Tag: learning

The Peaks and Troughs of a Term.

A term in the life of a teacher librarian is never a simple, steady journey. It rises and falls in energy and pace, shifting between calm stretches, intense bursts of activity and a mid term crescendo that only those who have stood behind a circulation desk during second break truly understand. Teacher librarians do not just follow the rhythm of the school term. We breathe it, support it and often hold it together with a blend of planning, flexibility and a genuine love of learning.

The beginning of the term often appears calm on the surface, but behind the scenes it is a hive of thoughtful planning and collaboration. This early period is spent mapping out programs, updating units, preparing resources and scheduling literacy and information literacy lessons across the curriculum. It is the time for meetings with teachers who bring new ideas for research tasks, nurturing fledging literacy programs or supporting disciplinary literacy through explicit vocabulary instruction. These conversations help shape the curriculum support that will run throughout the term and ensure that every lesson and library experience has purpose and structure. It is also the time for deeper discussions with Heads of Curriculum to align expectations, strengthen research skill development and embed digital and information literacy meaningfully across year levels. The work may be quiet, but it forms the foundation for everything that follows.

By the time the middle of the term arrives, the calm has vanished completely. The library becomes a vibrant and sometimes chaotic hub of constant movement. Students flood through the doors needing books, recommendations or support with upcoming assessments. Borrowing sessions become lively and energetic as classes arrive with armfuls of returns and requests. This is also the busiest teaching period of the term, when the carefully prepared information literacy sessions come to life. Research skills, digital literacy, source evaluation, referencing, note taking and inquiry support all happen at a rapid pace. Teacher librarian roles expand and overlap as we teach back to back lessons, guide students through tasks, troubleshoot technology and support teachers in real time as units unfold.

Amid the flurry, collaboration continues in more practical and immediate ways. Teachers pop in needing quick resources, task sheets are updated on the go and reading groups or book clubs meet regularly. Displays evolve to match what is happening across the school and the flow of students keeps the space buzzing. Moments of humour, curiosity and connection appear constantly, whether it is a student searching for a book they can remember only by its colour or one who is unsure whether reading ten pages a night officially qualifies them as a reader. It is busy and demanding, but it is also the most rewarding time of the term.

As assessment deadlines pass and the term moves into its later weeks, the pace softens again. Students return to the library in search of quiet corners for study, calm spaces for reading or simply a break from the noise of the school day. This slower period allows time to catch up on the larger ongoing projects that were temporarily buried beneath the mid-term rush. There is even the rare moment where a cup of chai stays warm long enough to be enjoyed.

By the final couple of weeks, the library takes on a different kind of energy. Lost books mysteriously reappear from lockers and school bags when billing invoices get sent home. Teachers arrive with last minute requests for resources or holiday reading suggestions. Then there is my own teaching practice, my own classes I have to teach, assess and report on.

Despite the peaks, troughs and everything in between, there is a satisfying sense of purpose in the ebb and flow of library life. Teacher librarians witness students discover stories that inspire them, questions that challenge them and skills that will carry them far beyond the classroom. These moments make every busy break, every full borrowing session and every packed week of information literacy worth it.

School libraries and the beginning of the academic year

The beginning of each academic year presents both opportunity and challenge. It is a time characterised by optimism, renewed energy, and a shared commitment to supporting student learning and wellbeing. However, it is also a period marked by competing priorities, operational demands, and the rapid transition from planning to implementation.

As is often the case, the intensity of Staff Week and the early weeks of Term 1 meant that dedicated time for strategic reflection was limited. I discovered that in between the mandatory tutorials, staff meetings, faculty meetings and wellbeing sessions, I didn’t quite get the time to organise and articulate my own vision for the 2026 academic year. Rather than viewing this as a setback, it has prompted a more deliberate and considered approach to articulating a clear library vision and set of priorities for 2026 — grounded in the school’s strategic direction and responsive to the evolving needs of the community.

As the school’s sole Teacher Librarian, I am tasked with organisation, development and delivery of the school’s library programs and services. This role requires the library to function not simply as a resource hub, but as a key driver of teaching and learning, student engagement, and inclusive practice.

The foundation for any of the school’s library programs and services is the school’s 2024–2026 Strategic Plan, supported by the school’s mission and vision, and further informed by the Edmund Rice Education Australia (EREA) Touchstones, particularly Liberating Education and Inclusive Community. These frameworks provide both direction and accountability, ensuring that library initiatives meaningfully contribute to whole‑school priorities.

Strategic Priority 1: Curriculum and Teaching & Learning Support

The primary purpose of the school library is to support curriculum delivery and enhance student learning outcomes. In alignment with the school’s strategic priorities, the library’s focus in 2026 will be on strengthening practice within the middle years, where targeted intervention and skill development have the greatest long‑term impact. Key curriculum‑aligned priorities include:

  • Strengthening literacy development through collaborative, resource‑based learning approaches across faculties, in particular science and religious education.
  • Designing and implementing a structured information literacy program that explicitly teaches research skills, critical thinking, and ethical information use.
  • Supporting inclusive curriculum delivery by ensuring access to high‑quality resources in a range of formats and modalities to meet the diverse learning needs of students.

Through purposeful collaboration with teaching staff, the library will act as both a partner in curriculum design and a facilitator of inquiry‑based learning experiences.

Strategic Priority 2: Community, Wellbeing, and Culture

While curriculum support remains central, the library also plays a vital role in fostering student wellbeing, belonging, and engagement. A contemporary school library must function as a flexible, inclusive space that supports both academic and social development. In essence, for research, reading and recreation. In 2026, community‑focused priorities include:

  • Maintaining a welcoming and inclusive library environment for staff and students.
  • Strengthening a whole‑school culture of reading, with an emphasis on reading for pleasure and student choice.
  • Collaborating strategically with the Diverse Learning and Pastoral Teams to support students with complex social, emotional, and learning needs.

By intentionally balancing structure with flexibility, the library will continue to support student wellbeing while reinforcing positive engagement with learning.

Strategic Priority 3: Professional Relationships and Capacity Building

The effectiveness of the library is directly linked to the strength of the relationships that underpin its operation. In 2026, a key professional focus will be the continued development of strong, purposeful connections with:

  • Teaching staff
  • Students
  • The wider school community

These relationships are central to successful collaboration, responsive service delivery, and the library’s role as an embedded component of the school’s learning culture.

Now that I have a framework, I can now focus on building programs that meet these goals.

How do you plan your year’s library programs?

The Teacher Librarian’s Role in Elevating Literacy Through Quality Literature

Timothy Shanahan’s blog offers teacher librarians a powerful lens through which to re-evaluate long-held assumptions about reading instruction. By challenging the instructional level theory and advocating for the use of complex, grade-level texts, Shanahan equips librarians with evidence-based insights that support the promotion of high-quality literature. His work reinforces the librarian’s role in curating rich collections, scaffolding student engagement, and collaborating with teachers to foster deeper, more meaningful reading experiences.

Timothy Shanahan’s critique of the instructional level theory—and the growing body of research supporting the use of challenging texts—has profound implications for teacher librarians. Far from being custodians of books, teacher librarians are literacy leaders, curriculum collaborators, and champions of equitable access to high-quality literature. Their work sits at the intersection of pedagogy, inquiry, and imagination.

For decades, the instructional level model influenced how books were selected for students. It suggested that matching texts to a student’s reading level would yield the best learning outcomes. However, recent research has challenged this assumption. Studies by Lupo, Strong, and Conradi Smith (2019) and Young, Lagrone, and McCauley (2020) show that students make significant gains when exposed to complex texts, especially when supported by skilled educators. This shift calls for a re-evaluation of how we curate and use literature in schools.

Teacher librarians are uniquely positioned to lead this change. Rather than relying solely on readability formulas or levelling systems, they can advocate for literature that offers rich vocabulary, nuanced themes, and diverse perspectives. Quality literature provides opportunities for deep discussion, critical thinking, and emotional engagement—elements that are often missing from simplified texts. This approach aligns with the Australian Curriculum’s emphasis on engaging students with increasingly sophisticated texts across year levels (ACARA, n.d.).

Beyond curation, teacher librarians play a vital role in scaffolding student engagement with challenging texts. By collaborating with classroom teachers, they help design literature experiences that support comprehension and inquiry. Whether through literature circles, guided reading sessions, or integrated inquiry units, teacher librarians ensure that students are not only exposed to complex texts but are also equipped to understand and enjoy them. Research by Pérez Buelvas (2024) highlights how scaffolding strategies—such as task-based activities and formative assessment—can significantly improve reading comprehension, especially among English language learners.

Moreover, teacher librarians contribute to equity in literacy education. Stocker et al. (2023) argue that integrating the science of reading with behavioural science can address systemic inequities in Australian schools. By ensuring all students have access to high-quality literature and the support to engage with it meaningfully, teacher librarians help close the literacy gap and foster lifelong learning.

Top 3 Ways Teacher Librarians Can Elevate Reading Through Quality Literature

1. Curate and Promote Rich, Diverse Texts Select literature that challenges students intellectually and emotionally—books with layered themes, sophisticated language, and diverse voices. Use displays, flipguids and reading lists to spotlight these titles and spark curiosity.

2. Scaffold Access to Complex Texts Support students as they engage with challenging material through guided reading, literature circles, and strategy instruction. Help them build confidence by modelling how to navigate difficult vocabulary and abstract ideas.

3. Collaborate with Teachers to Embed Literature into Learning Work alongside educators to integrate high-quality texts into curriculum units. Suggest titles that align with learning goals while encouraging deeper thinking and discussion across subjects.

References

ACARA. (n.d.). National Literacy Learning Progression. Australian Curriculum, Assessment and Reporting Authority. https://v8.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/

Lupo, S. M., Strong, J. Z., & Conradi Smith, K. (2019). Text difficulty and adolescent literacy: A randomized study of challenging texts and instructional supports. Reading Research Quarterly, 54(3), 342–375. https://doi.org/10.1002/rrq.241

Pérez Buelvas, H. G. (2024). Enhancing reading skills through scaffolding strategies in eighth-grade EFL students. HOW Journal, 31(2), 70–88. https://doi.org/10.19183/how.31.2.754

Shanahan, T. (2023, March 15). Why children should be taught to read with more challenging texts. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/why-children-should-be-taught-to-read-with-more-challenging-texts

Stocker, K. L., Fox, R. A., Swain, N. R., & Leif, E. S. (2023). Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children. Behavior and Social Issues, 33, 504–531. https://doi.org/10.1007/s42822-023-00149-y

Young, C., Lagrone, S., & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 57. https://doi.org/10.3390/educsci10030057

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

Curriculum + information + access = Superhero

My path to the role of teacher librarian is but a fortuitous accident.  A recent graduate, blissfully unaware of the actual requirements, I blithely applied for the role citing my repertoire of favourite novels, familiarity with Dewey and my flexible nature in the requested selection criteria. In hindsight, I flinch at my old self, but obviously the principal saw something within me that I had not envisaged.  Fast forward six months, and I have gained valuable insight into the role of a teacher librarian; progressed to full registration and now am a permanent member of staff as a teacher librarian.

Figure 1 – Trombetta (2017)

 

The role of a teacher librarian has changed dramatically from memories of high school, which had T/L as the “the literature expert at the school” (Braxton 2008).  These bastions of knowledge, could with great skill, able to place the right books into correct hands using age, developmental ability, curriculum and abilities as criteria.  But these days, the teacher librarian themselves have grown into a powerful resource due to the dynamic way information is now sourced.

The advent of the portable devices and the ubiquitous use of the internet has permanently changed how we learn.   Instead of numerous shelves holding reference books, journals and encyclopaedias, most school libraries are equipped with databases, online newspapers and encyclopaedias with a significantly smaller physical collection.  But with such transition comes with a transformation in practice and this has been described by  ALIA (2004) – Teacher Librarian in their standards.

The first role of a TL is a curriculum leader.  Whilst wearing this hat, T/Ls work with heads of departments and the executive to ensure that information literacy skills are embedded across the curriculum and school.  They work with classroom teachers to “plan, teach and evaluate…to ensure the effective integration of information resources and technologies into student learning” ASLA & ALIA (2014).  This role extends to ensuring access for students with diverse learning needs, cultural backgrounds and for students where social justice may lead to inequity. (Braxton 2008)

An information specialist is another aspect of the role.  Being able to obtain, interpret, provide access and assist students as well as staff in utilising the information management system available.  ASLA & ALIA (2014) clearly state the importance of providing “specialist assistance to students using technology and information resources in and beyond the school and for independent research”.  This is further substantiated by the General Capabilities curriculum which promotes the need of students to become independent learners with a life long learning capacity (ACARA 2014).  

Figure 2 – Trombetta (2017)

The last countenance that ASLA & ALIA (2014) deems to be part of a TL role is as an information services manager. It seems redundant to point out that teacher librarians are also responsible for maintaining the resource collection whether it be physical or electronic.  A TL must also be able to select resources that fulfil the needs of the curriculum as well as meet the needs of the students within the policies, budget and moral frameworks of the school.

So basically, a T/L is a multifaceted superhero fighting a battle against illiteracy and promoting critical thinking… without wings.

 

Figure 3 – Superhero Teacher Librarian (Jones, G., 2011)

 

ACARA (2014) General Capabilities Curriculum Overview. https://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ accessed 6/3/19

ALIA (2004) ALIA/ASLA standards of professional excellence for teacher librarians. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians accessed 6/3/19

ASLA & ALIA (2014) Learning for the future: developing information services in schools, 2nd Ed. Cited in https://asla.org.au/what-is-a-teacher-librarian (accessed 6/3/19)

Braxton B., (2008) Teacher Librarian as literacy leader. Teacher Librarian 35 (3)

Costello, C., (2016) The role of TLs. https://www.virtuallibrary.info/tl-musings/the-role-of-tls accessed 6/3/19

Jones, G., (2011) Daring librarian. http://daringlibrarian.com/portfolio/public_html/About_Me.html accessed 6/3/19

Trombetta, S., (2017) 17 quotes that prove librarians are the best. Bookbub. https://www.bookbub.com/blog/2017/01/19/quotes-about-how-much-we-love-librarians accessed 6/3/19