Final Reflection on LSSL 5391

 

Final Reflection on LSSL 5391

When I began this course, I considered myself relatively tech-comfortable, as a user. But being asked to create with digital tools was a different story. I didn’t realize how vulnerable I would feel putting my voice, ideas, and personality into formats I’d never used before. Looking back now, I’m proud not just of what I made, but of how far I’ve come.

The most exciting part? Podcasting was a clear favorite. It pushed me creatively, but it also connected to real library applications. Recording with Podbean alongside my partner showed me how accessible podcasting could be for schools. We were able to work remotely, add music and sound effects, and craft something fun yet informative. I could easily see this being used for student book talks, author studies, or even parent resources.

I also loved using Canva to design newsletters, infographics, and visual messages. It helped me see how essential branding and clear communication are for library visibility. These tools sparked ideas I’ll carry into my future library, monthly reading challenges, digital signage, and even themed social media posts.

The hardest part? One assignment that challenged me was the “Teach Someone” technique. I originally misunderstood the directions and created a video using TumbleBooks, which, while a vetted educational resource, didn’t align with the assignment’s goal of demonstrating how to teach someone to find information on a real-world topic. After receiving feedback, I corrected the assignment by guiding students, parents, and teachers through the process of finding a safe and accurate slime recipe online. This required me to evaluate sources carefully and demonstrate how to identify trustworthy information, a skill that’s crucial for digital literacy. In the end, redoing the assignment taught me more than just how to follow directions; it reminded me that school librarians are responsible for teaching others how to navigate the internet with care and confidence.

Most beneficial for students? Digital storytelling tools in general, whether through podcasting, comic creation, or short videos, stand out the most. They allow students to process and present information in powerful, multimodal ways. These tools don't just support curriculum, they support expression, agency, and engagement.

As I reflect, I keep returning to the “Food for Thought” passage we were given. Jen Hatmaker’s words remind me that introducing tech in a library shouldn’t be about showing off what I know. It should be about meeting my students and teachers where they are. Listening first. Adapting. Supporting. Walking beside, not in front. That’s what makes this work meaningful.

This course didn’t just teach me how to use new tools, it taught me to be a more empathetic, intentional, and creative educator. I’m grateful for the encouragement, the challenges, and the opportunity to grow not just as a tech user, but as a digital leader.

 

 

 

To wrap up my reflection, I used one last tool: Pic-Lit, a platform that combines images with words to tell a visual story. I chose an image that symbolized growth and created a short poem that captured my personal journey from consumer to creator. It was a simple tool, but a powerful one, it reminded me that even a few well-chosen words can carry deep meaning when paired with the right visual. Creating the Pic-Lit helped me distill everything I’ve learned this semester into something emotional, creative, and shareable. I can see how this tool would be highly beneficial for students as well. It supports visual literacy, builds vocabulary, encourages poetic thinking, and allows even reluctant writers to express themselves creatively. Pic-Lit is the kind of low-barrier, high-engagement tool that fits perfectly in a school library program focused on voice, choice, and connection.