Teacher Librarian as Leader Assessment Task 2, Part B: Reflective Critical Analysis

Reflecting on my study of the leadership role of the teacher librarian, I endeavour to consider how the content learned has built on my prior knowledge and experience (The Learning Centre, 2010, p. 2) acquired both before and during this session, think critically about my learning to draw useful insights, and identify implications for my future practice (Foster, 2007, p. 3) in the school library. The learning tasks and activities that have developed my knowledge, skills and understanding include:

·       Participation in professional discussion both in the learning forums and with practising teacher librarians in other contexts, about topics such as the relationship between leaders’ motivation and their followers (Sinek, 2009), and the connection between the aims of the school and the mission statement of the school library.

·       The content modules, covering areas such as organisational theory, leading change, leadership for learning, leadership skills, strategic planning and the future of school libraries. In particular, modules 6 (Teacher Librarian as Leader) and 7 (Leading into the Future) were instrumental in providing further clarity and key ideas, and considerably enhanced my understanding of the teacher librarian’s leadership role.

·       Engagement with and reflection on the range of literature about leadership in schools.

·       My attendance and participation in two online learning tutorials, which extended my thoughts and ideas beyond those provided by the subject modules.

·       Completion of the first assignment task, comprising the construction of a concept map and corresponding narrative demonstrating my interpretation of the subject.

·       Completion of the second assignment task, enabling the preparation of a future proofing report documenting how the school library will be used as a learning space and resource centre to accommodate 21^st century learning.

Early in the session, I established that a more diverse range of leadership theories have emerged from the traditional autocratic, authoritative and laissez-faire models originally identified (Mind Tools, 2014) prior to undertaking this subject. These have broadened to 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. To this end, I have progressed with my goal stated in an earlier blog post (Teacher Librarian as Leader Assessment Task 1, Part B: Reflective Critical Analysis) to attend further to the latter transformational leadership model, and proposed the use of this in my discussion about the leadership capacity of the teacher librarian in my future proofing report for the school library.

As also stated in this previous blog post- 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 initial 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. Building on this, the second half of this session reiterated further skills, including the need for strategic planning (Wong, 2012, p. 22), the role of followers, advocacy and leading from the middle.

This latter concept of leading from the middle was new to me, as I have always perceived that leadership in schools pertains to a clear hierarchical structure of authority, whereby the principal is the leader, supported by the deputy principals and assistant principals, then followed by teachers, the teacher librarian and other specialist teachers, office staff, teachers’ aides and general assistants. My learning in this subject has demonstrated the capacity of staff in the middle of this structure, in non-executive roles, to demonstrate authentic leadership (Haycock, 2010, p. 6) not only to students, but also to colleagues. The teacher librarian in particular can achieve this in the school and potentially in the wider profession through means such as collaboration (Herring, 2007, p. 31; Purcell, 2010, p. 32; Work Solutions Australia, 2012; Winzenried et al., 2010, p. 47), using and sharing up to date teaching and learning strategies, new digital technologies, tools and resources (School Library Association of South Australia, 2008), and delivering professional development (Department of Education Tasmania, 2003, in Herring, 2007, p. 37; Hargreaves, 2007, p. 224; Purcell, 2010, p. 31). In this way, the middle leadership role has considerable potential to promote (School Library Association of South Australia, 2008; Spence, 2005, p. 143) and empower the position of the teacher librarian and the library within the school, into the future.

From here, I intend that my leadership role as a teacher librarian will include working toward the school library vision statement established in my future proofing report, to efficiently lead and manage the library (Herring, 2007, p. 30) and address the changing needs of students and staff (Bell, 2014; Winzenried et al., 2010, p. 11). As I am approaching the end of my formal study of leadership in the school library, I plan to successfully apply my learning in a practical way to meet this challenge.

 

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

Haycock, K. (2010). Leadership from the middle: Building influence for change. In S. Coatney (Ed.). The Many Faces of School Library Leadership (pp 1-12). Santa Barbara, Calif: Libraries Unlimited.

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.

 

Mind Tools (2014). Leadership Styles- Choosing the Right Approach for the Situation. Retrieved from http://www.mind tools.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

 

Sinek, S. (Speaker). (2009). How Great Leaders Inspire Action [Video]. Retrieved from http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action
 

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.

 

Wong, T. (2012). Strategic long-range planning. Library Media Connection, 31(2), 22-24. Retrieved from EBSCOHost.

 

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