ETL401 Introduction to Teacher Librarianship (8)

This subject provides students with an introduction to the role of the teacher librarian and situates this role within the broader, evolving information landscape. Particular emphasis is placed on the teacher librarian as a conduit between the school and the outside world of information, the instructional role of the teacher librarian in supporting student learning outcomes, and working in collaboration with school community members to build effective school library programs and services. A range of information process and inquiry learning models are explored. Strategies for the effective integration across the curriculum of information literacy outcomes, including digital literacies, are also examined. Students are encouraged to become reflective practitioners, employing the research and professional literature and evidence-based practice to inform their vision and understanding of the teacher librarian role. This is the keystone subject of the course, and provides the foundation for the reflective practitioner experience throughout the course.


Session 1 (30)
Wagga Wagga Campus
Session 2 (60)
Wagga Wagga Campus
Session 3 (90)
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: ETL401. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Information Studies

Enrolment Restrictions

In the Bachelor of Teaching (Secondary) this subject is available only to students with a professional librarianship qualification recognised by ALIA.

In Bachelor of Educational Studies this subject is only available to students with a professional librarianship qualification recognised by ALIA.

In Master of Education (Knowledge Networks and Digital Innovation) this subject is only available to students with a professional librarianship qualification recognised by ALIA.


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to articulate an understanding of the changing information landscape, digital information and the impact this has on the role of the teacher librarian;
  • be able to explain the roles of the teacher librarian, including that of information professional and instructional partner, engaged in collaborative practices;
  • be able to identify recent educational developments that impact upon the role of the teacher librarian, and the importance of accountability, research, and evidence-based practice for informing school library programs and services;
  • be able to discuss key concepts in information literacy, such as effective search strategies, resource-based learning, inquiry-based learning, digital literacy, and information fluency;
  • be able to evaluate and apply a broad range of information process models; and
  • be able to explain the knowledge, skills and behaviours of a reflective practitioner.


This subject will cover the following topics:
  • The evolving information landscape, school libraries and educational initiatives
  • Information fluency in digital environments and online databases
  • Professional standards in teacher librarianship
  • Information literacy and information process models
  • Teacher librarian as collaborative instructional partner
  • Evidence-based practice in the curriculum
  • Teacher librarian as reflective practitioner

Indicative Assessment

The following table summarises the assessment tasks for the online offering of ETL401 in Session 1 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Online reflective journal
Discussion essay
Information literacy plan & reflective practice

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.