Teacher Librarian as Leader Assessment Task 1, Part B: Reflective Critical Analysis

At this stage of my studies in teacher librarianship I am studying the leadership role of the teacher librarian. I have recently constructed a concept map and corresponding narrative demonstrating my understanding in this area. This process has drawn upon my completion of the course modules, readings, professional discussion and personal research. In terms of reflecting on this I endeavour to think critically about my learning to draw useful insights, consider how this has built on my prior knowledge and experience (The Learning Centre, 2010, p. 2) and identify implications for my future practice (Foster, 2007, p. 3) in the school library.

 

Prior to undertaking my study in this subject, I have previously participated in a week long Rotary Leadership Award training course and from this I acquired knowledge of the general principles of leadership, which I have applied in a practical context in my role as a teacher. My continued learning about leadership this session confirmed that although we are currently operating in a climate of rapid change, the essential skills of a leader (including sound decision making, problem solving, communicating, goal setting, serving, team building and evaluating) remain the same since this time.

 However, I quickly determined that a more diverse range of leadership theories have emerged from the traditional autocratic, authoritative and laissez-faire models originally identified (Mind Tools, 2014). These include transactional, situational, servant, instructional, authentic, strategic, charismatic (Winzenried et al., 2010, p. 55), sustainable (Hargreaves, 2007, p. 225), distributed (Youngs, 2009, p. 377) and lastly transformational (ALIA, & ASLA, 2004; Winzenried et al., 2010, p. 56) leadership models. The sources I have read through my engagement with this subject have mostly favoured the latter transformational leadership role for the teacher librarian (ALIA, & ASLA, 2004; Winzenried et al., 2010, p. 56), so this has influenced my own view, and it is a theory that I wish to explore through further study.

To begin with, on commencing my study in this subject I considered that the leadership opportunities for the teacher librarian were somewhat limited beyond the processes of managing the information services and budget of the school library (Herring, 2007, p. 30) and teaching students. Since completing my concept map and narrative this view has evolved to see the leadership role of the teacher librarian extended to delivering professional development (Department of Education Tasmania, 2003, in Herring, 2007, p. 37; Hargreaves, 2007, p. 224; Purcell, 2010, p. 31), collaboration (Herring, 2007, p. 31; Purcell, 2010, p. 32; Work Solutions Australia, 2012; Winzenried et al., 2010, p. 47), innovation (Kaye, 2013), promoting the library (School Library Association of South Australia, 2008; Spence, 2005, p. 143) and leading change by moving the school forward to teaching and learning with new strategies and digital technologies, tools and resources (School Library Association of South Australia, 2008). In accordance with these aspects, determining and working toward visionary goals for the short and long term future of the school library to meet the changing needs of students and staff (Bell, 2014; Winzenried et al., 2010, p. 11), is essential to the teacher librarian’s leadership role. I intend to build on this knowledge and understanding further as I continue my studies this session, to work toward developing the skills and strategies to enhance my own leadership role in the school library.

 

 

References

 

ALIA, & ASLA (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx

 

Bell, S. (2014). Learning to connect the dots: Leading from the library. Retrieved from http://lj.libraryjournal.com/2014/03/opinion/leading-from-the-library/learning-to-connect-the-dots-leading-from-the-library/#_

 

Foster, S. (2007). Exploring a learning journal (http://www.education.vic.gov.au/Documents/childhood/professionals/support/ljourn.pdf). Reflective Practice [CD ROM]. Retrieved February 1, 2014.

 

Hargreaves, A. (2007). Sustainable leadership and development in education: Creating the future, conserving the past. European Journal of Education, 42(2). Retrieved from http://www.internationalfuturesforum.com/iffblog_old/wp-content/uploads/2007/06/hargreaves-eje-past-present-and-future.pdf

 

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.). Libraries in the twenty-first century: charting new directions in information (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

 

Kaye, D. (2013). Innovation takes practice more than talent. Retrieved from http://www.redthreadthinking.com/innovation-takes-practice-more-than-talent/

 

Mind Tools (2014). Leadership Styles- Choosing the Right Approach for the Situation. Retrieved from http://www.mindtools.com/pages/article/newLDR_84.htm

 

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school library media specialist. Library Media Connection, 29(3), 30-33. Retrieved from EBSCOHost.

 

School Library Association of South Australia (2008). The role of the teacher librarian. In Teacher librarian role statement. Retrieved from http://www.slasa.asn.au/Advocacy/rolestatement.html

 

Spence, S. (2005). The teacher librarian toolkit for an information literate school community. In M. Asselin & J. Henri(Eds.), The information literate school community 2: Issues of Leadership (pp. 135-146). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

 

The Learning Centre. (2010). Reflective writing (http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf). University of NSW. Retrieved February 1, 2014.

 

Winzenried, A., Giovenco, G., Hannan, K.,  Healey, S., Hughes, P., Johnson, D. …Warner, D. (2010). Visionary leaders for information. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

 

Work Solutions Australia (2012). For the position of teacher librarian. In Functional job requirements. Retrieved from http://education.qld.gov.au/health/docs/functionaljobreq/teacher-librarian-final-report.pdf

 

Youngs, H. (2009). (Un)Critical times? Situating distributed leadership in the field. Journal of Educational Administration and History, 41(4). 377-389. doi:10.1080/00220620903211588