teaching – Learning through the Library

The Lessons That Last

World Teachers’ Day always makes me think about the teachers who shaped me.

Not necessarily through the big moments. In fact, when I think back on my own schooling, what I remember are often the small things. A kindness. A book. A quiet word of encouragement. A teacher who noticed something in me that perhaps I hadn’t yet noticed in myself.

I remember Miss Shirley in Grade 1, who let me sit under her desk and eat lunch with my best friend. I’m sure there were probably rules about where Grade 1 students were supposed to eat, but what I remember is feeling safe, happy and known.

Then there were Mrs Q and Ms C, my first teacher librarians, who opened the doors to the glorious world of free books. Imagine telling a child who loved reading that there was a room filled with books and she was allowed to take them home. For free! I’m not sure they could have known then just how important libraries would eventually become in my life.

Mrs B introduced me to history in Grade 6 and taught me the joy of delving into the past, particularly through historical fiction. Suddenly history wasn’t simply dates and events. It was people and stories and lives that had been lived long before mine.

Mrs T, in Year 7, told me I was a clever girl and that I should never back down from that. I don’t think we always realise the power of the things we say to young people. Sometimes a sentence spoken by a teacher becomes part of the story a child tells themselves for the rest of their life.

Other lessons stayed with me in wonderfully practical ways. Mrs P taught me how to sew a straight seam, make choux pastry and that you can never add too much garlic to food! Ms S understood that if I had finished my work, there were few greater rewards she could offer me than letting me quietly read and disappear into another world.

And there is something particularly special about these two women because their influence on my family did not end when I left school. Years later, both Mrs P and Mrs S have gone on to teach my own children, encouraging and inspiring them just as they once did me. There is something quite extraordinary about watching teachers who helped shape you now play a part in shaping the next generation of your family.

Mrs M gave me my love of science. Mrs B continually challenged me to be a better version of myself, both as a student and as a person.

And then there was Ms O, who taught me how to write.

Earlier this year, nearly 25 years after I had been her student, Ms O started working at my school. She came into the library for a duty one day and we recognised each other. We reconnected quickly, but it wasn’t until I went home that evening that the memories really started coming back.

I remembered sitting in her classroom learning how to construct an essay. She had this wonderfully practical technique using Post-it notes. We would capture our ideas individually and then physically move them around until our argument and structure began to take shape.

That weekend I happened to be working on a university assignment.

I thought, I wonder if that would still work?

So, nearly a quarter of a century later, I went back to the writing technique my high school teacher had taught me.

And it worked.

In fact, the writing came together so well that I eventually submitted the piece for publication mid-year.

There is something quite extraordinary about that.

A teacher taught a teenager a strategy for organising her thinking. Almost 25 years later, that teenager, now an educator herself, pulled that lesson from somewhere deep in her memory and used it to write at an article that went on to be published in a peer reviewed journal.

That is the longevity of good teaching.

It is also why I believe so strongly in the importance of great teaching. These years matter enormously. We are not simply preparing students for the next assessment or the next year level. We are giving them intellectual tools, confidence, curiosity and ways of thinking that they may carry for the rest of their lives.

The frustrating thing for teachers is that we rarely get to see where those lessons eventually land.

Miss Shirley probably didn’t know that letting a little girl eat lunch under her desk would become a memory of belonging decades later.

Mrs Q and Ms C could not have known that the student discovering the wonder of borrowing books would one day become a Head of Library Services herself.

Mrs B could not have known where that early love of history and historical fiction would lead to a life long passion for literature.

Mrs T may not remember telling me I was clever would give me courage to take risks with my learning

But… I do.

Mrs P and Mrs S, who once taught me and shaped the person I am today, are now teaching my own children. Perhaps that is one of the loveliest reminders of all that a teacher’s impact does not necessarily end when a student leaves their classroom. Sometimes it ripples outwards, across years and even across generations.

And Ms O could not possibly have known that one day, nearly 25 years later, I would still be moving ideas around before writing because of something she taught me as a teenager.

That, to me, is the extraordinary privilege and responsibility of teaching.

We may never know which lesson will stick.

We may never know which book will open a door.

We may never know which quiet word of encouragement will become part of a young person’s inner voice.

We may never know that something seemingly ordinary we did on a Tuesday morning will still matter to someone decades later.

But it might.

So, on World Teachers’ Day, I find myself thinking about all of them. The teachers who gave me books, science, history, writing, confidence, independence, practical skills and places where it was perfectly acceptable to disappear quietly into a story.

Some of them are now teaching my children. Some have probably long since forgotten the lessons I remember so vividly. But each, in their own way, left something behind.

I am a teacher librarian because someone first showed me the magic of a library.

I am a lifelong learner because teachers encouraged my curiosity.

I write because someone taught me how and another one believed I could do it well.

I teach because I know first-hand that what happens in a classroom can matter long after that classroom has been left behind.

And I believe in the transformative power of education because I have experienced it myself.

I am who I am today, in no small part, because of them.

To my teachers, to the teachers who now inspire my own children, and to all teachers whose influence is still unfolding in lives they may never get to see: thank you.

You may never know which lessons will last.

But some of them will last a lifetime. And some will reach further than you ever imagined.

Another day, another fun activity in the library: Crime scene for creativity

Walk into the library this week and you might think something dramatic has occurred.

A chalk outline stretches across the floor. Crime scene tape blocks off the area. Pieces of evidence lie scattered nearby. Questions hang in the air. What happened? Who was involved? Why did it occur?

Thankfully, no crime has actually taken place.

Instead, our Library team has created an immersive “Whodunnit?” display designed to spark something just as exciting: imagination.

One of the ongoing challenges for young writers is finding a starting point. Faced with a blank page, many students struggle to know what to write about, how to begin a story, or where their ideas might come from. Creative library displays can help overcome this barrier by providing a rich stimulus that encourages curiosity, questioning and storytelling.

Our mystery display invites students to become detectives. As they examine the evidence, study the scene and discuss possible explanations, they naturally begin constructing narratives in their minds. Every clue raises new possibilities. Every object suggests a backstory. Every unanswered question creates an opportunity for creativity.

What makes activities like this so powerful is that there is no single correct answer.

One student might imagine an international jewel thief fleeing the scene. Another might create a tale involving mistaken identity, secret agents or a long-lost family treasure. Some may choose a humorous approach, while others may craft suspenseful mysteries or dramatic adventures. The same collection of clues can generate dozens of unique stories, allowing students to explore their own interests, voices and writing styles.

These experiences also demonstrate an important principle of reading and writing: stories are everywhere.

Libraries are often associated with books and research, but they are also places where creativity can flourish. A carefully designed display can prompt discussion, encourage observation and inspire students to think like authors. In many ways, the display becomes a story waiting to be written.

This type of creative engagement offers benefits beyond writing itself. Students practise critical thinking as they analyse evidence and make connections. They collaborate as they share theories with friends. They develop communication skills as they explain their ideas. Most importantly, they experience the joy of imaginative play, a vital ingredient in both literacy development and lifelong learning.

Displays can be powerful tools for fostering a culture of creativity within a school. Whether they feature a mystery scene, a historical artefact, a mythical creature, a secret message or an unusual object, they encourage students to stop, wonder and ask questions. These moments of curiosity are often the first step towards meaningful writing.

The enthusiastic response from students has shown just how effective immersive experiences can be. Conversations have sprung up around the display, theories have multiplied and imaginations have been captured. The mystery has become more than a visual attraction; it has become a catalyst for storytelling.

As a school library, our goal is not simply to provide access to books but to create opportunities for students to engage with stories in a variety of ways. Sometimes that means introducing them to a great novel. Sometimes it means helping them discover the writer within themselves.

And sometimes, it starts with a piece of chalk, a strip of crime scene tape and a mystery waiting to be solved.

Because every great story begins with a question: What happened here?

Golden tickets – Connecting Curriculum and Curiosity.

One of the great joys of working in a school library is watching a story spill beyond the pages of a book and into the wider learning experiences of students. This week, our library celebrated Roald Dahl Week, marking both Roald Dahl Day and the fact that our Year 7 students have recently completed Boy as their class novel.

I have written previously about the enduring appeal of Roald Dahl and the remarkable ways his stories connect with young readers. What continues to fascinate me is that, decades after publication, his books still possess the power to spark curiosity, laughter, discussion and further reading. While our Year 7 students had already explored Dahl’s life through Boy, this celebratory week provided an opportunity to approach his work from a different angle. Rather than analysing a text for assessment, students were invited to simply enjoy the worlds, characters and imagination that have made Dahl such a significant figure in children’s literature.

And enjoy it they did.

The week was filled with colourful book displays, activities and conversations. My library team embraced the occasion with enthusiasm. We welcomed a flotilla of Matildas, spotted two Fantastic Mr Fox(es), and I returned as my alter ego, Miss Trunchbull. The laughter and excitement generated by these simple acts of participation reminded me that reading cultures are built not only through books, but through shared experiences and visible enthusiasm from the adults around us.

One of the highlights of the past two weeks was our Golden Ticket promotion. Any student who borrowed a book were entered into a draw to win a Roald Dahl cinematic experience at lunchtime (popcorn included). What began as a simple reading incentive quickly became a source of excitement. The response from our primary boys was particularly heartening. Many still remembered reading Matilda as their class novel and eagerly revisited Dahl’s work, often recommending favourite titles to friends.

Watching students connect with an author after studying a text reminded me that the impact of classroom literature can extend far beyond assessment. When schools create opportunities for students to revisit and celebrate stories they have loved, reading becomes part of their identity rather than simply another curriculum requirement. This observation is supported by research that suggests school library displays and reading promotions increase students’ engagement with books and improve resource discovery, helping young people connect with texts they may not have otherwise chosen (Rodgers, 2018).

What was most pleasing, however, was what happened beyond the costumes, displays and celebrations. Students began borrowing other Roald Dahl novels. They sought out books with similar humour and adventure. Some investigated Dahl’s life further, while others became curious about the Second World War and the fighter pilots that influenced his writing. A class novel had become a springboard into recreational reading, historical inquiry and independent learning.

This is where school libraries occupy a unique space within a school. We sit at the intersection of curriculum and curiosity. While classroom learning provides the foundation, libraries help students make connections, pursue interests and explore questions that arise from their reading. A well-timed display, a themed celebration or a casual book recommendation can transform a curriculum text from a completed assessment into the beginning of a much larger learning journey.

Research has consistently shown that school libraries contribute to student learning when they connect learners with relevant resources, foster inquiry and encourage engagement beyond the classroom (Lance & Kachel, 2018). What might appear to be a simple book display is often something much more significant. Displays invite exploration, facilitate resource discovery and create opportunities for students to make meaningful connections between what they learn in the classroom and the wider world. In this way, library initiatives support curriculum outcomes while also nurturing curiosity and independent learning.

Roald Dahl Week was never simply about dressing up. It was about helping students see that books do not exist in isolation. Stories connect to history, culture, creativity and personal interests. They open doors to new questions and new discoveries. The enduring popularity of Matilda, the enthusiasm generated by a Golden Ticket, and the curiosity sparked by Boy all point to the same conclusion: literature remains one of the most powerful vehicles for learning.

Increasingly, research suggests that reading promotion initiatives contribute not only to academic growth but also to students’ social and emotional development (Xia, 2025). When young people encounter compelling stories, they develop empathy, broaden their perspectives and gain insight into both themselves and others. These outcomes may be difficult to measure, but they remain fundamental to education.

When libraries create opportunities for students to engage with literature in joyful and authentic ways, we support curriculum outcomes while also fostering reader identity, curiosity and a lifelong love of learning.

And surely that is one of the most important things a school library can do.

References

Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), 15–20.

Rodgers, L. (2018, July 13). Circulation surge: Want your books to fly off the shelves? Try these ideas. School Library Journal. Circulation surge

Xia, L. (2025). Research on reading promotion strategies for primary and secondary school students under the “Double Reduction” policy: A dual perspective based on cognitive development and social-emotional learning. International Journal of New Developments in Education, 7(10), 37–45.

Dolly Parton, School Libraries and the Reading Gap

In the days following Dolly Parton’s death, much of the media attention focused on her extraordinary music career. Yet among the tributes was repeated recognition of something else: her commitment to putting books into the hands of children.

Through Dolly Parton’s Imagination Library, millions of free books have been distributed to children around the world. For many commentators, this initiative represented one of her most significant philanthropic achievements. While others celebrated her songs, educators, librarians and literacy advocates celebrated her understanding of a simple truth: access to books matters.

Recent research suggests she was right.

Galea et al. (2026), examining the impact of Dolly Parton’s Imagination Library across 86,000 families worldwide, found measurable improvements in children’s emergent literacy skills after receiving books through the program. Remarkably, benefits were evident after children received as few as ten books. The researchers also calculated that in Australia every $100 invested in the program generates approximately $990 in social and economic returns through future earnings and welfare savings.

This is almost a ten-fold benefit … At a time when educators continue to grapple with falling literacy outcomes, these findings feel particularly significant.

Shortly after reading about the impact of the Imagination Library, I found myself reflecting on Helen Adam’s recent article, NAPLAN: We know how to close the reading gap. We must fund it now. Adam argues that while explicit instruction remains essential, it has never been the only solution to literacy challenges. After decades of literacy reforms, interventions and increasingly sophisticated approaches to reading instruction, achievement gaps continue to widen, particularly for disadvantaged students.

Few would argue against the importance of explicit instruction. Children need systematic teaching in phonics, fluency, vocabulary and comprehension. The evidence is overwhelming. Learning to read is not something most children simply absorb through exposure alone.

However, the more I reflected on both Adam’s article and the work of the Imagination Library, the more I was reminded that teaching children how to read is only part of the challenge.

The question we often overlook is whether children have enough to read once we have taught them.

Adam identifies two consistently underfunded aspects of children’s literacy environments. The first is genuine opportunity to read. Books in the home. School libraries. Access to diverse collections. Time during the school day to read for pleasure. These factors sit alongside quality instruction, not instead of it.

This is where school libraries become central to any meaningful conversation about whole-school literacy.

Libraries are often viewed as an enhancement to literacy programs rather than essential literacy infrastructure. Yet the evidence increasingly suggests otherwise. If Dolly Parton’s work demonstrates anything, it is that access to books is not a luxury. It is a prerequisite for literacy development.

Reading proficiency grows through reading.

Students who have regular access to books are more likely to practise the skills they have been taught. They encounter new vocabulary. They build background knowledge. They develop fluency. Most importantly, they begin to see reading as something they choose to do rather than something done to them.

The research underpinning reading for pleasure reinforces this point. Cremin and Scholes’ (2024) international review found that children who read for pleasure generally demonstrate stronger outcomes in vocabulary, spelling, reading comprehension and even mathematics, alongside more positive attitudes towards reading. Significantly, time spent reading recreationally is associated with, and predictive of, enriched vocabularies. This matters because vocabulary remains one of the strongest predictors of reading comprehension and long-term academic success.

For schools seeking to improve literacy outcomes, the implications are profound. Whole-school literacy cannot be reduced solely to instructional approaches. Instruction teaches students how to read. Libraries create the conditions that allow those skills to grow.

Adam’s second point is equally important. Children need to see themselves reflected in what they read. Reading is not only about decoding words on a page. It is also about identity, belonging and connection. Students engage most deeply when they encounter books that reflect their experiences, interests, cultures and aspirations.

Again, this is where school libraries play a critical role.

Teacher librarians curate collections that serve as both mirrors and windows. We help students find stories that affirm who they are while also introducing them to new perspectives and experiences. Through collection development, reader advisory programs, author visits, book clubs and reading promotions, libraries help students develop not only literacy skills but reader identities.

As a profession, we have long understood something that Dolly Parton seemed to understand instinctively. Access changes outcomes.

A child who has books is more likely to become a reader. A child who becomes a reader is more likely to develop the vocabulary, knowledge and comprehension that underpin academic success. A child who can find themselves in a book is more likely to see reading as meaningful.

This is why conversations about literacy must move beyond instruction alone.

Explicit teaching remains critical. But if we genuinely want to close reading gaps, we must also invest in the wider conditions that support literacy success: well-resourced school libraries, qualified teacher librarians, diverse collections and opportunities for students to read for pleasure every day.

Perhaps Dolly Parton’s greatest educational legacy was not simply giving books away. It was reminding us that sometimes the most powerful literacy intervention is ensuring that a child has a book in their hands.

References

Adam, H. (2026, August 5). NAPLAN: We know how to close the reading gap. We must fund it now. EduResearch Matters. View article [blog.aare.edu.au]

Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4), 353-372. https://doi.org/10.1080/09500782.2024.2324948

Galea, C., Duursma, E., Petocz, P., McArthur, G., Robidoux, S., Beyersmann, E., & Noble, C. (2026). The impact of shared book reading on children’s emergent literacy skills: A worldwide study of Dolly Parton’s Imagination Library. Early Child Development and Care, 196(7-8), 504-522. https://doi.org/10.1080/03004430.2026.2678212

Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. (2020). The impact of interactive shared book reading on children’s language skills: A randomised controlled trial. Journal of Speech, Language, and Hearing Research, 63(6), 1878-1897.

From Words to Understanding: Five Years of Vocabulary, Inquiry and Impact

Last week I had the privilege of presenting at the National Education Summit here in Brisbane, sharing a body of work that has evolved over the past five years, three schools and two states. What began in 2021 as a response to disrupted learning during Covid lockdowns has since developed into a sustained, evidence informed approach to vocabulary instruction, grounded in collaboration, inquiry and the role of the teacher librarian.

In the early stages of this work, my fellow teacher librarians and I were grappling with a shared challenge. Students were returning to classrooms with uneven access to the curriculum, and many lacked the language needed to engage meaningfully with content. We began asking a simple but powerful question. How do we support students to connect with learning at their point of access? The answer, we found, lay in vocabulary.

Vocabulary is more than word knowledge. It is the foundation for deeper thinking, richer comprehension and academic success across all learning areas. Drawing on Vygotsky’s understanding of learning as a social process, this work has always prioritised scaffolded, collaborative learning experiences where language is explicitly taught, modelled and applied. Halliday’s theory of language as a social semiotic further reinforced the importance of teaching students how language works within different disciplines, enabling them to access and produce increasingly complex texts.

Central to my approach is the belief that vocabulary must be taught explicitly before students are asked to engage in close reading or complex content. This thinking is informed by the cognitive reading model of Stahl & McKenna, as well as Scarborough’s Reading Rope, both of which highlight the interdependence of language comprehension and word knowledge in skilled reading. When students do not understand key terms, comprehension falters. When they do, learning accelerates.

In practice, this begins with carefully curated text sets. By introducing students to genre based texts at appropriate Lexile levels, they encounter Tier 2 and Tier 3 vocabulary in context. This is particularly powerful in subjects such as science, health and the humanities, where disciplinary language can be abstract and highly specific. Seeing vocabulary embedded within authentic texts allows students to connect meaning to purpose, rather than encountering words in isolation.

From here, explicit strategies such as the semantic mapping and the Frayer Model are used to connect schemas and deepen understanding. This is especially effective for terms that students commonly misunderstand or struggle to define, which is often the case in scientific contexts. By unpacking definitions, characteristics, examples and non examples, students build a more nuanced and transferable understanding of key concepts.

Throughout this process, resource based learning has been essential. The library is not simply a place where resources are housed, but a dynamic space where literacy and learning are designed in partnership with teachers. As a teacher librarian, I have worked closely with colleagues to co plan units that embed vocabulary instruction within inquiry based learning. Together, we create literacy rich environments where students engage with ideas, language and content in meaningful ways.

What has been most powerful is seeing the cumulative impact of this work. When vocabulary is positioned as a cornerstone of learning, students become more confident readers, more precise thinkers and more capable communicators. They are better equipped to navigate complex texts, engage in disciplinary thinking and articulate their understanding.

Presenting at the Summit this year was an opportunity to reflect on this journey and to share practical, adaptable strategies with other educators. It also reinforced the critical role that teacher librarians play in leading literacy across the curriculum. Through curation, collaboration and intentional teaching, libraries can drive approaches that ensure all students have access to the language of learning.

This work continues to evolve, but the core principle remains unchanged. If we want students to think deeply and learn effectively, we must first give them the words.

Engaging Families Through the School Library – Parent/Child Book clubs.

School libraries occupy a unique position within the educational ecosystem. They sit at the intersection of learning, literacy and community, and are one of the few spaces within a school capable of meaningfully engaging students, teachers and families alike. A recent Primary Parent–Son Book Club, held in the library and deliberately designed as a shared reading experience, provided a valuable opportunity to reflect on the role school libraries can play in fostering sustained family engagement in learning.

Research strongly supports the importance of parental involvement in children’s literacy development. While early childhood reading practices are often emphasised, evidence suggests that shared reading continues to have a significant impact well into the primary and secondary years. An article published in The Conversation synthesises international research demonstrating that when parents continue to read with their children after they have become independent readers, students show stronger reading comprehension, higher levels of engagement and more positive attitudes towards reading. The social dimension of shared reading, including discussion, questioning and the modelling of reading behaviours, is consistently identified as a critical factor in these outcomes.

More recent research further reinforces this connection between family engagement and reading success. Hu, Zhuo and Guo’s 2025 study published in Children and Youth Services Review examined the relationship between parental involvement and adolescents’ reading performance. Their findings indicate that parental engagement remains a significant predictor of reading achievement, even as reading increasingly occurs in digital and multimodal contexts. Importantly, the study highlights that meaningful involvement extends beyond direct instruction to include shared experiences, conversations about texts and visible valuing of reading within the home environment.

Parent–child book clubs hosted through the school library offer a practical and research aligned way to translate these findings into everyday practice. In this case, families met informally in the library, shared pizza and engaged in guided discussion around common texts. The term’s focus was historical fiction centred on World War II, with text choices designed to support Year 5 and 6 reading levels while also inviting deeper discussion around themes of loyalty, resilience and survival. Three text options were offered to families to allow for choice and differentiation, while maintaining a shared conceptual focus across the group.

Morris Gleitzman’s Once was selected as one core text due to its accessibility, emotional resonance and status as the first novel in a well established and popular series for young readers. Titles by Katrina Nannestad were also chosen, particularly for her sophisticated yet accessible use of language, syntax and narrative imagery, which strongly support comprehension, vocabulary development and cognitive engagement. A third option offered greater flexibility, with some families selecting narrative non fiction biographies and others choosing popular fiction titles connected to the historical context. Wherever possible, Australian authors were prioritised, reflecting a deliberate commitment to celebrating Australian voices and ensuring students encounter texts that reflect national perspectives and storytelling traditions.

From a library perspective, initiatives such as parent–child book clubs serve multiple strategic purposes. They position the library as a welcoming and inclusive space, reinforce families as active partners in learning and create authentic opportunities for shared literacy practices that extend beyond the classroom. They also provide a tangible means of embedding research informed practice into school wide literacy approaches, demonstrating how libraries can move from advocacy to action.

Engaging families through the school library strengthens relationships, builds a shared language around reading and reinforces the understanding that literacy development is a collective responsibility. As school libraries continue to advocate for their central role in whole school literacy, family focused initiatives such as book clubs offer clear, evidence based examples of how libraries can connect learning, community and research in meaningful and sustainable ways.

Reflective and Reflexive Practice in Teacher Librarianship: Leadership, Ethics and Organisational Learning

Reflective practice is a transformative process that uses structured strategies to examine the ethics, values, and beliefs that shape professional behaviour and decision‑making. Learning organisations such as schools promote reflective and reflexive practices because they enhance ethical judgement, strengthen professional identity, and support improved learning outcomes. In educational contexts, reflective practice enables professionals to make decisions that are ethically and morally responsive, thus strengthening learning cultures and supporting the continual improvement of pedagogical practices. This is particularly significant for teacher librarians, whose roles span instruction, information leadership, and curriculum‑wide collaboration. For teacher librarians, reflective practice is central to exercising instructional and informational leadership, whether formally or informally by enhancing their capacity to analyse decisions, adapt programs, and support evidence‑informed improvement across the school.

Reflective practice, encompassing both reflection and reflexivity, enables individuals to critically evaluate personal and professional experience in order to challenge assumptions, biases and ideological influences. These practices play a significant role in improving outcomes by supporting knowledge creation, organisational learning and ethical responsiveness (Robson, 2022; Bolton & Delderfield, 2018). The strength of reflective practice lies in its capacity to prompt individuals and organisations to examine behaviours, values, decisions and actions, thereby uncovering the deeper influences that shape professional practice (Robson, 2022). For teacher librarians, whose work operates at the intersection of pedagogy, information science and leadership, reflective practice is essential to lifelong learning and professional renewal (Vaandering & Crego‑Emley, 2025). Continuous reflection enables teacher librarians to evaluate their practice both as information professionals and as teachers of literacy and learning to ensure positive and equitable student outcomes.

Robson (2022) defines reflection as a set of deliberate intellectual strategies that seek to improve knowledge by identifying the beliefs and values that underpin behaviour and action. This process can be challenging because it requires individuals and organisations to engage openly, honestly and vulnerably in order to examine identity and the reasoning behind particular practices (Bolton & Delderfield, 2018). Within educational settings, reflection is indispensable for ethical practice, personal growth and the promotion of equity and diversity within learning communities. From a relational ethics perspective, reflective practice supports educators to consider how their decisions and actions affect others, particularly in contexts shaped by power, inclusion and responsibility (Bolton & Delderfield, 2018).

Two key forms of reflection are commonly identified: reflection‑in‑action and reflection‑on‑action. Reflection‑in‑action occurs during practice, requiring professionals to draw on existing knowledge, skills and values to make real‑time judgements. Bolton and Delderfield (2018) note that this form of reflection often arises when individuals recognise themselves relying on habitual routines that may or may not align with their espoused values. Reflection‑on‑action, by contrast, occurs after an event has concluded and allows practitioners to analyse actions retrospectively, evaluate outcomes and adjust future practice. This form of reflection is often considered more powerful, as it supports deliberate learning and professional growth through evidence‑informed change.

While reflection focuses on examining experience, reflexivity extends this process by interrogating position, power and purpose. Reflexivity evaluates whether behaviours align with personal and professional goals while situating practice within broader social, cultural and political contexts (Bolton & Delderfield, 2018; Willig, 2019; Vu & Burton, 2020). Scholars argue that reflexive practice challenges individuals to question their own assumptions, identity and relationships to systems, ideologies and structures of influence (Robson, 2022; Vu & Burton, 2020). Through a relational ethics lens, reflexivity draws attention to how professional actions shape—and are shaped by—relationships with students, colleagues and communities. This process heightens ethical awareness by encouraging practitioners to interrogate attitudes, prejudices and taken‑for‑granted beliefs using theoretical frameworks and professional knowledge.

Reflexivity requires the capacity to recognise and, at times, decentre one’s own perspective in order to consider alternative viewpoints and experiences (Robson, 2022). While this decentring supports moral decision‑making and meaningful change, it can also be emotionally confronting, as it demands deep introspection and often benefits from external support such as dialogue with mentors or trusted colleagues. Despite these challenges, reflexivity contributes to transformative professional development by enabling individuals to realign beliefs, values and actions with their professional purpose. As a result, reflective and reflexive practices support not only individual growth but also organisational improvement, as schools benefit from enhanced professional judgement, transparent decision‑making and shared learning (Robson, 2022).

The Australian Professional Standards for Teachers emphasise reflective practice across multiple domains, even when reflection is not explicitly named. Teachers are required to plan coherent and well‑structured lessons, select effective teaching strategies and sequence content logically, all of which necessitate reflective judgement (AITSL, 2018). Educators must consider what worked, what did not, and how practice can be refined to better meet learner needs. Regular engagement with reflective practice supports the development of critical pedagogy, as educators connect instructional decisions to outcomes and recognise gaps in knowledge or limitations in practice (Vaandering & Crego‑Emley, 2025; Bolton & Delderfield, 2018). Importantly, reflection must be distinguished from rumination. Purposeful reflection is evidence‑informed, action‑oriented and ethically grounded, whereas rumination is unproductive and rarely leads to professional growth or improvement.

Reflective practice is also central to effective educational leadership. Leaders who model reflective behaviours foster organisational learning by encouraging the sharing and refinement of both tacit and explicit knowledge (Robson, 2022). Through reflective policies and cultures of inquiry, leaders create collaborative environments in which practice is continually examined and improved. For teacher librarians, who frequently occupy informal or middle‑leadership positions, reflective leadership enables them to evaluate systems, support colleagues and advocate for responsive, inclusive learning practices. Reflection in this context functions not merely as a personal skill but as an organisational asset that drives sustainable improvement.

Reflective and reflexive practice is particularly vital for teacher librarians, whose responsibilities encompass pedagogy, information literacy, curriculum support and leadership across the school (Vaandering & Crego‑Emley, 2025). These intersecting roles require continual adaptation to evolving student and staff needs. Reflective and reflexive thinking strengthens decision‑making and enhances the capacity of teacher librarians to lead and model best practice. Reflexivity, in particular, challenges teacher librarians to test actions against professional values, knowledge and experience, transforming individual insight into integrated, ethical practice. Moral reflexivity is especially important given that school libraries often serve diverse, vulnerable and marginalised communities and operate as critical third spaces for learning and belonging (Vu & Burton, 2020). As many teacher librarians work in isolation as sole information professionals, professional networks and collegial relationships play a crucial role in providing external perspectives that support reflection and shared problem‑solving.

Despite their value, reflective and reflexive practices present challenges for educators. Time constraints, heavy workloads and competing priorities can limit opportunities for deep reflection. Reflective work may also require emotional labour, particularly when honest self‑evaluation reveals biases or areas of discomfort. Over‑reflection can lead to rumination rather than action, while a lack of psychological safety may result in superficial or performative reflection. Additionally, educators differ in their familiarity with reflective frameworks, and without appropriate guidance or structure, reflective practice may lack depth. Recognising these challenges highlights the importance of professional supports such as mentoring, coaching and collaborative communities of practice that enable meaningful and sustainable reflective engagement.

Engaging deeply in reflective and reflexive practice is fundamental to ethical, responsive and effective professional practice within learning organisations. Reflection enables educators and leaders to examine experience, improve pedagogy and make reasoned, evidence‑informed decisions, while reflexivity extends this process by interrogating identity, values and assumptions within broader relational, social and moral contexts. Together, these practices move professionals beyond technical improvement towards transformative understanding.

For teacher librarians in particular, reflective and reflexive practice underpins their work as instructional and informational leaders. Their capacity to lead literacy, inquiry and knowledge‑rich learning across the curriculum depends on continual evaluation of practice, ethical judgement and alignment between professional values and action. Through reflective leadership, teacher librarians model critical inquiry, support inclusive learning environments and contribute to organisational learning by translating individual insight into shared professional knowledge. Ultimately, reflective and reflexive leadership strengthens both individual capability and collective capacity. In schools committed to continuous improvement, reflective practice is not optional; it is a professional and moral imperative that ensures decisions remain ethically grounded, relationally responsive and centred on learner growth.

references

Australian Institute for Teaching and School Leadership. (2018). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/standards

Bolton, G., & Delderfield, R. (2018). Reflective practice: Writing and professional development. ACU Library

Robson, J. (2022). Teacher professional learning and development: Practices of reflection. ACU Library

Vaandering, A. G., & Crego‑Emley, A. (2025). The library instructor as learner: A survey of reflective teaching practices in U.S. academic libraries. Communications in Information Literacy, 19(2), 220–241. https://www.proquest.com/scholarly-journals/library-instructor-as-learner-survey-reflective/docview/3295971614/se-2

Vu, T., & Burton, L. (2020). Moral reflexivity and responsible management. ACU Library

Willig, C. (2019). Interpretive phenomenology and reflexive practice. ACU Library

Language, learning and the power of library.

Language and learning are inextricably linked because the latter is hard to achieve without knowledge of the former. Language consists of words used in a structural and conventional way which is the principal method or system of communication communities use to engage with each other and the world (Britannica, 2026; Winch et al., 2020, p. 12). Language can be spoken, written or gestural and its effective use is a fundamental principle underlying a person’s ability to actively engage with their society. Therefore, by this definition and in conjunction with the cognitive model of reading, learning, and literacy by extension, can only occur if a person is competent in using language in its different fields, tenors and modes (Winch et al., 2020, p. 13). The role of the teacher librarian and the library in literacy development is to support language, literacy and learning across the curriculum through the broadening and deepening of student vocabulary by improving semantic understanding of key vocabulary and building background knowledge with quality resources.

Winch et al., (2020) point out that language is an identifiable way for cultures to share meaning with each other and to achieve a common purpose and as such is influenced by context. One subset of language influenced in this way is vocabulary because it is the knowledge of words that exist in a particular language or subject and or the total volume of words known by a particular person (Cambridge, 2026). Therefore it can be inferred that a person’s breadth and depth of vocabulary knowledge is based upon their experience and exposure to a variety of texts (Winch et al., 2020; Lewis & Strong, 2021, p5). A person that reads or is exposed to a wide range of vocabulary through various genres will be highly receptive to new terminology. However, that does not translate into an expressive capacity unless they are able to practice it sufficiently.

Miss DeCarbo. (2021). *The 3 tiers of vocabulary for classroom instruction*. https://www.missdecarbo.com/three-tiers-of-vocabulary-instruction/

Vocabulary can also be perceived to be a bridge between the written and spoken modalities because readers need to be efficacious in their ability to predict and build mental images from the text (Winch et al., 2020, p. 20). This perception is consistent with the constructivist approach to reading because text comprehension is the result of a reader’s ability to combine what is known, with what is presented in the text in order to arrive at new knowledge and understanding (Graves et al., 2019; Winch et al., 2020, p.91; Spence & Mitra, 2023). Competent readers have the additional advantage when it comes to informational texts because they are able to determine the genre and purpose of a text by making predictions based on their knowledge of text structure and the language or vocabulary within the text.

McKenna & Stahl, 2009 – Cognitive Model of Reading.

The cognitive model of reading is centred on a reader’s ability to comprehend language because vocabulary acts like a conduit between the working and long term memory impacting ability to effectively comprehend a text (Graves et al., 2019; McKenna & Stahl, 2009; Winch et al., 2020, p82; Spence & Mitra, 2023). A person with a high vocabulary is more likely to have increased success in reading comprehension because their capacity to understand and connect to the text is greater than someone with a limited vocabulary (Winch et al., 2020, p21). This in turn fuels their ability and capacity to read more, further increasing their capacity. This efficacy, as Lewis & Strong (2021) point out, confirms the commonly known Matthews effect as students learn 15% of new words in contextual reading and that they need greater than twelve encounters with a particular term or phrase to even think of including it into their knowledge schemas. However, even confident readers may be confronted when exposed to factual or informative texts because of the leap in cognition required as each discipline will have their own structure, grammar and specialised vocabulary (Spence & Mitra, 2023). This means both experienced and inexperienced readers will require explicit instruction in semantic knowledge to effectively decode and encode text of increasing complexity (Winch et al., 2020, p.110; Lewis & Strong, 2021, p.7).

20260205_1315043280922158433381446 — Year 9 Science – Semantic mapping

Reading comprehension skills can be supported across the curriculum by increasing a student’s semantic knowledge and background understanding of a topic prior to close reading (Lewis & Strong, 2021). Several pedagogical practices including semantic mapping of tier three vocabulary, the use of text sets to bolster background knowledge as well as explicit modelling of reading strategies can be used effectively to improve reading comprehension and build student capacity (Lewis & Strong, 2021; Spence & Mitra, 2023) However, caution must be used when deciding what text to use in teaching and learning because the use of text can be a limiting factor if infantile resources are used as it limits student capability and capacity (Winch et al., 2020, p114, Lewis & Strong, 2021, pg. 10). Spence & Mitra (2023) point out that it is preferable to scaffold students to complex texts than to provide resources that are age and stage inappropriate.

Text sets are an effective pedagogical strategy to improve vocabulary in a classroom because they encourage students to interact with a wide range of quality, genre specific texts throughout a unit of work. These text sets were specifically curated to improve vocabulary and by extension, reading comprehension. Students were able to engage with short extracts of text that have been appropriately levelled prior to the unit commencing and then were able to re-engage with this text intermittently through the term. This ‘dipping’ in and out of the content allowed students to activate their prior knowledge as well as exposed them to tier two and three terminologies at smaller and more regular intervals. This intermittent exposure is ideal for spaced retrieval practice as teachers are able to regularly gauge the level of background knowledge and understanding the students already have on the topic and as well check for understanding. Furthermore, these vocabulary text sets can be effectively used as text exemplars because they can be formatted to meet the disciplinary genre requirements.

The teacher librarian and library play pivotal roles in supporting language, literacy and learning across the curriculum. Firstly, teacher librarians are well placed to source texts that build semantic and background knowledge. They are able to create and curate text sets, lib-guides, reading lists and book boxes that meet the language and literacy needs of the students. Text sets can be very effectively used to build background knowledge and can be used across classrooms, cohorts and units of work. They can be paper or digitally based; extracts of texts or whole articles; picture books, novels or biographies. They can also be used to explicitly teach vocabulary in discipline specific genres. Teacher librarians can also use their central role in the school to replicate reading strategies across the curriculum, sharing similarly structured resources through various faculties or disciples for a more concerted and systemic approach to literacy and learning. Lastly, teacher librarians are the curators of their collection, and their role is essential to ensure that high quality literature and resources continue to be available to staff and students.

References

Cambridge University Press. (n.d.). Vocabulary. In Cambridge Dictionary. Retrieved February 23, 2026, from https://dictionary.cambridge.org/dictionary/english/vocabulary

Encyclopaedia Britannica. (2026, February 6). Language. https://www.britannica.com/topic/language

Graves, M. F., Elmore, J., & Fitzgerald, J. (2019). The vocabulary of core reading programs. The Elementary School Journal, 119(3), 386–416. https://doi.org/10.1086/701653

Hiebert, E. H. (2020). The core vocabulary: The foundation of proficient comprehension. The Reading Teacher, 73(6), 757–768.

Lewis, W. E., & Strong, J. Z. (2021). Literacy instruction with disciplinary texts: Strategies for grades 6–12. Guilford Publications. New York

McKenna, M. C., & Stahl, S. A. (2009). Assessment for reading instruction (2nd ed.). Guildford Press

Mitra, A., & Spence, L. (2023). Educational neuroscience for literacy teachers: Research‑backed methods and practices for effective reading instruction. Routledge. New York.

Winch, G., et al. (2020). Literacy: Reading, writing and children’s literature. Oxford University Press. Docklands, Australia.

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.

Queensland School Library Week 2026

This week we celebrate Queensland School Library Week and this year’s theme, School Libraries Light the Way, perfectly captures what our library aims to do every day. School libraries illuminate pathways to learning, belonging, curiosity and joy. They guide students in reading, research, creativity and personal growth while promoting equity and inclusivity for every learner.

Here is how our library is commenced lighting the way in the first few weeks of 2026.

Lighting the Way for Reading, Research and Recreation

Book Clubs in Full Swing: Our book clubs for primary and secondary students have been meeting since Week 2 and the enthusiasm has been wonderful to see. These groups give students opportunities to read for pleasure, discuss ideas and connect with other readers across the school.

Sharing New Books: We continue to promote new books to staff and students. Whether it is a fresh fantasy adventure, a gripping nonfiction title or the newest young adult novel, we work hard to help every reader find something they will enjoy.

Supporting Teacher Professional Learning: We are also lighting the way for staff by ensuring our digital access to teacher journals is current, reliable and easy to use. We share these resources across school networks so that teachers can stay informed, inspired and connected to current practice.

Library Lessons for Years 5 to 8: Our library lessons support student interest and reading engagement. These sessions are planned to build student efficacy in navigating their own reading journey.

Information Literacy for Years 7 and 8: I collaborated with classroom teachers to deliver information literacy instruction that is authentic and practical. Students are learning to locate information, evaluate sources and use material ethically, which helps prepare them for success in school and beyond.

Lighting the Way for Equity and Inclusivity

Lunar New Year Activities: From this week we will offer Lunar New Year activities during language classes and at lunchtime. These activities build cultural understanding and celebrate the rich diversity of our school community so that every student feels valued and represented.

The Happy Book Dragon: Our library is also home to its resident happy book dragon (aka ME) who lives and breathes book trivia and reading joy. Sometimes lighting the way simply means sharing enthusiasm and creating a space where curiosity thrives.

Lighting the way together

Queensland School Library Week is a reminder of the powerful role a school library plays in the life of a community. From nurturing readers to supporting staff and celebrating cultural diversity, our library is proud to be a guiding light in our school.

Here is to a bright and book filled week and to the many ways libraries continue to light the way every day.