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MAR/APR
2021
Vol 42
Issue 2
DIGITAL ONLY EDITION
MARIKA SIMON
TEACHER LIBRARIAN AWARDED
UNIVERSITY MEDAL
EDUCATION ISSUE
The magazine for library and information professionals
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STRAP
CONTENTS
16 COVER STORY
Connection and community –
Interview with Marika Simon
IN THIS ISSUE EDUCATION
05 From the President 11 Education
06 From the Director of Policy 12 A crowded role
and Education Dr Margaret Merga
13 Educating the educators of
ALIA NEWS the future
07 Libraries are loved Dr Jane Garner
08 Cosmic perspectives 14 Let’s talk – School library workers
10 ALIA Board election 2021 18
30 Professional Pathways Summit 20
ALIA Schools
Learning to blend in 07 Libraries are loved
32 News from the States Anna Seidl
and Territories 21 Seven easy pieces (of information)
Lizelle Smith
COVER STORY 22 Is it really open?
16 Connection and community – Meredith Beardmore
Interview with Marika Simon 23 A collaborative venture
Robert Ivancic
24 Quick and dirty does the job
Bronwen Forster and Janet Catterall
25 Bringing the State Library into
the classroom 20 Learning to blend in
Sharon Morris and Leisel Underwood
26 Ensuring equitable access
Renée Naylor
28 Every day a new opportunity
Melinda Allen
29 More than words
Caitlin Winter
34 Junk the junk science
Bradley Nitins
23 A collaborative venture
Cover image: Marika Simon, University Medal Recipient, Charles Sturt University.
Photos by John Simon.
From the Editor
Following the January/February theme of Qualifications, we explore the related
INCITE SUBMISSION
DEADLINES 2021
May/June 2021
theme of Education. As Editor, I was a little concerned that these themes may be Open space
too closely related, and that we would have more of the same stories in this issue. 8 March 2021
However, this did not end up being the case. Whilst the last issue’s theme
focused strongly on the opportunities brought about by pursuing qualifications, this July/August 2021
issue looks at education more in terms of being a professional field of practice, and I believe (digital only)
an activity in which we all undertake in our ongoing lives. 18 May 2021
There was a strong response from library services in educational institutions;
universities, TAFE, and schools. But that is certainly not to underplay the educational September/October 2021
role of librarians and information professionals in other settings, particularly in Imagining the future
supporting lifelong learning in their communities. Wherever we work, education 13 July 2021
is a constant in our lives, and takes many forms, both in our own professional
development and the services we deliver. So, what are you going to learn today? November/December 2021
Risk (digital only)
ANDREW FINEGAN AALIA (CP) 21 September 2021
INCITE Editor
EMAIL
incite@alia.org.au
CONNECT WITH ALIA The Australian Library and
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INCITE is the magazine of the AUSTRALIAN LIBRARY AND YOUR LOCAL ALIA CONTACT ALIA EXECUTIVE BOARD OF DIRECTORS Stefanie Gaspari ALIA Allied Field
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FROM THE PRESIDENT
Education
Welcome to the March/April issue of The impacts of COVID-19 The education theme presents an
INCITE. This year’s presidential theme, shutdowns and the rise of online opportunity to reconfirm libraries as
Education, has been embraced by ALIA learning have further exacerbated key institutions that support the United
and Members as a means to empower inequalities to accessing quality Nations 2030 Agenda for Sustainable
our profession as leaders through education and widened the digital Development, which encompasses
continuing professional development divide. Libraries have been forced to people, prosperity, partnerships, a
and lifelong learning. The launch of the close when they’ve been needed the protected planet, and a peaceful
Professional Pathways initiative has been most, particularly by our most vulnerable inclusive society to transform our world
a highlight. Integrating professional communities. Ongoing physical and ensure no one will be left behind.
development and education, this distancing measures are limiting access Libraries contribute to the SDGs by
initiative will create a strong future and to public PCs, digital resources, study ensuring access to information, social
ensure long-term sustainability for the groups, social networking, programs and digital inclusion, inclusive and
profession and LIS education. and lifelong learning opportunities. quality education, and promoting
Sincere thanks to everyone who Despite these challenges, libraries are universal literacy and opportunities for
has participated in the recent town hall continuing to develop innovative and lifelong learning and personal growth.
meetings and summit by providing inclusive ways to deliver much-needed As always, I encourage you to
valuable feedback on the Professional resources, programs and services. participate in ALIA’s PD Scheme –
Pathways initiative. We have discussed The role of libraries in supporting there is a wide variety of training
the values of continuing professional media literacy, education and critical and development modules on offer.
development, encouraging and thinking has been formally recognised I hope you enjoy reading this issue
welcoming diversity in the workforce following ALIA’s appearance at the of INCITE.
and sector, promoting the value of the Senate inquiry into Nationhood,
profession and library qualifications, national identity and democracy in VIV BARTON AALIA (CP)
flexible career paths and the need November 2020. The Committee has ALIA President 2020-2021
for contemporary LIS education that recommended ‘that the Australian EMAIL
produces future-ready graduates. government works with the Australian viv.barton@stirling.wa.gov.au
For me, education goes much Media [Literacy] Alliance, through a
deeper. I believe that education is an co-design process to develop a national
essential and fundamental right that strategy to tackle fake news and
empowers all individuals to understand, misinformation. This process should be
critically analyse, make informed facilitated through the Department of
decisions and effectively participate the Prime Minister and Cabinet.’
in society.
March/April 2021 INCITE 5 CONTENTS
FROM THE DIRECTOR OF POLICY AND EDUCATION
Directline
Library and information services are
integral to the education of Australians.
(of which ALIA is a foundation
member) towards a national strategy,
questions that library and information
professionals are being called upon
Our formal education facilities, schools, as was recommended in the recent to answer.
TAFEs and universities, all rely on Senate inquiry. The library and information sector
the skills and expertise of library and The rise of disinformation is not the is lucky to have some great educators
informational professions to support only new challenge facing libraries. As working in our universities and TAFEs.
and deliver educational outcomes. I tuned into ALIA’s Information Online ALIA accreditation means that people
Meanwhile public libraries play a key 2021 Conference, with its themes of can be assured that the education
educational role for those not enrolled access and control, I was struck again provided will equip graduates with
in formal schooling, from programs by the way that library and information the skills they need to tackle today’s
for babies and toddlers through to services are at the forefront of pressing workforce. But we also acknowledge
adult learning. ethical issues that were not part of the that in an ever-changing landscape
ALIA is a strong advocate of education landscape just a few decades, there needs to be constant refreshing
libraries’ role in information and or in some cases a few years, ago. of courses, as well as new training and
media literacy, recognising in The insightful and challenging professional development opportunities.
particular the potential to reach at- panel presented by First Nations ALIA’s Professional Pathways initiative
need groups who are not in touch practitioners and academics, followed will be a key component in this
with the formal education system. by the powerful presentation from ecosystem, ensuring that library and
With conspiracy theories flourishing Professor Marcia Langton, clearly laid information professionals are supported
online, and platforms struggling to out the opportunities for libraries to to access the training and education
deal with mis- and disinformation, it be allies in the reconciliation process, they need for the future.
is more important than ever that all while also highlighting the many areas
people in our communities have the where change and growth is needed. TRISH HEPWORTH
understanding and tools needed to Other presentations spoke to the ALIA Director of Policy
navigate the online world successfully. importance of ethical and robust data and Education
ALIA will continue to place libraries management, challenges for artificial
EMAIL
at the centre of solutions and is intelligence and the need for public trish.hepworth@alia.org.au
keen to work with our partners in the libraries to maintain and strengthen their
Australian Media Literacy Alliance role in social cohesion. These are critical
CONTENTS 6 INCITE Volume 42 Issue 2
ALIA NEWS
Libraries are loved
As 14 February came around for online, due to restrictions on gatherings, there was still a stellar series of events and
2021, library staff joined with their activities. Highlights (pictured) included:
communities to once again express • a (book) matchmaker service at Tomaree Library & Community Centre, NSW
their appreciation for libraries on • a Library Lovers Lounge at Orange City Library, NSW
Library Lovers’ Day. This year, ALIA • craft activities at Tenison Woods College, SA
encouraged people to ‘make a date • free beeswax wrap workshops at Sunshine Coast Libraries, Qld
with your library’, as many libraries have • a special visit to Gungahlin Library, ACT from local drag queen, Dionysus Sin.
been looking to reconnect with their Events like these, along with many messages of support on social media,
community in the new year. Whilst some highlighted the importance of libraries through this annual campaign. ALIA would
libraries were still limited to connecting like to thank everyone who celebrated, and we hope to see you all again in 2021.
Library Lovers Day craf
ts
Lego in the Library Lovers' at Tenison Woods College
ker service at Tomaree Libraries
Matchma
Lounge, Orange City Library
Dionysus Sin at Gungahlin Library
Beeswax wraps at Sunshine Coast Libraries
March/April 2021 INCITE 7 CONTENTS
ALIA NEWS
‘Life is beautiful, and we
are very, very, verygazillion
lucky to be here.’
Cosmic
perspectives
S
ending a book into space may seem like
an outlandish venture, but at the heart
of this year’s National Simultaneous
Storytime is a message to inspire young people
to look to the stars, and a mission to cultivate
curiosity in all things scientific. Author and illustrator Philip Bunting.
When ALIA decided that its National Simultaneous Storytime would be held the stratosphere in a giant aluminium
in space in 2021, it was essential that the right book was chosen to send to the loo roll tube). An understanding of
International Space Station – a book that was creative and entertaining, but also the sciences offers a cognitive and
one that engaged young readers in a way that would inspire them to connect with spiritual shift in perspective, giving kids
scientific themes. a more complete view of their place in
So, when Philip Bunting was approached with the task of writing and illustrating the universe.’
this book, he was thrilled at the opportunity. ‘I still have a sneaking suspicion that all The book, Give Me Some Space!
of this is actually a dream. It is incredible.’ This isn’t Philip’s first foray into questions will be read by an astronaut at the
of science. His earlier picture books Who Am I? and How Did I Get Here? take young International Space Station, and
readers on an exploration into the ways they see themselves and the world they live broadcast to more than a million kids
in, through a scientific lens. ‘For younger readers (and the rest of us), it is increasingly around Australia at 11am on Wednesday
important that scientific understanding is translated through a relevant medium,’ 19 May 2021.
Philip explains. ‘There is so much wonderful information and data available today, ALIA, along with the Australian
but it can often pass us by if not well-distilled in an age-appropriate, engaging way.’ Space Agency and the Office of the
Similarly, his book Give Me Some Space! follows a young girl Una as she Chief Scientist, and with help from
expresses her lifelong love for all things astronomical. Una dreams of leaving her Science Time From Space, will also be
boring life on Earth behind, to follow her mission to find life in space. More than running an interactive experiment from,
simply a creative conceit, the book was created in consultation with astronomy where school age participants can help
specialists and a NASA astronaut, ensuring that everything portrayed in the book collect data that will help them better
was scientifically accurate. understand how temperatures around
The book culminates with Una gaining what astronomers call a ‘cosmic Australia vary, and how this relates to
perspective’, where seeing the Earth as a single, delicate entity profoundly shifts her climate change.
viewpoint. It is a moment that Philip also works to evoke for his readers: ‘Reading
about science – in this case, astronomy – and asking the big questions, can have
To sign up for National
the same effect on young minds (without the risks of blasting yourself through
Simultaneous Storytime, buy
merchandise and copies of the
book, and receive more information
about the experiment, go to
CONTENTS 8 INCITE Volume 42 Issue 2 www.alia.org.au/nss
Wednesday 19 May 2021
National Simultaneous
Storytime f r o m S p a c e !
This year’s story Give Me Some Space!
by Philip Bunting, will be read by astronauts
from the International Space Station.
#NSS2021 #1MillionKidsReading
Proudly supported by
Office of the Chief Scientist
REGISTER NOW AT: www.alia.org.au/nss
ALIA NEWS
ALIA Board
PRESIDENT
Election 2021
IT’S TIME TO VOTE IN THE ALIA
BOARD ELECTION!
Vicki Edmunds Marian
IN 2021, MEMBERS CAN VOTE FOR Morgan-Bindon
DIRECTORS IN TWO CATEGORIES:
• President
• General director (two vacancies) TWO GENERAL DIRECTORS
The nine highly qualified candidates have
experience in a range of library sectors and are
located in most States and Territories. Voting opens
on 1 March and concludes on 16 April.
For more information about the election candidates
and the voting process, visit the ALIA website at
www.alia.org.au/elections.
The successful candidates will take office
following our Annual General Meeting which will be Lisa Capps Associate Professor Vicki Edmunds
held on Monday 24 May 2021. Mary Carroll
Details about the Annual General meeting can
also be found at www.alia.org.au/AGM.
Kathryn Eyre Suzie Gately Alissa Sputore
Dr Jo Kaeding Marian Lisa Smith
Morgan-Bindon
CONTENTS 10 INCITE Volume 42 Issue 2EDUCATION
EDUCATION
The connection between librarians and education is undeniable. For many people, their earliest and most
vivid recollections of a librarian come from visiting their school library. Throughout their journey from
primary school to secondary school and graduation, the librarian is there to develop their reading habits,
and embed information literacy and research skills to support their studies. On to higher education,
librarians continue to support students through their academic pursuits. Meanwhile, in the community, a
myriad of programs is available in public libraries to support lifelong learners, whether it be sharing their
love of reading, building new technological skills, or supporting early childhood literacy for new parents.
And so, the cycle continues.
In the following articles, library and information professionals share their experiences of being
educators, providing educational resources, and working in educational institutions. A recurring theme
that has emerged is the importance of teacher librarians in schools: we interview CSU University Medal
recipient Marika Simon on her journey to becoming a teacher librarian; Dr Margaret Merga’s research
highlights the multi-faceted nature of teacher librarian roles; and a double-page feature presents the
important work that ALIA Schools has been doing for teacher librarians. As dual-qualified professionals –
both in education and information studies – teacher librarians set the professional standard as educators
in the library world.
But education doesn’t stop in school libraries. Whether they be TAFE or university libraries, public
libraries, research libraries or special libraries, their collections and services support education in many
different forms. Every interaction in a library has the potential to become an educational opportunity –
what will yours be?
In the next issue… MAY/JUNE 2021
OPEN SPACE
Library spaces – be they physical or virtual – are where communities come together and connect with the
library’s collections and services. For many librarians, the idea of these spaces being open is an important
one, whether it be in creating physical access for all, being open to new ideas, or removing digital barriers
to online content.
Many libraries will also be thinking about how they can create and adapt spaces that are open and
safe for their workers and their community through the pandemic, and we’d love to hear about your
strategies for maintaining these spaces.
This issue will also tie in with the ALIA National Simultaneous Storytime’s theme and celebrate new
open spaces in the ALIA Library Design Awards.
March/April 2021 INCITE 11 CONTENTSEDUCATION
A crowded role
F
ollowing her recent research, Dr Margaret Merga shares her
observations on some of the most common aspects of teacher
librarian roles.
Teacher librarians (TLs) make a valuable contribution to student learning. However, • promote the benefits of
they face barriers, as ‘limited time and competing demands, crowded curriculum, regular reading
low teacher valuing, low student engagement, skills and motivation, issues with • create displays and events to
parental support, limited space and constrained budget’ all pose threats to encourage reading
TLs effectiveness. • promote literature to staff
After exploring the competing demands that TLs must juggle in my recent • make informed choices about
book, I decided to do further research that explored the role of the TL in Australia collection development and promote
and of school librarians in the United Kingdom. new acquisitions to engage students
To comment on the nature of the TL role in Australia, I reported on aspects • possess an extensive knowledge of
of the role that were found across at least a quarter of 40 recent job description children’s literature
documents. While I found that the role is extremely complex, requiring expertise • foster and maintain a school culture
across a diverse range of areas, there were three common aspects of the role: that supports reading engagement
• provide an environment that supports
and encourages reading.
TEACHING AND LITERACY EDUCATION
• model reading for pleasure.
FACILITATING LEARNING
The literacy educator aspect of the
TLs are perhaps first and foremost role was complex, and it is particularly The role of the TL in Australia
expected to be teachers, and teaching important given that schools face is demanding and diverse. Any
was the only aspect of the role constant pressures to improve students’ development of professional pathways
that occurred across all of the job literacy performance. for school library staff should not make
descriptions. TLs were expected to it easier for schools, departments and
plan for teaching and adopt a range of As literacy educators, TLs were governments to replace TLs with less
teaching strategies. They were expected commonly expected to: qualified staff, as their expertise is both
to teach in ‘library areas’ (eg literature, • link literary texts with curriculum units unique and needed. For TLs to be
literacy, information literacy, digital • design and deliver reading programs able to support student learning, their
citizenship) as well as ‘core curriculum • promote literacy and literature contribution needs to be recognised
areas’ (eg English). to students in collaboration with and aided by school leadership.
other staff
COLLABORATION AND TEAMWORK • provide training for staff and parents DR MARGARET MERGA
The second most common expectation in reading, literacy and literature Senior Lecturer in Education
in the documents was that TLs be team • develop strategies to foster a love Edith Cowan University
players. This involved supporting staff of reading EMAIL
with resourcing, and collaboratively • promote a diverse range of texts, m.merga@ecu.edu.au
planning units of work. TLs work from varied cultural perspectives TWITTER
cohesively as part of a team with other • conduct book talks and @MKMerga
library staff, and model collaborative guide students’ recreational
skills to support the professional reading choices
learning of other staff in collaboration.
CONTENTS 12 INCITE Volume 42 Issue 2EDUCATION
Educating
As educators of library and information science professionals, the academic staff
the in the School of Information Studies at Charles Sturt University are very aware that
our graduates are likely to take on roles that require them to teach others in many
educators of different environments. We recognise the importance of developing teaching design
and delivery skills in our students and currently offer subjects that do just that. These
the future
subjects are focused specifically on teaching information literacy skills, developing
education programs for community outreach, and designing and delivering
educational programs for children and young adults.
Amongst those who are learning specifically to be professional educators
are our Master of Education (Teacher Librarianship) students. These students will
become leaders in curriculum and learning program design. They learn to evaluate,
support and improve student learning and teaching needs in modern learning
environments, and to incorporate information literacy, literacy learning outcomes
and digital technologies into the curriculum. What they all have in common is the
development of skills that allow our students to understand their users’ education or
training needs and to then design, deliver and evaluate training programs to meet
these needs.
We feel very fortunate indeed to have the opportunity to help send graduates
into their chosen professions with the skills and knowledge required to enable them
to be effective teachers and trainers in the workplaces that are lucky enough to
employ them.
DR JANE GARNER AALIA
Students attending classes at CSU’s Lecturer, School of Information Studies EMAIL
jagarner@csu.edu.au
residential school. Charles Sturt University
Advance your
institution’s open
research mission
Access to high-quality open content
in the Web of Science™ increases your
organisation’s momentum.
Transparent, quantitative data from
a publisher-neutral source provides you
with the comprehensive, unbiased view
you need to evaluate your progress towards
achieving your open research goals.
For more information, visit:
clarivate.com/webofsciencegroup
March/April 2021 INCITE 13 CONTENTSEDUCATION
Let ’s talk
School Libraries
T
his month, INCITE asked school library workers about what they felt
was the biggest change in school libraries in recent years, and how ROHISA IQBAL AALIA (CP)
LIBRARIAN, HOPPERS CROSSING
they have needed to manage this change.
SECONDARY COLLEGE
The library plays the role of an
information hub, no longer just
a book storage area. Online
SUSAN GRIEVE ALIATec (CP) resources have reduced the
COLLEGE LIBRARIAN, TARNEIT P-9 COLLEGE need for many physical books to
support curriculum. As a school
We have had massive growth with more librarian, most of my time is spent
than 2,100 students and 210 teachers, so we making information accessible and
need to be a welcoming place for everybody training users rather than shelving,
across the whole school. Whilst books remain circulating and book processing.
at our core, we have developed programs Constant upskilling is
to help students and teachers find and use essential to stay ahead of
information online. information trends. Librarians
Our space is now used for many are the interface between
activities: classes, office work, performances, unprocessed information and
professional development, team teaching, end users. I continually refresh
and the usual morning and recess breaks. my understanding of information
We are not silent – we buzz with activity and retrieval, curation and digitization,
excitement and though we have changed we and cultivate creativity,
still promote literacy as our keystone to the adaptability, and the ability to
love of reading. engage users.
FRANCES MUGGERIDGE AALIA (CP)
HEAD OF LIBRARY SERVICES, HAILEYBURY RENDALL SCHOOL, DARWIN
The biggest change in school libraries I’ve seen over the last 15 years
or so is the introduction of ebooks, eaudiobooks and other electronic
resources, and their integration into catalogue search results. This
has presented challenges in balancing the print collection and the
electronic collection (one does not replace the other – they should
be complementary), managing user expectations (‘Why can’t I borrow
it if someone else has it? It’s online!’), and budget constraints, as
electronic resources are often far more expensive than the equivalent
print resource.
CONTENTS 14 INCITE Volume 42 Issue 2EDUCATION
AMBER SORENSEN AALIA
TEACHER LIBRARIAN, CHERRYBROOK
TECHNOLOGY HIGH SCHOOL
The ever-changing pace and scope of
technology continues to revolutionise the
way in which information is consumed and
created. The challenge is to cut through the
noise of the online world. We are creating
how-to guides to develop student information
fluency skills. Our library website has links to
a variety of electronic resources, including
subject guides. Our Instagram account raises LOTTE TEN HACKEN AALIA
awareness of our resources, services and (CP) TEACHER LIBRARIAN
events, while connecting us with people TEACHER LIBRARIAN, THE GAP
and libraries across the globe. This digital STATE SCHOOL
presence is essential in supporting our core
clientele – students, teachers and parents. With so many new technologies, I
need to continually update library
resources, from digital texts to
robotic devices, and regularly
LISA PERRIAM AALIA upskill to support others in using
LIBRARY ASSISTANT, SCOTCH COLLEGE (WA)
these resources. School libraries
I believe the biggest change to school are places to meet, learn and
libraries has been the emphasis on wellbeing. explore – with increasing access
I have observed several opportunities to to information tools and spaces.
increase student wellness: one-on-one Another (wonderful) change
assistance with online projects; identifying is a growing impetus to ensure
and responding thoughtfully to social diversity across the collection,
challenges; and developing options for both in terms of content and
neurodiverse students. Kind and sensitive authorship. It is essential to
library staff are trained to recognize when constantly develop the collection,
there is a need to help students beyond the removing resources that are
traditional academic scope, more so now culturally inappropriate or simply
than when I was a student. Building individual inaccurate – especially Australian
reading profiles, establishing rapport with the history books – and replace them
students, and liaising with parents, are some with appropriate, inclusive and
of the ways we mitigate risk within our library. relevant texts.
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March/April 2021 INCITE 15 CONTENTSEDUCATION
Connection and
community
I
n December 2020, Charles Sturt University
graduate Marika Simon was awarded the University
Medal, acknowledging excellence in completing
her Master of Education (Teacher Librarianship).
INCITE Editor Andrew Finegan spoke with Marika
about this important step on her journey into
teacher librarianship.
Firstly, congratulations on completing your teacher librarianship degree. How did you balance work,
How did you find the experience of returning to university? study and family life through
It had been over 20 years since I had last studied prior, so switching to an online your coursework?
model was very different and very challenging. In my previous studies, I would always In my first year, I had just finished up a
attend lectures, which would carry me 75-80% of the way. I’m a very interactive temporary role in primary teaching, and
person, and not having lectures meant adjusting my learning style. Figuring out my I could still take on casual work. I was
own pacing and finding ways to create learning opportunities that suited my style writing for the School Magazine, which I
were big issues. could also do at home, so that allowed
me with the space that I could use to
You’ve already had a substantial career working as a teacher. How did really focus on my studies. My kids were
this experience inform what you studied in teacher librarianship? also teenagers, so I could do my school
My experience as a teacher definitely informed how I approached the coursework. when they were at school and still have
One thing that surprised me was the breadth of educations that were encapsulated family time – except when assignments
in the teacher librarian role – definitely in terms of teaching and inquiry. The concept were due.
of teacher librarian as a technology leader was also a new perspective for me. Halfway through the course, I got
That may be a great potential model – but doesn’t suit all teacher librarians or a job as a teacher librarian. It was really
all contexts. I’m strong with technology, but right now that’s not a key priority for great timing, because I had a basis
my context. for what was involved – that feeling of
The variety of reality needs to be represented in the coursework. I worry for ‘okay, I have an idea of what I’m meant
those who have stars in their eyes and the expectation of ‘this is what I should be to be doing’ – and the passion to put
doing’. I am glad that I have the experience that I can take that shining ideal and put it in practice. I could inform my study
it up there, and then push up my sleeves and get on with the work. with experience, and experience with
my study.
CONTENTS 16 INCITE Volume 42 Issue 2EDUCATION
Working three days a week also meant that I had two days dedicated to study So, what’s next?
and family balance. My heart goes out to people trying to study with full-time work. After finishing my degree, getting my
My family were very supportive and helpful – but also very glad when I finished. toes wet as a teacher librarian, it’s time
to come out of my shell by participating
Congratulations on receiving the University Medal. Do you have in my teacher librarian networks and
any advice for current students on how to consistently achieve maybe writing articles. It’s so important
excellent results? to keep sight of the bigger library world.
Invest yourself as much as you can in it. The more that you care and the more that I loved the experience of my study
you dive in, the more you get out it. visits; the chance to see different kinds
Make sure you really understand what the assessors are looking for, if you don’t of libraries and connect with that larger
know, or you’re not sure, ask your lecturer – or your classmates. Sometimes there community. Frankly, that’s why I stay as
are things that you fall in love with, but don’t actually serve the piece, so be ready to a member of ALIA, rather than just with
sacrifice the good things you write for what you need to have. other school library associations – I want
Connection and community are key. I don’t think I would have achieved these to stay connected with that community
results if I hadn’t reached out to other students in my cohort and set up a social and be a part of that bigger world.
media group to support one another. If you’re somebody who’s good at explaining
things, help other people. By helping others, you’re helping clarify in your own mind
what you need to do. Finding that connection is key to succeed – both academically
and for your career.
Charles Sturt University CRICOS 00005F. © 2021 Charles Sturt University. F6061.
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March/April 2021 INCITE 17 CONTENTSEDUCATION
ALIA Schools: supporting teacher librarians
Teacher librarians are unique because the publication of resources and a development seminars which are
they are required to hold qualifications comprehensive program of professional responsive to innovation in both the
in both education and librarianship. The development in the fields of both education and library sectors.
joint ALIA-ASLA statement on teacher education and librarianship. Positioned in both education
librarian qualifications has this to say: Recent publications: and librarianship, teacher librarians
‘As a member of a school’s teaching • AITSL Standards for teacher are ideally placed to teach the skills
team, the teacher librarian has a role librarian practice was a response to necessary to develop lifelong learners. It
in the planning, implementing and the Australian Institute for Teaching is the core business of teacher librarians
evaluating of educational policies, and School Leadership (AITSL) to create opportunities for whole school
curricula, outcomes and programs, with publication Australian Professional community collaboration in pursuit of
particular reference to the development Standards for Teachers high standards in information literacy
of students’ information literacy.’ • A Manual for Developing Policies and a thriving reading culture.
This means that teacher librarians and Procedures in Australian
are required to meet the annual teacher School Library Resource Centres, ANNE GIROLAMI FALIA (CP)
registration requirements of their state 2nd edition provides library staff with Convenor
or territory as well as adhere to ALIA’s a practical approach to improving ALIA Schools
core values and principles. professional librarianship skills EMAIL
ALIA Schools supports and practice. agirolami@mercycoburg.catholic.edu.au
teacher librarians to meet Every year ALIA Schools develops a
these obligations through well-regarded program of professional
Finding the considerations: to provide guidelines
on the time allotment for teaching and
library tasks. Work commenced in 2017
and secondary sectors. Currently, the
Committee is in the process of refining
the guidelines to reflect that feedback
teacher and the project involved examining
background documents, negotiating
and they will be forwarded to the
ALIA Board for ratification some time
librarian
key discussions and drafting a written in Term 2, 2021. When the document
document. These guidelines will play is released, it should promote robust
a key role in educating and informing discussions about how teacher librarians
balance school principals about the time
allocations that a teacher librarian
requires to complete teaching and
can support students and colleagues as
they engage with literacy, information
and research.
How does the teacher librarian balance librarianship tasks and how this adds
the time between teaching and value to the school community. DR HELEN WESTON
librarianship duties? Where is their place As part of the process, the Teacher Librarian
in the school landscape? Committee reached out to teacher ALIA School Libraries
The ALIA School Libraries Advisory librarians in schools across Australia. Advisory Committee
Committee, formed in 2014, was The resultant draft document has EMAIL
westonh@loreto.qld.edu.au
challenged to answer these questions received rich and varied feedback
and a project emerged from these from practitioners in both the primary
CONTENTS 18 INCITE Volume 42 Issue 2EDUCATION
Expanding referencing research material, and
ethically sourcing creative commons
across year levels. Where possible, we
introduce a particular skill via classwork
information
licensed materials, information literacy and assignments that students are
programming is about more than already undertaking and then revisit the
promoting information resources. skill in another subject. The aim is that
literacy Teacher librarians can also teach
students to discern when information is
reliable and of high quality, take notes
students understand that a particular
skill is relevant across all subjects, not
just for the activity where the skill was
Critical and creative thinking is one effectively, knowing which method initially introduced.
of the general capabilities in the works best for the individual, apply skim- Active promotion of the work that is
Australian Curriculum that all schools reading strategies to effectively engage being undertaken to improve students’
must address. Students are expected with texts, and differentiate between information literacy skills must be shared
to ‘generate and evaluate knowledge, these learning activities. with staff, students and parents/carers
clarify concepts and ideas, seek At Our Lady of Mercy College where possible, to ensure that these
possibilities, consider alternatives and Heidelberg, the teacher librarian works important cross-curricular skills remain a
solve problems’. School libraries are with teachers and learning leaders priority in school settings.
uniquely positioned to support students to evaluate our students’ current
with this area. information literacy skills and finds ANNA APFELSTEDT AALIA (CP)
Although teacher librarians embed opportunities to enhance students’ Teacher Librarian
information literacy skills into curriculum, skills. We have developed a scope PD Coordinator, ALIA Schools
such as using databases, appropriately and sequence document to track skills EMAIL
aapfelstedt@olmc.vic.edu.au
Nurturing confident readers
A core role of the school library is These discussions can be informal chats, students must learn to sit quietly and
to nurture confident readers, and conferencing in a reading program, or read for longer. Inviting nooks and
collections, teaching programs and the guided discussions with other students. quiet spaces encourage students’
physical space all play a part. Comprehension is deepened when reading stamina.
In a school library, students have students can discuss the ideas and Reading is not an end in itself but
agency and can find their own image opinions arising from their reading. the start of a greater understanding
and voice reflected in what they are By getting to know students, the of the world. We want our students to
reading. In contrast with the classroom, teacher librarian can guide them in participate in the wonder that reading
where the reading is usually prescribed their reading journey. You know you’ve can afford. What better way to start than
or students may be restricted to a got it right when students return for in the school library?
reading level, carefully curated school more recommendations, ‘because
library collections allow students Miss knows what I like to read.’ GABRIELLE DOUGLAS
to follow their passion and read in Genrifying collections and creating Head of Resource Centre
whatever direction they desire. responsive OPACs also helps students Marian College, Sunshine
A library reading program build confidence in making their own West, Victoria
that explicitly teaches reading reading choices. EMAIL
comprehension skills may assist weaker Physical space can also contribute gdouglas@mariansw.vic.edu.au
students, while capable readers will to the development of lifelong readers.
benefit from discussing their reading. To succeed in senior school and beyond,
March/April 2021 INCITE 19 CONTENTSEDUCATION
Blended learning in the
library at St Thomas
of Villanova Parish
School, Mareeba
Learning to blend in
S
chools in the Diocese of learning strategy. LMS’s, such as Canvas and Google Classrooms, are online learning
Cairns have found that environments where teachers undertake many teaching duties online. LMS’s allow
blended learning combines staff to collaborate in creating lessons, uploading resources, communicating with
the best of face-to-face and online students and seeking feedback.
learning, enabling students to From a library perspective, the key benefit of a LMS is as a platform for
develop digital skills in relevant collaboration with teaching staff. Library staff have found it rewarding to develop an
contexts. As a consultant for expertise with their school’s LMS, as this enables them to value-add to learning in
libraries, Anna Seidl investigates the digital space. Strategies implemented by our schools include:
how this shift towards digital • Obtaining administration or access rights to classes: This enables library staff
learning can be used to increase to view curricula and assessments for each class, facilitating collaboration with
the integration and effectiveness teachers. For example, library staff use the LMS to track topics being taught, and
of libraries. in consultation with class teachers, shares links to relevant online resource and
catalogue records directly onto the topic page.
Amidst the innovations in education • Creating a strong library presence: We have ensured that icons for key electronic
occasioned by COVID-19, blended library resources, such as the catalogue and eBook platform, appear in the
learning has risen to prominence in course template. Icons are then reproduced on each course page, making library
F-12 education, with Forbes labelling resources easily accessible. Some schools have created a dedicated library page
it an educational ‘revolution’. Blended inside their LMS, where they provide library information, resources, podcasts,
learning simply means combining virtual tours and competitions.
elements of traditional, face-to-face • Maximising integrations: Many digital resources, such as ClickView, TurnItIn
teaching with elements of online and Britannica Online, integrate with numerous LMS platforms, which increases
learning. Blended learning can take resource usage.
many different forms, including station • Assisting colleagues: Library staff can support their colleagues in areas such as
rotations, where students rotate through technical skill development, design considerations and copyright advice.
face-to-face and online activities, or We used LearnPath to create online curated resource guides on curriculum topics
flipped learning, where students absorb and information literacy topics. We included print resources in online guides, by
content through videos or readings including links to catalogue records. Resource guides have proven popular with
outside the classroom, freeing lessons teachers and are particularly effective when linked directly into students’ courses.
for interactive activities and discussions. Other products such as LibGuides or even free website builders may also be used
This provides students with greater for this purpose.
flexibility and some control over where, Our next challenge is to consider how to blend our own library classes, using a
when and how they undertake tasks. mix of in-library and online activities. This will help us deliver more library instruction
These principles can also be applied to more students. Online quizzes and discussions, videos, screencasts and shared
in the school library, through learning documents – these are just some tools we will use to achieve an effective blend.
management systems, resource guides,
and blended library instruction. ANNA SEIDL AALIA (CP)
A learning management system Consultant, Digital Learning and Library Services EMAIL
Catholic Education Services, Diocese of Cairns aseidl@cns.catholic.edu.au
(LMS) is core to our schools’ blended
CONTENTS 20 INCITE Volume 42 Issue 2EDUCATION
Seven easy pieces
(of information)
A
concept introduced by Professor John Sweller, in the guide has been backed up by
Cognitive Load Theory (CLT) provides a framework recent academic research. The guide is
by which we can understand why people learn and also part of an in-depth scholarly journal
think the way they do. Lizelle Smith explains how CLT can assist article that will be published in the
librarians, especially academic librarians, when selecting resources near future.
for their students and staff. The guide can be downloaded
from the Sheridan Institute of Higher
To support training methods and learning tasks, the library team at Sheridan Institute Education’s library catalogue, and is
of Higher Education have published Cognitive Load Theory in Academic Libraries, also available through Trove. For more
a workplace training and learning guide for library students and librarians. Whilst information about any of the information
written for academic libraries, this guide can also be used in other libraries as a provided in the guide, please contact
workplace training tool. Lizelle Smith below.
Providing definitions of human cognition, cognitive architecture, schemas
and CLT effects, one of the main points included in the guide is that a person can LIZELLE SMITH AALIA (DCP)
only process ‘seven pieces of information at a time in 20 seconds.’ Thus, it is very Director of Library and
important to understand that people process information in a different manner, Information Services
especially when learning a new library task, procedure or method. As library Sheridan Institute of
professionals, we need to take this in consideration when working with library Higher Education
placement students or new staff. EMAIL
lsmith@sheridan.edu.au
Furthermore, the guide explains how CLT can be applied in a learning and
teaching environment. It includes CLT examples for educators and learners,
descriptions of the effects, strategies, and application of the effects. The information
TAKE CONTROL OF YOUR CAREER, TODAY.
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March/April 2021 INCITE 21 CONTENTSEDUCATION
Is it really open?
L
ibrary and information professionals have been
championing the use of Open Educational
Resources (OERs) and Creative Commons (CC)
licensed materials in educational settings for many years.
Meredith Beardmore investigates how CC videos are
shared online, and some of the barriers that currently
exist for them to become truly open.
The recent increased urgency for Almost all of the CC material I solution but after many hours and days
students and teachers to have easily wanted to use was hosted on YouTube, of searching, it’s clearly not easy to
accessible online materials helped which gave rise to a fundamental issue: find – I invite fellow librarians to write in
push the trend of OERs and CC YouTube's Terms of Service prohibit if they have one.
materials. In addition to sourcing and downloading videos. This is not really In the meantime, I would
adapting course materials, they are in the spirit of CC - how can I adapt and encourage librarians and creators of
a valuable resource for librarians in remix content easily if I can’t download CC content to carefully consider where
creating information literacy sessions it? Previously this was an option: a they host their video content. Vimeo,
and learning resources. After all, a ‘Remix this video’ link found under the for instance, has many more options
community of openness and knowledge CC license field in a video's description. allowing creators to share their content.
sharing between librarians and libraries This enabled a user to edit and reuse As library and information professionals
is a cornerstone of the profession; that video within YouTube’s Video Editor. we have to be leaders and advocates
something that is vital in fostering the Users were locked into the YouTube not only in new technologies but also
‘free flow of information and ideas’ platform but were still able to actually in ensuring technologies are fair and
captured in ALIA’s core values. access and edit CC videos into their own accessible – even (or especially) if this
As a liaison librarian at a dual VET work. The ‘Remix this video’ is no longer means we encourage our users to
and higher education institution, I saw available on YouTube, nor is the ability consider an alternative to big tech.
an increase in demand for video content to search for CC videos within the editor.
in 2020. I also had a project where I So what are the alternatives? MEREDITH BEARDMORE
needed to replace YouTube content Videos can be downloaded using Liaison Librarian
within a mandatory learning module. a third party tool, but this violates Melbourne Polytechnic
YouTube is used widely by our teachers YouTube’s Terms of Service. The only EMAIL
and students, but for our students in other alternative is to contact the creator meredithbeardmore@
melbournepolytechnic.edu.au
China it meant that significant chunks directly and organise a transfer outside
of content were inaccessible. I thought of the YouTube platform. Sometimes this
this should be an easy enough fix; all will work, but often you’re left without
of that wonderful CC content was out a response. Perhaps there is another
there ready for me to adapt. I couldn’t
be more wrong.
CONTENTS 22 INCITE Volume 42 Issue 2EDUCATION
A collaborative venture staff and the ESOL faculty. Regular
contact was key to maintaining this
relationship, with promotion of services
and resources through the year. In
2020, teacher Jen Panucci became our
unofficial faculty liaison. We decided
to run another series of digital classes
at the end of semester two and she
suggested we extend the invitation
to all lower-level ESOL classes. Jen
was instrumental in communicating,
coordinating and coaxing her fellow
teachers to promote these end of
year classes.
Teacher involvement was integral
to the success of the program. Some
teachers kept in regular contact with
their students, sending personal
reminders in case they forgot. The
ESOL students engaged in class activities. First row left to right: Pleh Reh, Abdul Rahim classes were flexible, in that students
Shahbuddin, Robert Ivancic, A Ling. Second row left to right: Mi Meh, Angela Conte.
could just drop in and attend one class
or more.
T
oward the end of 2020, a group of eager students started Asking students questions during
attending digital literacy classes at the TAFE NSW Wollongong class had the benefit of encouraging
Library. Robert Ivancic shares how teaching and library staff worked spontaneous conversation. At the end of
together, not only to create sessions designed to improve digital literacy a session on using the catalogue, library
skills, but also support the culturally and linguistically diverse community staff helped students find books in the
in the Illawarra. collection. This joint activity not only
encouraged us to chat with each other,
The students, enrolled in the Certificate with teachers is an essential step in but it was also a great way to introduce
I and II of Spoken and Written English, promoting information and digital students to some hidden resources
attended a wide range of digital literacy. I asked the question, ‘How can in the collection, like demonstrating
literacy classes. These included: using we make the lives of teachers easier?’ Foxton reader QR codes linked to
the student portal and TAFE email; One of our regular teachers suggested audio recordings.
word processing; searching the library that we offer digital classes during term Collaboration is hard work, but if we
catalogue and internet. Each session breaks. By running smaller classes with are to survive and prosper in libraries,
lasted 90 minutes and included practical more staff, we could improve student collaboration should be constantly
activities that reinforced the students’ use of digital hardware and software. at the forefront of our thoughts and
learning needs. This is the second year The suggestion was enthusiastically actions. The delivery of education
that this program has been run and will accepted, but the new question was has changed and continues to evolve.
hopefully continue in 2021. whether students were willing to come With this in mind, we ourselves as a
Lower-level English speakers of in during their own time? In 2019, a pilot profession continue to evolve.
other languages (ESOL) students face project using one class was run at the
the combined challenge of learning end of semester two. The project was ROBERT IVANCIC
English and learning to use technology. so successful that students from other Library Technician
Given that library computer facilities classes dropped in without registering! TAFE NSW Wollongong Library
are regularly used by ESOL students This success helped forge a EMAIL
and teachers, building a relationship growing relationship between library robert.ivancic@tafensw.edu.au
March/April 2021 INCITE 23 CONTENTSYou can also read
