A/N: As my current round of professional development draws to a close, I leave you with one last reflection on the sum of my progress.

You can find all my professional development activities here: https://archerslibrary.com/librarianship/

Snail Archer

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Throughout the course of my study in INF505, I have learned much about applying professional skills in the context of children’s and youths’ librarianship. I often found myself reflecting on learning from other subjects in the Master of Information Studies course and finding ways to apply that to working with children and develop a greater breadth and depth to my professional understanding. In particular, I found the first assessment on INF505 to be a rewarding experience where I could apply all I had learned and see a tangible result of my efforts. However, with this assessment, I found myself struggling as I always have with reflections.

Throughout my MIS studies, I have learned how to work as an information professional. In INF505, I learned how to apply these skills to children’s librarianship. I found new context and understanding for concepts such as censorship, the collection management lifecycle, the use of technology and games in the library, and ethical work. There are ethical arguments for complete freedom of information (ALIA, 2021; DESA, 2023) and for reasonable restrictions to resource access (Rumberger, 2019), which are especially contentious when it comes to young people (Becker et al., 2002). It is important to have a firm collection policy to guide how a library censors material (Floegel, 2018, p. 335). Furthermore, when selecting resources for young people, I can be informed by resources such as book awards (Dekker & de Jong, 2017; Hateley, 2012).

I had learned that contemporary young people are ‘digital natives’ (Rankin, 2012), but the extent to which digital technologies can be used in the library are only just beginning to be revealed to me. Technologies such as eBooks (Ikeshita, 2020), social media (Aba & Makinde, 2020;  Adewuyi, 2020; Birdi, 2012; Byrne, 2011; Derr & Rhodes, 2010; Ferguson, 2007), mobile apps (Ikeshita, 2020), connected A.I. toys (ALA, 2017), 3D printers (Jochumsen et al., 2017) and more can be used to enhance library experiences for young people. Furthermore, games and other non-traditional programs such as performative and cultural events can be undertaken for children in the library, helping to educate children in line with library ethics and goals (Duncan, 2022; Fleischer et al., 2007; Heymann, 2019; Jochumsen et al., 2017; Minds at Play, n.d.; National Disability Insurance Agency, 2021). I was able to explore such a program in the first assessment. I learned the depth of planning and research that goes into each library program.

For this assessment, it was useful to practise a broad range of professional development activities, and I now understand that there are many ways to commit to lifelong learning and find value in all manner of activities (ALIA, 2020; Carroll & Reynolds, 2014). I have my own blog for my writings and essays, but it was enjoyable and educational to post about library studies and my professional development, so I intend to continue doing so beyond the end of this assessment (Varlejs, 2016). My ability to reflect on my own learning, understanding, skills and development is one of my poorer abilities. I am more comfortable writing objective essays or reports. Therefore, this assessment has been good practice for me, helping to bring me out of my comfort zone and encourage me to become a more reflective learner (Pickard, 2013; Williamson, 2017). I believe this skill will help me in my ongoing journey to become the best librarian I can be (ALIA, 2020).

References

Aba, J. & Makinde, T. (2020). Relevance of web 2.0 for library services in digital era. In A. Tella (Ed.), Handbook of research on digital devices for inclusivity and engagement in libraries (pp. 382-405). IGI Global. https://doi.org/10.4018/978-1-5225-9034-7

Adewuyi, K. W. (2020). New tools, gadgets, and devices in libraries. In A. Tella (Ed.), Handbook of research on digital devices for inclusivity and engagement in libraries (pp. 238-257). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-5225-9034-7

American Library Association (ALA). (2017). Connected toys. http://www.ala.org/tools/future/trends/connectedtoys

Australian Library and Information Association (ALIA). (2020). Foundation knowledge, skills and attributes for information professionals working in archives, libraries and records management [Fact sheet]. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association (ALIA). (2021). Sustainable development goals: Stretch targets for Australian libraries 2020-2030. https://read.alia.org.au/sustainable-development-goals-stretch-targets-australian-libraries-2020-2030

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Birdi, B. (2012). The changing shape of reading – the 21st-century challenge. In C. Rankin & A. Brock (Eds.), Library Services for Children and Young People: Challenges and Opportunities in the Digital Age (pp. 39-48). Facet. https://doi.org/10.29085/9781856048989.005

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Floegel, D. (2018). Ethics in reference. In K. A. Cassell & U. Hiremath (Eds.), Reference and information services: An introduction (4th ed., pp. 335-346). Neal-Schuman.

Hateley, E. (2012). And the winner is…?: Thinking about Australian book awards in the library. The Australian Library Journal, 61(3), 189-199. https://doi.org/10.1080/00049670.2012.10736074

Heymann, A. (2019). Dungeons and Dragons’ popularity skyrockets at the Williamsburg Regional Library. Tribune Content Agency LLC.

Ikeshita, H. (2020). Japanese public library services for dyslexic children. Journal of Librarianship and Information Science, 52(2), 485–492. https://doi.org/10.1177/0961000618823871 

Jochumsen, H., Skot-Hansen, D., & Hvenegaard Rasmussen, C. (2017). Towards Culture 3.0 – performative space in the public library. International Journal of Cultural Policy, 23(4), 512–524. https://doi.org/10.1080/10286632.2015.1043291 

Minds At Play. (n.d.) Minds at play. https://mindsatplay.com.au

National Disability Insurance Agency. (2021, September 8). The three D’s: Dungeons, dragons and Dwayne Fernandes. https://www.ndis.gov.au/stories/6804-three-ds-dungeons-dragons-and-dwayne-fernandes

Pickard, A. J. (2013). Research methods in information. Facet

Rankin, C. (2012). Library space and place transformation – designing for the digital natives. In C. Rankin & A. Brock (Eds.), Library services for children and young people: Challenges and opportunities in the digital age (pp. 159-182). Facet. https://doi.org/10.29085/9781856048989.013

Rumberger, A. (2019). The elementary school library: Tensions between access and censorship. Contemporary Issues in Early Childhood, 20(4), 409-421.  https://doi.org/10.1177%2F1463949119888491 

Varlejs, J. (2016). IFLA guidelines for continuing professional development: Principles and best practices. International Federation of Library Associations. https://www.ifla.org/files/assets/cpdwl/guidelines/ifla-guidelines-for-continuing-professional-development.pdf

Williamson, K. (2017). Observation. In K. Williamson & G. Johansen (Eds.), Research methods: Information, systems, and contexts (pp. 405-427). Elsevier Science.