# data[].attributes.attachment_link.readable_text
As a Primary School Teacher with nine years experience, I have had the pleasure of observing many Teacher Librarians (TL) over the years and feel equipped to now begin my own learning journey towards this profession.

In 2012, as a practicum teacher on a year 4 class, I was introduced to a teacher who would place plastic crowns on the heads of two students she coined 'King and Queen' of the library. She did her job with some enthusiasm but rebuffed my library-related questions and finally confided in me that she wasn't 'a real' TL . In other words she was untrained and just 'filling in'. I was shocked by her lack of enthusiasm. Perhaps this planted the first seed of desire within me to provide children with a TL who was passionate about the role.

As a casual teacher, I occasionally filled in on library and came to pick up a few Oliver related skills. It was also here that I discovered a secret. TL's have some autonomy in their position! Compared to the sometimes fish-bowl feel of a classroom, the libraries I walked into often felt different. In many schools, library time was used as an RFF role where classes were dropped off by harried teachers on their way to the staffroom. I began to notice a difference between the demeanour of the teachers and the TL's, the latter seemed so much more relaxed. Perhaps it was here that another seed was planted for me.

A few years later, my first full-time teaching job on a year 5 class led me to the opportunity of co-teaching with a fantastic TL. I remember enjoying seeing my students in a different light in the library. Their book choices (or not) revealed a greater insight into what they each carried to school in their virtual backpacks. The TL I co-taught with over the next two years read books with great enthusiasm. He encouraged students to research and make notes, use QR codes to access learning and he also assisted myself when I needed to find suitable reading resources for my diverse class.

In my current role, as a year 1 teacher at a foundation school, I have observed the TL as so much more than a lover of literacy and keeper of books. Despite being near-retirement, she displays a solid mastery of ICT. Her expert guidance in my first months was critical as she patiently demonstrated the green screen room, VR headsets and the Sphero robotics. She also has an impressive wardrobe of costumes she wears during Book Week, transforming herself from The Hungry Caterpillar one day to Harry Potter the next. Alongside her 21st century lessons, she also taught 'traditional' skills to the students, including; alphabetising, referencing, the dewy decimal system as well as discussing fiction versus non-fiction.

As someone now training to enter this profession, I view modern TL's as skilled practitioners who can recall not only the placement of books on shelves but useful video links or instructional guides for digital resources.

Their knowledge is invaluable and skill-set irreplaceable. They are both innovative and traditional. They are advocates of student welfare, literature and technology. I hope by becoming a qualified TL, I can fill the enormous shoes left behind by so many talented practitioners who have come before me.

# data[].attributes.attachment_link.title
ETL401 Assessment 1: My evolving understanding of the TL role

# data[].attributes.attachment_link.description
As a Primary School Teacher with nine years experience, I have had the pleasure of observing many Teacher Librarians (TL) over the years and feel equipped to now begin my own learning journey towards this profession.

# data[].attributes.attachment_link.readable_text
Cardigans, glasses, a burning dragon-like desire to keep the space quiet and collect overdue books...who is the Teacher Librarian?

I have a confession to make; prior to becoming interested in working in school libraries, I had thought very little about the role of a Teacher Librarian in schools. I had thought even less about the difference between a Librarian and a Teacher Librarian. To be perfectly honest, I don't think I was even aware that Librarian and Teacher Librarian were not synonymous. Therefore, my perceptions of a Teacher Librarian were dated, clichéd and strongly linked to the administrative and procedural side of the role.

I assumed the Teacher Librarian was responsible for ordering books, loaning books to students, chasing up overdues and managing the space. Once a term they might teach a lesson on writing a bibliography and then slide back into my peripheral vision. I certainly did not perceive them as a link between teaching and learning; a uniquely dual-qualified member of the school community; an information specialist in a role that encompasses learning and teaching, management, leadership and collaboration as well as community engagement (Australian Library and Information Association, 2016; School of Information and Communication Studies, 2023). Although, I also had not witnessed examples of highly accomplished Teacher Librarians during my classroom teaching experience.

My classroom experience began as an English and History teacher in a suburban Melbourne secondary school where I would take my junior English classes to the library weekly for wide reading. In these sessions I had little to no interaction with the staff in the library - I couldn't tell you if it was staffed by a Teacher Librarian, a teacher managing the library, a qualified librarian or technician. My senior classes never visited the library, unless they were retaking an assessment. In my final year at the school, a large portion of the physical library space was converted into a new staff room and the physical collection condensed to a few shelves in a small room. It was not a space that was valued by the school community, it was truly the habitat of an endangered species of librarian; one who was part of the invisible profession, instead of loudly advocating and demonstrating the immense value of a Teacher Librarian (Bonanno, 2011).

After relocating to London, many of the schools I worked in - particularly inner-city primary schools did not have provision for a school library space, let alone a dedicated staff member or qualified teacher-librarian. My classroom had a small collection of fiction books in the 'reading corner' and teachers had access to a storeroom of non-fiction texts. I didn't consider the benefit the contemporary Teacher Librarian could have brought to this scenario because I misunderstood and underestimated the role.

What my own personal experience as a classroom teacher highlights for me is the vital importance of visibility and advocacy in Teacher Librarianship. Teacher Librarians need to be future focused; proactively making sure they are meeting the information needs of the school community (School of Information and Communication Studies, 2023).
References
Australian Library and Information Association. (2016). ALIA-ASLA Statement on Teacher Librarians in Australia. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia

Bonanno, K. (2011). ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan [Video]. Vimeo. http://vimeo.com/31003940

School of Information and Communication Studies. (2023). Introducing Teacher Librarianship [Module 1 study notes]. ETL401, Interact 2. https://interact2.csu.edu.au

# data[].attributes.attachment_link.title
Reflections from my classroom teaching days.

# data[].attributes.attachment_link.description
Cardigans, glasses, a burning dragon-like desire to keep the space quiet and collect overdue books...who is the Teacher Librarian? I have a confession to make; prior to becoming interested in working in school libraries, I had thought very little about the role of a Teacher Librarian in schools.

# data[].attributes.headline
Alexander Staats ETL401 Assessment 1 Blog Post

# data[].attributes.subject
Alexander Staats ETL401 Assessment 1 Blog Post

# data[].attributes.body
https://thinkspace.csu.edu.au/voyagethroughlibrarys/2023/11/19/etl401-blog-post-1-early-reflections-on-teacher-librarians/

# data[].attributes.attachment_link.readable_text
Hello, and welcome to my blog that focuses on my personal journey through becoming a teacher Librarian. In this post I am going to be reflecting on my own perceptions and assumptions about the role of the Teacher Librarian before I began my studies. This will help to catalogue my journey, and will perhaps help you, loyal reader, to think and reflect on your own ideas about the place of the teacher librarian in schools.

I am a secondary school teacher working as a HSIE teacher at Airds High School - a public high school in a low socio-economic area of south-western Sydney. Having been at the school for the last three years, including a stint as a student-teacher where I was working in and around the school library, I started to develop some assumptions about what the school librarian did, and what role they served within the school. The librarian, when I came to the school originally, was heavily focused on books and curating the collection to get the students reading. This was a significant project as the literacy levels in the school were low due to the nature of inter-generational poverty in the area.

As this was my first experience of a school librarian since being in school myself, it formed a strong impression for me of the school librarian as a curator and cataloguer. It was rare to see the librarian out of the library in classrooms or around the school. Thus, I had quite a traditional impression of the librarian as a teacher who mainly helped students with enquiries in the library space, and spent much of their day managing, sorting and maintaining the vast collections of books that libraries maintain. I considered the role of the librarian to be one that is useful in schools, especially in the development of student literacy. In my mind, their duty was igniting a love of books and reading in students. Theirs was the realm of the Premier's Reading Challenge, or chasing after students who had kept a book too long. My understanding of the librarian was that they were good to have, but perhaps not strictly required.

This was to change, however, as the librarian left the school, and we were left without anyone to directly run the library. Borrowing and lending was taken on by a collective of volunteering staff and students. By this point, I was teaching my own classes as a fully fledged teacher and noticed that there was a real need in the school for a central driver of research skills. As a classroom teacher, there is too much pressure to get through the curriculum that such general capabilities fall by the wayside and become a lower priority. It was at this point, and in discussion with colleagues that I realised the essential and central role the teacher librarian plays in developing the information literacy skills in students.

I'm sure this is the beginning of a new world of understanding for me.

# data[].attributes.attachment_link.title
ETL401 Blog Post 1: Early Reflections on teacher librarians

# data[].attributes.attachment_link.description
Hello, and welcome to my blog that focuses on my personal journey through becoming a teacher Librarian. In this post I am going to be reflecting on my own perceptions and assumptions about the role of the Teacher Librarian before I began my studies.

# data[].attributes.attachment_link.title
ETL401 Assessment 1: Experiences and Reflections on Teacher Librarianship From Then to Now – Stepping into the Library

# data[].attributes.attachment_link.description
In order to reflect on my experiences of Teacher Librarianship before becoming interested in this career path for myself, I need to rewind further and return to my first year of high school. I was unbelievably shy and ill-equipped for the social whirlwind of young teenagers. I would eat my lunch out…

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.attachment_caption
ETL401 Assessment 1: From Classroom to Library

# data[].attributes.attachment_link.readable_text
As a teacher, I had a narrow understanding of the teacher librarian's role. I perceived them as administrative and student supervision roles instead of specialists in their field. It was not until I saw firsthand the positive impact of a school-supported teacher librarian (TL), that I fully understood the breadth of their responsibilities.

I started my teaching career in primary education. There was no provision for a librarian and the library collection was managed by volunteer staff. Consequently, this bookable space was considered rather like a surplus room that coincidentally housed books. I was disappointed at the absence of a librarian, having had positive experiences in my education. However, I adjusted and was ignorant of our shortfall.

Later in my teaching career, I was employed as a secondary English teacher. I was able to see a snapshot of the TL's potential. The school employed a librarian, although not qualified as a teacher librarian, who participated in school-wide curriculum planning and proactively engaged students. Due to space constraints and building development, they converted part of the library into a classroom, with the collection relocated and refurnished. On reflection, it must have been difficult as a school librarian to relinquish valued space without support from the school community.

When I relocated to New Zealand, I experienced a renaissance of school libraries. They faced diminishing space and tightening budgets, but the library was utilised, celebrated, and embedded across the school. The TL worked in conjunction with teachers to meet learning outcomes and offered classes that covered traditional library learning, developing research skills, digital literacy, scholarship applications, and an open-minded enthusiasm for more. There were makerspaces, zines, and displays of student art and achievement. The TL finally appeared to me as a specialist role, providing vital educational opportunities.

Kerry left a gold-standard impression and embodied the broad capabilities of the TL (Australian Library and Information Association [ALIA] & Australian School Library Association [ALSA], 2016). She engaged students, developed an inclusive space and was an advocate for student welfare and inquiry learning. With a large cohort of Pasifika, Māori, and LGBTQIA+ students, she built an inclusive collection and assisted in curriculum and unit planning. She had a local TL network and was active in professional development. She seamlessly integrated all aspects of the role and inspired me to pursue it.

When she departed, I applied for the TL position. While I had previous experience in public libraries, I was unprepared for the scope of the role. Outside of general library duties, it required supporting the broad school community with resources and technology, budget management, class planning, unexpected relief and student supervision, policy and process development, timetabling and more. At times, it felt isolating. I was indebted to the School Library Association of New Zealand Aotearoa (SLANZA) community and mailing list forums for the support, guidance and professional development opportunities that assisted me in understanding and adapting to the role of the TL.

From this experience, I recognise that the TL requires specialised professional knowledge. The TL is an asset when able to collaborate across the school, as a leader and an expert in multiliteracy education. Their knowledge and pedagogical expertise are instrumental in effective learning and teaching, curriculum planning, information and data management, and student engagement (ALIA, 2023).
Reference
Australian Library and Information Association. (2023). Becoming a library and information professional. Retrieved November 23, 2023 from https://www.alia.org.au/Web/Careers/Web/Careers/Becoming-An-Information-Professional/Becoming-a-Library-and-Information-Professional.aspx

Australian Library and Information Association, & Australian School Library Association. (2016). Statement on teacher librarians in Australia. Australian Library and Information Association. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia

# data[].attributes.attachment_link.title
ETL401 Assessment 1: Online reflective journal

# data[].attributes.attachment_link.description
As a teacher, I had a narrow understanding of the teacher librarian's role. I perceived them as administrative and student supervision roles instead of specialists in their field. It was not until I saw firsthand the positive impact of a school-supported teacher librarian (TL), that I fully understood the breadth of their responsibilities.

# data[].attributes.body
https://thinkspace.csu.edu.au/ahoythere/2023/11/23/etl401-assessment-1-my-understanding-of-the-role-of-the-teacher-librarian-in-schools-before-i-became-interested-in-working-in-a-school-library/

# data[].attributes.attachment_link.title
Log In ‹ Teacher Librarian Learned Thoughts — WordPress

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.body
https://thinkspace.csu.edu.au/beckbugden/2023/11/25/etl401-assessment-1-my-reflections-and-experiences-regarding-the-tl-role-in-schools/

# data[].attributes.attachment_link.title
Log In ‹ Beck Bugden’s Reflective Journal — WordPress

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.body
https://thinkspace.csu.edu.au/blogposts/

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.body
ETL401 Assessment 1

# data[].attributes.attachment_link.readable_text
Summary

My understanding of the Teacher Librarian before beginning my Master of Education.

I have spent 21 years in the classroom as an English teacher and that has definitely coloured my view of the role of the Teacher Librarian. For me, libraries were about books, primarily fiction books. And that is because I'm a voracious reader. So in my eyes, the main role of the Teacher Librarian was to source reading material for me and my students. Of course, I knew we could use the library to look up information and statistics for history assignments or commerce reports and that the Teacher Librarian would show students how to search the library catalogue and properly reference their work. But that was the boring stuff compared to the opportunity to read and recommend fiction texts.

I'm not sure that I even really thought about the fact that the high school librarian was also a qualified teacher with their own specialist knowledge until I talked to a colleague who had transferred to the library in the last few years of their career. At the time, I think they believed it would be an easy way to drift into retirement.

As my career progressed, so did my understanding of the role of the Teacher Librarian. As I sourced supplementary readings for my Modern History lessons and requested recordings of documentaries, I started to get a clearer picture of the role of the Teacher Librarian. Occasionally I would even cover lessons for an absent colleague whose timetable included library periods. Over the years, the sheer variety of tasks expected of the Teacher Librarian seemed to grow. They were in charge of study periods for senior students, supervised Distance Education lessons, and wide reading periods. They taught basic computer skills and referencing to Year 7 classes every year. They promoted Book Week and the MS Readathon. They liaised with teachers to source materials that were accessible for the various learning needs of the students. Not to mention opening up the library at recess and lunch for students who needed help or just wanted a quiet place to read or a safe space to spend time.

Like many jobs, technology has had a significant impact on the role of educator and I believe this is especially true for the Teacher Librarian. In the last decade, I have had a close colleague attempt the Master of Education (Teacher Librarianship) course twice, and both times drop out due to the changing nature of the role. A decade or so older than me, they were unable to cope with the way technology has reshaped the role and therefore the learning requirements of the course.

Ultimately, I believe that I have a somewhat clearer picture than some of what the modern Teacher Librarian role is. It has moved beyond the traditional, physical space of the library walls and the books on the shelves. The role continues to evolve and as such, I still have a lot to learn.

# data[].attributes.attachment_link.title
The 21st Century Teacher Librarian in training

# data[].attributes.attachment_link.description
My understanding of the Teacher Librarian before beginning my Master of Education. I have spent 21 years in the classroom as an English teacher and that has definitely coloured my view of the role of the Teacher Librarian. For me, libraries were about books, primarily fiction books.

# data[].attributes.body
https://thinkspace.csu.edu.au/readtheroom/2023/11/26/reflections-of-a-classroom-teacher/

# data[].attributes.body
https://thinkspace.csu.edu.au/thenextchapter321/2023/11/25/etl401-assessment-1-reflections-on-teaching-tls-and-libraries/

# data[].attributes.body
https://thinkspace.csu.edu.au/laurenhayes9/2023/11/28/etl401-assessment-task-1-blog-post/

# data[].attributes.attachment_link.readable_text
Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500-word piece about your understandings of the role of the TL in schools.
Before I became interested in working in a school library myself, I was simply a classroom teacher with the usual amount of knowledge of the inner workings of the school library and role of the Teacher Librarian (TL) - which is to say, ashamedly, not much. I suppose I have probably always used the library more than most staff, as an English teacher and as someone who has always loved books, libraries and reading. I am also the co-ordinator of the school's yearly Magazine, so I often use the library to access old editions, hold events, and consult with the library staff about their article for publication. These interactions gave me some insights, but I still never truly knew all that the role of the TL encompassed. The little of the surface I have scraped in my ETL401 and ETL503 courses so far this semester has only made my lack of knowledge more apparent to me.

As I mentioned (somewhat shamefully) in a recent post, my limited understanding of the role of the TL (from a classroom teacher perspective) was that they stocked shelves and recommended resources to students and staff. I had no idea of the complexities of the 'information specialist' aspect of the role. Even though I didn't know much about this role before becoming interested in it myself, I have always been a frequent visitor to my school library, and my experiences as a teaching staff member have always been positive. Our library offers comfortable and clean learning spaces that can be booked out for classes, and I would often (and still do) take my classes in there from time to time to do some quiet reading, or to access technology like bookable laptops and iPads. The library contains a wealth of physical resources and also a Senior Learning space where study sessions are held. Sometimes I would access this part of the library to assist students with homework or preparation for assessments. From time to time, I borrow teaching resources for myself, and in the past have taken students to borrow out class copies of texts. Recently, I even organised for a senior class to develop a museum-style installation for our library's display cabinets. I know the TL at our school well, and know that as part of her role she would order books, wrap books, and run lunchtime programs to offer students a safe space, like allowing access to gaming consoles.

But this was the extent of my knowledge of the library. And although it is probably a deeper connection that most staff at my school maintain with the school library, I had never actually thought deeply about the role of the Teacher Librarian and what it entailed because, honestly, why would I? I had never considered librarianship because my interests have always been in the classroom. But, as I mentioned in a slightly older introductory post, the past few years have made me seriously consider whether teaching is for me - a global pandemic and ensuing teacher shortage will do that to a person. I suppose that is what has led me here, to teacher librarianship, and I'm enthusiastic about all it has to offer.

# data[].attributes.attachment_link.description
Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500-word piece about your understandings of the role of the TL in schools.

# data[].attributes.attachment_link.readable_text
Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools.
Thinking about my school experience and the different aspects of being an educator, Teacher Librarians were not overly present in the environments I have worked in.
There was a beautiful library space for the students at my first school, where I completed my NQT year and a subsequent year before moving abroad. However, it was a room that housed books and was not used as a 'library' in the sense that children borrowed books to take home. We were fortunate that, as an inner-London school, classes had a vast selection of books readily available, and this is where the students borrowed from. I just remembered about the space when I wrote this reflection! At this time, the concept of a Teacher Librarian was not on my radar and certainly wasn't a role I acknowledged.

Relocating abroad and joining the Nord Anglia Education network, this school had a similar set-up to my first. Books were on shelves in corridors, classrooms were small, and students were encouraged to read and borrow. Still, no teacher librarian or dedicated staff member was hired to oversee the library spaces. Usage was very much reliant on staff and students, although we did use to take the students and have reading time within the spaces. From my perspective as a class teacher, reading and borrowing books was part of my job description, with recommendations coming from research and fellow staff members.

In Shanghai, I experienced a purpose-built school library with a hired librarian. The space was shared by students from Nursery to Year 13 and had not been censored. We discovered a Year 6 child reading Game of Thrones and had to quickly explain to the teacher, who had yet to read the series, why it was very much NOT appropriate. The local hire librarian had also not read the series and had yet to learn of some of the content. My understanding of her role was that she helped with check-out and check-in, organised the shelves and supported staff with finding books, but she needed to be more involved with student interaction or lesson planning. This became my 'norm' of a school librarian role, and I focused on that title rather than teacher librarian as a role, as it was still an aspect I had no experience with.

My current school is the first where a librarian was hired, but who was a teacher, not a qualified librarian. Library sessions were one half-hour session a week per class, and this was the only time the libraries were accessible to the students. The librarian's role involved general duties and some promotion of library skills and book awards. Still, skills needed to be developed, and the lessons came across as sporadically planned.

In my last position as English Lead, I was shocked at, from my experiences of reaching out to other schools within the NAE network and comparing to other international schools, the lack of understanding and resources placed on the school libraries and the usage of Teacher Librarians and their roles in schools.

# data[].attributes.attachment_link.description
Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools. Thinking about my school experience and the different aspects of being an educator, Teacher Librarians were not overly present in the environments I have worked in.

# data[].attributes.body
https://thinkspace.csu.edu.au/thelitmind/2023/11/29/assessment-1-etl401/

# data[].attributes.attachment_link.title
Log In ‹ Librarian Lens – Reflective Blog — WordPress

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.attachment_link.title
Log In ‹ All the world’s a library! — WordPress

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.attachment_link.description
Authorization Required: This site may only be viewed by users who are logged in.

# data[].attributes.attachment_link.title
ETL401 Assessment 1: Online reflective journal – Librarianship Road Trip

# data[].attributes.attachment_link.title
Assessment 1 ETL401: My perception of the TL before stepping into the role. – New beginnings.

# data[].attributes.body
https://thinkspace.csu.edu.au/reflectionsofateacherlibrarianintraining/2023/11/30/stacking-and-scanning-my-thoughts-on-teacher-librarians-before-i-knew-better/

# data[].attributes.body
https://thinkspace.csu.edu.au/mlukins/2023/12/01/forget-it-not/

# data[].attributes.attachment_link.readable_text
The librarian at my High School (let's call him Mr P) had a particular reputation for his distinctive style, characterised by dowdy attire and chunky spectacles as well as the remarkable ability to transition between low instructional mumblings and superhuman shushing powers. Mr P epitomised the stereotypical image associated with school libraries. Although my eight years of observations and interactions with this gentle soul were not my only experience of what a school library was 'meant' to be, they were formative ones.

It is a little peculiar that my mind went directly to my high school days when trying to conjure up memories of my school library experiences, rather than to my primary days. I reached out to my three brothers who had a similarly curious memory fog around our primary library lives. Upon deeper reflection, it became clear that the reason for this was that our primary school library was not a given place of priority in our school environment. It was a small converted classroom space with a lack of natural light and a notable absence of a dedicated 'librarian'. Perhaps the reason my high school library memories take some precedence is because 'Mr P' demonstrated a genuine commitment to curating a purposeful school library. He cared for the space, and with hindsight, I appreciate the daily considerations and choices he must have made to ensure a functional and memorable library environment.

During my initial years of teaching in various primary schools, both locally and during my five-year stint in London, I found primary school library experiences strangely similar to my own as a student. Library spaces were tucked away, librarians were part time, library lessons were non-existent and often students did not even have timetabled borrowing time. The sight of students walking around clinging to cherished novels or the idea of DEAR time in classrooms was virtually non-existent.

It wasn't until I transitioned to teaching a year 6 class upon returning to Sydney that I witnessed the transformative potential of a librarian who also embraced the role of a teacher. Class teachers were required to sit in with their class during library lessons, providing me with a firsthand view of a dynamic, creative, and connected Teacher Librarian (TL). This TL's thorough knowledge and curation of the collection became apparent, but the true revelation occurred when she attended our grade planning meetings. She supported our delivery of curriculum with a wealth of suggestions and, further to this, became an invaluable resource during inquiry projects-a cornerstone of the educational approach at this institution.

When presented with the opportunity to transition into the library space at my current workplace, I drew inspiration from the illuminating example set by the librarian at my former school. With 14 years of teaching experience, I seized the chance to redefine the role of the TL in the school and elevate the school's library space. This opportunity would allow me to capitalise on my teaching background, shaping my vision of what a library could be.

The true power and potential of a well-resourced, well-connected, and future focussed library space should support the shaping of our students in and beyond the school gates. The opportunity to make our primary school library something so much more than 'forgettable' is a challenge that truly excites me.

# data[].attributes.attachment_link.description
The librarian at my High School (let's call him Mr P) had a particular reputation for his distinctive style, characterised by dowdy attire and chunky spectacles as well as the remarkable ability to transition between low instructional mumblings and superhuman shushing powers. Mr P epitomised the stereotypical image associated with school libraries.

# data[].attributes.body
https://thinkspace.csu.edu.au/thelibrary/sample-page/?preview_id=2&preview_nonce=39543683ad&_thumbnail_id=-1&preview=true