, today is the perfect time to start the conversation.

After all, every student deserves access to a library that supports all the literacies.

References

Merga, M. K. (2022). Reading engagement in Australian adolescents: Beyond ability. Springer.National Literacy Trust. (2020). Children and young people’s reading in 2020 before and during lockdown. https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-reading-2020-before-and-during-lockdown/

Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2021). Wellbeing literacy: A capability model for wellbeing science and practice. International Journal of Wellbeing, 11(1), 1–27. https://doi.org/10.5502/ijw.v11i1.727

Queensland Teachers’ Union. (2023, May 5). Do you have a qualified teacher-librarian in your school library? Queensland Teachers’ Journal, 128(3), 22. https://www.qtu.asn.au/journal/queensland-teachers-journal-vol-128-2023/queensland-teachers-journal-vol-128-no-3/do-you-have-qualified-teacher-librarian-your-school-library

Cooperative and collaboration in the library.

We recently hosted the Year 9 Mathematics cohort for a few lessons over this past term. Traditionally, the Information Centre rarely hosts Mathematics classes, but a recently graduate Mathematics teacher wanted a more collaborative approach to learning. He devised a series of lessons that were aimed at developing the student’s skills in geometry through collaborative learning groups but needed additional bodies and space to ensure it ran effectively. By using the library and its flexible learning spaces to run these collaborative learning sessions, the students were able to gain assistance from their peers, their own teachers and the teacher librarians. This mean that there was more specific support available for facilitating the learning, which led to an overall improvement in student outcomes. From a teacher librarian perspective, these sessions were a wonderful way to develop student learning through collaboration and cooperation, and a fantastic outcome for all.

Classes come to the Information Centre from across the school to access the library for resources, the flexible learning spaces, as well as gain assistance from the teacher librarians. This assistance may be in the form of information seeking, but the fact is that the primary focus of any teacher librarian is to facilitate the teaching and learning of their school community (ALIA & ASLA, 2004). Research from over thirty different studies across the world has indicated that the presence of qualified teacher librarians has a strong positive correlation to improved learning outcomes (Hughes, 2013). This access can occur in a variety of ways but most often occurs in the form of team teaching with the classroom teacher, explicit instruction, targeted assistance with inquiry learning, as well as informal and formal research support, essay writing workshops, the implementation of literacy and numeracy strategies, and various other teaching and learning programs. This breath of access means that the teacher librarians themselves can be considered a resource to improve student learning because they enable students and teachers to use the library and all its resources to its fullest potential (ALIA & ASLA, 2016).

School libraries are more than just book repositories, but rather they are dynamic spaces where information can be accessed, and knowledge constructed for a range of purposes. The reality is that time spent into the library in the pursuit of knowledge often leads to improved efficiency and efficacy because of the qualified teacher librarians that support student learning.

References.

ALIA & ASLA. (2004). Standards of professional excellence for teacher librarians. Australian School Library Association. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

ALIA, & ASLA. (2016). Statement on Teacher Librarians in Australia. Australian School Library Association. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf

Hughes, H. (2013). School libraries and teacher librarians: evidence of their contribution ot student literacy and learning. Curriculum & Leadership Journal 11(12). http://www.curriculum.edu.au/leader/school_libraries_and_tls,36453.html?issueID=12777

Leading from the middle – Teacher Librarian as a Middle Leader at School.

Leading from the Middle.

Strong educational leadership has been clearly linked to a positive learning culture and increased student outcomes as effective leaders have a strong vision, are able to lead by example, manage their resources in a flexible manner and are able to develop strong collaborative teams (Leithwood, Harris & Hopkins, 2020; Yeith et al, 2019, p. 452). But whilst there are numerous types of leadership styles, research has indicated that distributed leadership (DL) has the greatest influence on students and their learning outcomes (Leithwood, Harris & Hopkins, 2020, p. 12; Bartlett, 2014, p.1). DL advocates for the distribution of leadership roles within the school community based on expertise rather than a formal position of power, and as such is fundamentally based upon positive and collaborative interactions between colleagues and teams (Leithwood, Harris & Hopkins, 2020, p. 13-14. It is these interactions and team development that leads to the promotion of middle school leaders and the development of teacher librarians as leaders of information literacy, innovative pedagogy and educational technology.

Middle school leaders (MSL) are an important aspect of educational environments as their position of responsibility operates between senior leadership and teaching staff (De Nobile, 2018). They are often responsible for mentoring new teachers, leading a team, a project or a faculty, as well as managing the traditional aspects of classroom teaching (Lipscombe et al., 2020, p. 408-411; De Nobile, 2018, p.398). Unlike principals whose leadership role is based upon actions, MSL’s responsibility is often linked to maintenance of resources, professional development, school improvement plans and thus their role is dependent on interactions with others and on their individual context (De Nobile, 2018, p.398; Lipscombe et al., 2020, p. 408-409).

In primary schools, MSL are often team leaders or year level coordinators, whereas in secondary schools, they manifest as faculty heads and or leaders of wellbeing (Lipscombe et al., 2020, p. 408). As experienced teachers, MSL are able to combine classroom teaching with leadership positions, and therefore are well placed to make a direct and positive impact upon the teaching and learning (Lipscombe et al., 2020, p.407-408). Whilst the context may differ, MSL operate on behalf of the school leadership team as they are often required to interpret the agenda of senior management as well as expected to develop and staff towards the principal’s shared vision (De Nobile, 2018, p. 400).

The efficacy of MSL is dependent on several clear parameters. The variability of the role and range of possible contexts means that there is no distinct career pathway or associated professional development. Therefore, in order to be effective, these emerging leaders require clearly established responsibilities, explicit support from the principal, a positive learning culture, expertise in their field and a framework for professional development, so that they can successfully meet the expectations of their school community (De Nobile, 2018, p. 401; Lipscombe et al., 2020, p.407). Due to the lack of a formal career pathway, Lipscombe et al., (2020) advocates AITSL’s Australian Professional Standard for Principals as a framework for informing current practice as well as providing direction for future MSL professional development (p. 412). This framework is useful because there is little structure for leadership development within the professional standards for teachers (Lipscombe et al., 2020, p.412). Unfortunately not all MSL have clearly defined expectations, or adequate sufficient support from the principal, and this can severely impact their ability to effect change within the school especially when it comes to innovations in pedagogy (De Nobile, 2018, p.401; Lipscombe et al., 2020, p.419). This inability can impact the MSL’s capacity for job satisfaction and can lead to increased attrition rates (Stroud, 2017).

The main purpose of MSL is to improve and innovate pedagogical practices and positively impact learning outcomes (Lipscombe et al., 2020, p.417). By these parameters, teacher librarians (TL) are ideally suited to the task based upon their Masters of Education, as well as the significant overlap between their role in the school and the requirements of MSL. Unlike ATSIL’s Highly Accomplished and Lead Teacher which is focused on using classroom teacher’s expertise to develop professional practice in others, teacher librarians are required by their professional standards to demonstrate leadership within school communities, have thorough knowledge of the curriculum and actively promote collaborative learning (AITSL, 2019, p.3; ALIA & ASLA, 2004; Lipscombe et al., 2020, p.412). Additionally, from a school hierarchy perspective, most TLs are classified as coordinators or as faculty heads, and therefore their position within a school is literally in the ‘middle’. TLs are able to lead from the middle by supporting their colleagues with their expertise, promoting collaborative teaching and learning as well as modelling good pedagogical practices (ALIA & ASLA, 2004).

The reality is that even though teacher librarians have a great capacity for leadership, their ability to fulfill that role to the best of their ability requires adequate time, support and structure (Johnston, 2015). Time is the most desired resource as TL do require adequate time to balance the roles of managing an information agency, along with the developing informational literacy as well as sufficient time to plan strategically for future educational trends (Lipscombe et al., 2020, p.412). Unfortunately many TLs are restricted in their ability to strategically plan, co-plan and collaborate with their colleagues due to significant teaching loads, lack of support from the principal and insufficient authority.

Middle school leaders have a great capacity to improve student learning by sharing their expertise, promoting professional development and collaborative learning as well as by modelling best practice pedagogy. Teacher librarians make ideal middle school leaders because of their human and social capital. They are academically qualified, have the necessary professional knowledge, extensive curriculum understanding and collaborative approach to education. As such their ability to significantly improve learning outcomes is immense provided they are supported by their principal, a positive learning culture and sufficient time to do their role properly.

References:

AITSL. (2014). Australian professional standard for principals and the leadership profiles. Education Services Australia.

https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standard-for-principals.pdf?sfvrsn=c07eff3c_6

AITSL. (2019). Certification of Highly Accomplished and Lead Teachers in Australia. National Policy Framework https://www.aitsl.edu.au/docs/default-source/national-policy-framework/certification-of-highly-accomplished-and-lead-teachers.pdf?sfvrsn=227fff3c_8

Bartlett, J. (2014). The power deep in Org Chart: Leading from the middle. Library Leadership & Management 28 (4). https://journals.tdl.org/llm/index.php/llm/article/view/7091/6307

De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management 38 (4). pp 395-416, DOI: 10.1080/13632434.2017.1411902

Gurr, D. (2019). School middle leaders in Australia, Chile and Singapore. School Leadership & Management, 39:3-4, p278-296, DOI: 10.1080/13632434.2018.1512485

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited, School Leadership & Management, 40 (1), 5-22, DOI: 10.1080/13632434.2019.1596077

Lipscombe, K. Grice, C. Tindall-Ford, S., & DeNobile, J. (2020). Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership & Management 40 (5) pp.406-424. DOI: 10.1080/13632434.2020.1731685

Johnston, M. (2015). Distributed leadership theory for investigating teacher librarian leadership. School Libraries Worldwide 21 (2). doi: 10.14265.21.2.003

Stroud, G. (2017). Why do teachers leave? ABC News – Opinion. https://www.abc.net.au/news/2017-02-04/why-do-teachers-leave/8234054

Yeigh, T., Lynch, D., Turner, D., Provost, S., Smith, R., & Willis, R. (2019). School leadership and school improvement: an examination of school readiness factors. School Leadership & Management, 39:5, pp434-456, DOI: 10.1080/13632434.2018.1505718

#IWD2021

#ChooseToChallenge

IWD2021’s theme of #ChooseToChallenge is a call for a more inclusive society by challenging outdated ideologies. This theme suggests that we as individuals can quietly watch gender bias, discrimination and equality occur around us, or we can call it out. Our role in the Information Centre and as teacher librarians is to call out the gender bias in literature.

Literature is a reflection of society because the storylines, characterisations and language of the time are captured by the author (Zanfabro, 2015). This is why Austen’s Elizabeth Bennett, Bronte’s Jane Eyre, Mitchell’s Scarlett O’Hara, Collins’ Katniss Evergreen, and Dahl’s Matilda Wormwood are so memorable. They were the rebels of their time and as such inspired other women to challenge prevailing standards and rebel against societal expectations of femininity. Literature has a great capacity to inspire, provoke and challenge the reader, but the presence of strong female protagonists is not the norm. A recent study of books published indicates that less than 30% of fiction texts have a strong female character (Green, 2018). The primary theory for this disparity is that males don’t like reading books with female protagonists, whereas females are less discriminatory about their reading material. Therefore, it is safer for publishers to print books that feature male protagonists as they have a wider appeal (Rebel Girls, 2017).

Gender bias in literature and publishing has ramifications. Strong female characters are excellent role models for both sexes (Green, 2018). Female protagonists in fiction texts normalise physically and cognitively strong women, point out that it is ok for females to have a leadership role and mostly, that strong women do not mean boys are weak (Green, 2018). Interestingly whilst strong female protagonists are found in varying forms of literature in many differing capacities, they are rarely captured as leaders, unless based upon a historical figure or a biography (Green, 2018).

Our role in the Information Centre and as teacher librarians is to curate literature that portrays strong female and male role models. We are continuously seeking to ensure our collection reflects the educational, emotional, cognitive and developmental needs of our school community… And that includes making sure our girls and boys get to read a range of texts about strong women.

We #ChooseToChallenge gender stereotypes in literature.

References:

Green, S. (2018). Do we need strong female characters? The Irish Times. Retrieved from https://www.irishtimes.com/culture/books/do-we-need-strong-female-characters-1.3513651

Magras, D. (2019). Feminist AF: Hearing Their Voices: Supporting Female Empowerment in Middle Grade Fiction for Tweens and Teens. School Library Journal.

Rebel Girls. (2017). The ugly truth about children’s books [Video]. Retrieved from http://rebelgirls.co/ugly_truth

Zanfabro, G. (2017). Gender matters: What is at stake in dealing with children’s literature? TRANS- Revue de Litterature Générale et Comparée 21. DOI : https://doi.org/10.4000/trans.1440

What does a library do?

How does a library influence the teaching and learning of a school?

How does a school library, its services and resources contribute to teaching and learning? When I started my course two years ago, my understanding of the capabilities of a library and a teacher librarian was restricted to resourcing the curriculum and providing recreational reading.

Now, five units later, I am starting to become more aware of what a well staffed school library and teacher librarian is capable of.

The above concept map is how I feel my school library contributes to the teaching and learning within the school. I was amazed at how many adaptations I had to make to the original flow chart.

This is my original flow chart of how I thought the library as the information centre contributes to the overall learning outcomes. But flow charts do not show the relationships between areas or how one impacts the other.

For example – The cycle of Pedagogy, curriculum and assessment is continuous and requires regular reviews. For example, pedagogical practice impacts learning outcomes and requires teachers review their practice to ensure best practices is maintained.

But you can’t show those relationships on a flow chart or a hierarchal chart…

Leadership – The beginning of ETL504

The action of leading a group of people or an organisation.

Leaders are people with the ability to use social influence rather than formal authority to convince others to follow their vision. Leaders can be appointed or emerge from the ranks, and thus the qualities of leadership are not correlated to seniority, nor a person’s position in an organisation. This is because the ability to inspire others is based upon their ability to influence rather than power or authority (Kruse, 2013).

There are two main objectives of a leader, the first one is to use their influence to convince people to work cohesively together, and the second one is to have a task, vision or goal in mind to focus their influence upon (Mindtools, 2016). This leads to the summation that the type of leader will be dependent upon the vision, the cohort and the environment the leader is working with and that there is no one correct type of leader. Consequently it can be theorised that leaders and leadership style will vary depending on the circumstances in which the organisation finds itself in (Mindtools, 2016). This means that unlike previous years where good leadership was assumed to be within the realms of charismatic individuals, the modern perspective of leadership is instead perceived to be situational and team based (Klingborg et al., 2014; Kruse, 2013; Mindtools, 2016).

Unfortunately, leadership roles and management are often confused for each other. This is a fallacy as leaders are not necessarily managers. Whilst there are similarities between the two roles, there is a difference in the spheres of influence. Both leaders and managers can be appointed to their positions and the efficacy of both can impact an organisation, but in different ways. Ingram (2019) points out that leaders are focused on the future and therefore provide goals and incentives for their team to achieve, whereas managers are focused on the achievements of the day. This means that leaders are required to provide opportunities for personal growth and collaboration in order to promote individual and group performance (Ingram, 2019). Managers are not mandated to provide the same level of access to personal development as their task is to use their legitimately appointed power to ensure tasks get completed on time, whereas leaders are tasked with using their socially influenced power to induce others to engage and participate in their vision or goal over a period of time (Kruse, 2013; Ingram, 2019). Whilst leaders are not always managers, it is helpful for managers to also possess leadership qualities or traits.

References

Ingram, D. (2019, February 4). Transformational leadership vs transactional leadership definition. Hearst Newspapers: Small Business. http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition-13834.html

Klingborg, D., Moore., D, & Varea-Hammond, S. (2006). What Is Leadership? Journal of veterinary medical education. 33. 280-3. 10.3138/jvme.33.2.280.

Kruse, K. (2013). What is leadership? Forbes. Retrieved from https://www.forbes.com/sites/kevinkruse/2013/04/09/what-is-leadership/?sh=3bcbe1115b90

MindTools. (2016). Core leadership theories. https://www.mindtools.com/pages/article/leadership-theories.htm

Going backwards to move forwards.

I have often wondered how students can appear to be engaged and respond appropriately to a particular topic one day, and then the next day/week/month – look at me perfectly blankly when I bring up the same topic for discussion.

The blank faces and looks of confusion make me want to pull my hair out and develop a dangerous drinking habit. It is very frustrating for teachers when students seem incapable of transferring gained information and knowledge from one class to the next class, let alone another subject or even the real world!

As teachers we query our lesson structure, our pedagogical practice and our sanity for that matter! We wonder what is going on in the heads of our students and in our own!

After all didn’t someone once say…

Well I am not Einstein but I am determined to make a change to my practice.

One theory about this daily dilemma is that the curriculum and associated resources are often constructed with the focus on content rather than outcome (Fuglei, 2020). This means that the learning outcomes of the lesson or unit of work can be missed as they were not explicitly addressed in the teaching and learning.

This then poses the challenging question –

How do we increase the statistical probability of students achieving these learning outcomes?

The answer is…

Backward design process, or commonly known as backward by design (Fuglei, 2020).

The backward design process (BDP) is a strategy that focuses on the learning outcomes to be achieved by the students and then working it backwards to what the assessment criteria will be and then the pedagogical strategies that meet those needs (Ziegenfuss & LeMire, 2020). It is the opposite of forward design that organises learning in the form of content, lessons and then exam. Aviles & Grayson (2017) point out in forward design, student understanding and master is often misdiagnosed as the learning activities do not contain evidence of such learning. BPD is very effective in classroom instruction as its student centered focus allows for the teaching and measuring of established learning outcomes (Ziegenfuss & LeMire, 2020). Wiggins & McTighe (2012) cited in Aviles & Grayson (2017) point out that this student mastery can be observed and documented in discussion groups, formative and summative tasks, or anything that shows metacognitive awareness. As comprehension and understanding is assessed throughout this process, the student is able to connect theory to applications, and this fosters knowledge acquisition, increases reflective practices and therefore becomes constructivist in nature (Ziegenfuss & LeMire, 2020).

Aviles & Grayson (2017) indicate three roles in BPD.

Direct teaching – connecting and engaging students to the lesson.
Facilitating Learning – socratic seminars, reciprocal teaching, graphic organisers for conveying information, reflective practices
Coach to student learning – provide feedback and opportunities for independent practice.

The process of BDP makes it very conducive to education and library practices, as it requires the educator to identify the outcomes prior to planning the learning experiences and classroom resources (Gooudzward, 2019). This means that the activities integrated into the teaching and learning are designed to meet the specified learning outcomes and the students cognitive needs(Ziegenfuss & LeMire, 2020). Whilst BDP can be utilised in all curriculum areas, it has great value in the teaching and learning of information literacy (Ziegenfuss & LeMire, 2020; Fox & Doherty, 2012).

Fox & Doherty (2019, p.145) point out that there are three definite stages in BPD.

Identify the results (learning outcomes, curriculum outcomes, general capabilities)
Determine mode/format of evidence (Aviles & Grayson, 2017)
1. Assessments of learning – Summative
2. Assessments for learning – Class discussion/Socratic seminars
3. Assessments as learning – reflective practices/ metacognitive process
Plan teaching and learning activities that meet those needs.

Kurt (2018) and Gooudzward (2019) both indicate that a hierarchical scale needs to be used to determine curriculum content priorities in determining which learning outcomes are crucial and which are just worth being familiar with. Once these outcomes have been determined, assessments or evidence of learning needs to be appropriately linked to them.

As the stages indicate, the primary focus of the BPD is on what the students learn or achieve rather than what the teacher thinks is important. This makes BPD a student centred approach to learning, and as it requires the teacher to understand the student’s level of understanding prior to commencing the lesson. Therefore this process aligns with the constructivist approach to education.

References:

Aviles, N., & Grayson, K. (2017). Backward planning – How assessment impacts teaching and learning. Intercultural Development Research Association. Resource Centre. Retrieved from https://www.idra.org/resource-center/backward-planning-assessment-impacts-teaching-learning/

Fox, B., & Doherty, J. (2012). Design to learn, learn to design: Using backward design for informational literacy instruction. Communications in Information Literacy 5 (2). 144-155. Retrieved from https://core.ac.uk/download/pdf/193813175.pdf

Fuglei M. (2020). Begin at the end: How backwards design enriches lesson planning. The Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/backwards-design-lesson-planning/

Goudzwaard, M. (2019). Slides: Backward design for librarians. New England Library Instruction Group 2. Retrieved from https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1052&context=nelig

Jensen, J., Bailey, E., Kummer, T., & Weber, K. (2017). Using backward design in education research: A research methods essay. Journal of Microbiology & Biology Education 18(3), pp1-6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5976040/pdf/jmbe-18-50.pdf

Kurt, S. (2018). What is backward design. Educational Technology. Teaching and Learning Resources. Retrieved from https://educationaltechnology.net/backward-design-understanding-by-design/

NSW Department of Education. (2019). Backward design model. Teaching & Learning – Professional Learning. Retrieved from https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/planning-a-sequence-of-lessons/backward-design-model

Ziegenfuss, D., & LeMire, S. (2020). Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox. Reference & User Services Quarterly, 59(2), 107-112. doi:http://dx.doi.org/10.5860/rusq.59.2.7275

Assessments require rubrics!

I have just finished writing another saga about the the process that goes into evaluating digital resources for a school collection and it occurred to me that assessing resources would benefit from a rubric.

So I made one up. This way TL can grade the digital resources. The marking system emphasises the higher value some criteria have over others.

The sources for my brilliance are below.

References for this rubric:

ALA Office for Intellectual Freedom (2018) Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries. American Library Association. Retrieved from http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria

El Mhouti, A., Nasseh, A., & Erradi, M. (2013). How to evaluate the quality of digital learning resources? International Journal of Computer Science Research and Application. Retrieved from https://www.researchgate.net/publication/260392089_How_to_evaluate_the_quality_of_digital_learning_resources

Learning for the future: developing information services in Australian schools 2nd edition (2001). Curriculum Corporation, Carlton South. Retrieved from http:// www.curriculumpress.edu.au/main/goproduct/12405.

Leu, D.J, Forzani, E.,Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementarty grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399.

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Mitchell, P. (2011). Resourcing 21st century online Australian Curriculum: the role of school libraries. FYI: The Journal for School Information Professionals 15(2). Retrieved from CSU Library.

National Library of New Zealand, (n.d.a). Your library’s digital collection. Service to Schools. Retrieved from https://natlib.govt.nz/schools/digital-literacy/your-librarys-role-in-supporting-digital-literacy/your-librarys-digital-collection

National Library of New Zealand. (n.d.b). Selecting and purchasing resources. Service to Schools. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/selecting-resources-for-your-collection/selecting-and-purchasing-resources

Walker, S., Jameson, J., & Ryan, M. (2010). Chapter 15 – Skills and strategies for e-Learning in a participatory culture. In Sharpe, R., Beetham, H., & de Freitas, S. (2010). Rethinking Learning for a Digital Age. Retrieved from CSU library.

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher 67(8), pp.577-585. DOI: 10.1002/trtr.1262