Category: ETL504

ETL504 Part B Reflection

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At the start of ETL504, as a teacher aspiring to be a teacher librarian (TL), my knowledge and understanding of the role as a leader was very limited.  I didn’t realise the TL could be an actual leader, as my initial definition of leadership didn’t encompass leading from the middle (Gottlieb, 2012; Cox & Korodaj, 2019). It was inspiring to learn that the most effective and progressive leadership styles in school settings were in fact democratic in nature, and often adopted an integrated approach (Smith, 2016, p.65). When positioned alongside the needs for 21st century learning and educational change, I now  view the ideal  framework for leadership in schools as encompassing capacity building of teachers, as well as the building of a collaborative community. The fact that TLs can be powerful agents for cultural change is an exciting prospect (Oberg, 2012). However, it is also overwhelming to consider that may be my position and responsibility one day. My planning for such a time has now started!

In acquiring new knowledge around instructional, transformational, distributed and servant leadership in preparation for the first assessment, I viewed my own principal’s complex practice with a different lens. I was relieved that I wasn’t aspiring to be her. I realised that my principal’s instructional and distributive style of leadership could in fact be leveraged by the TL, who could offer innovative solutions and changes to pedagogy.

As a teacher,  I see the demonstration of empathy, respect and the provision of tangible support to fulfill curriculum tasks from leaders as highly valuable.  I believe that is why servant leadership has resonated with me throughout this subject. In discussion forum 2.3 (March 12) I represented servant leadership as a style the TL could adopt to facilitate professional growth in teachers. This was again explored in a discussion forum 4.3 & 4.4 (May 3), in considering being a servant versus a servant leader to your school community, with a technology focus. This helped synthesize my TL leadership philosophy as I posted a contribution around Makerspaces and strategic professional development where teachers can make connections with curriculum. Similar scenarios were included, such as Sarah Hahn (April 25) who discussed teachers’ fear of Digital Technologies and possible professional development play time. I realised that being proactive as opposed to reactive, is key to successful leadership from the middle.

Teachers require supportive, participatory structures to implement digital technologies, however, they also require instructional leadership to truly build their capacity. Focusing on digital tools and environments is now a personal learning goal of mine, as the Digital Technologies curriculum along with the ICT general capabilities provide many challenges for schools and teachers. My module 6 discussion forum post (May 22) included an AITSL professional learning goal, which aspires to embed the ethical and complementary use of ICTs to improve teaching practice. The curation of digital tools and content is a whole new world for me, and I’ve started exploring further professional learning with the Digital Technologies Hub and my local TL Network.

As my current school library is far from a 21st century learning space, despite being called a ‘Cybrary’, I enjoy envisioning a learning and resource hub which is supported and enabled by a transformational, instructional and distributed leadership team. In discussion forum module 4.1 & 4.2 (April 28) around challenges and opportunities, I articulated personal goals to one day contribute to a ‘de-privatised’ library space that supports online and collaborative learning (Cole, 2012). In my Blog post from April 26  I considered the function and the form of 21st century library spaces to be equally important. Advocating for innovative change within school libraries is required for the pedagogy that is happening within the space, as well as for the structure and infrastructure, which scaffolds the learning.  Yet more challenges and opportunities for an instructional, servant leader, striving to meet the needs of 21st century learning.

 

References

Cole, P. (2012). Linking effective professional learning with effective teaching practice. https://ptrconsulting.com.au/wp-content/uploads/2018/03/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf

Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.

Gottlieb, H. (2012). Leading from the middle: Bringing out the best in everyone. Creating the Future. https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

Oberg, D. (2011). Teacher librarians as cultural change agents. Connections, 79, 2-4.

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

 

ETL504 Mod 4.4 21st century library space

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What might a 21st century library look like and is the building or the space more important than what is happening in that space?

Vibrant, inviting and innovative, a 21st century library is a space for multiple uses with a diverse range of resources and systems. The Australian School Library Association (ASLA, 2013) articulates the need for educators to embrace and provide “knowledge building environments” to enhance collaboration and creativity (p. 10). With this in mind, a 21st century library could be labelled as a learning commons, as it is not only a space for storing books and information, but is a collaborative learning hub for participatory learning, including inquiry and project-based learning (Koechlin & Sykes, 2014).

In order for students to be engaged in innovative and creative learning, this reimagined library which encompasses physical and virtual spaces, must have flexible learning spaces and furniture to support group work (large and small) as well as individual study (ASLA, 2013; Grigsby, 2015). There should always be books, as well as a range of digital devices and supporting IT infrastructure for device enabled spaces. Connectivity is key, and is often the challenge for efficient 21st century information access and education.

Human resources are vital to a future-geared library, in spite of rapidly developing AI technology. Teacher-librarians, teachers and IT technicians are all important for supporting the educational and personal development of students. In the school library context, pedagogy should be central to the design and vision of the learning space. TLs can act as leaders here, modelling pedagogy which embraces cooperative, problem-based learning with information and digital literacies. Hay (2010) argues that the function of the school library should guide the form. If the purpose and function of a 21st century library is to embrace the four Cs – critical thinking, creativity, communication and collaboration (Battelle for Kids, 2019) – then what the library looks and feels like is important, as this will reflect what is happening in the space.

References

Australian School Library Association. (2013). Future learning in school libraries. https://asla.org.au/future-Learning-paper
Batelle for Kids. (2019). Frameworks & resources. https://www.battelleforkids.org/networks/p21/frameworks-resources

Grigsby, S. (2015). Re-imagining the 21st century school library: From storage space to active learning space. Techtrends, 59(3), 103-106.

Hay, L. (2010). Shift happens. It’s time to rethink, rebuild and rebrand. Access, November, 5-10.

Koechlin, C. & Sykes, J. (2014). Canadian school libraries leading learning. Synergy, 12(2).

ETL504 Mod 3.2 Using the energy of conflict

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My current school setting has a culture of avoiding difficult conversations with the executive team, while the staff room is often brimming with strong opinions and criticisms of management.  Some staff remain silent in these ‘off the record’ conversations, as they know they won’t win an argument with the loudest voices. When I first transferred to my school, the silence around contentious issues at staff meetings or professional development was infuriating! A number of factors are at play, including contract staff not wanting to voice their opinions for fear they won’t have their contracts renewed. A lack of confidence is also an issue for some teachers. I’ve always been happy to speak up (is that a middle child of the 1980s thing?) and often do so just for the sake of playing devil’s advocate and creating discussion. My own conflict management style is variable, depending on the situation and context, which I think is reflected in the results of the orientation scale:

Conflict Management Style Orientation Scale

Statements Totalled
Score
Competing 1, 9, 12 10
Accommodating 2, 7, 11 10
Compromising 3, 6, 15 11
Avoiding 4, 8, 14 7
Collaboration 5, 10, 13 12

https://tools.mheducation.ca/college/mcshane4/student/olc/4obm_sa_13.html

I like to feel that I’m supportive of encouraging others to voice their perspectives, even if this means creating conflict.  In the last 10 years as a teacher, as well as a wife and mother, I’ve been working on my collaborative skills and have reined in my natural inclination to be opinionated and to argue for arguments sake. While conflict is indeed an important energy source (Campbell & Clarke, 2015), the way to engage in conflict must be respectful and tactful. Learning to listen attentively is vital, as is having a clear, well-informed argument and purpose. I think I avoid conflict when I know I’m out of my depth, as I’m not as informed on a topic or as prepared as I should be! Information is, after all, power.

samwell and ebrose

Sam Tarly (GoT) Image HBO, via The Daily Dot

Reference

Campbell, C.M & Clarke, S. [TEDx Talks ]. (2015).  Conflict – Use it, don’t defuse it [Video]. YouTube.  https://youtu.be/o97fVGTjE4w

ETL504 Module 2.1 Activity & Reflection

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How does the CSU Library change information sources into information resources? Record 5 items and consider their relevance in the school library context.

  1. Find information: Links and videos which break down how to use search tools (Primo Search, eBooks, databases & the internet).
  2. Develop your research skills: Explicit instruction, free workshops & recordings on how to plan and prepare for assessments, use search strategies, evaluate information, writing & referencing etc.
  3. Develop your digital literacy skills: Including free workshops & recordings on how to protect yourself online.
  4. Copyright when teaching: Open access & creative commons; Links to examples of open access resources (images & interactive media to use in teaching).
  5. Borrowing as an online student: Free delivery of physical items to home address through Australia Post eParcels!

I’ve selected 5 categories rather than items which all have relevance in the school library context – more so in a secondary or college rather than primary school.  CSU is a brilliant model for demonstrating the provision of  information resources.  The above categories followed by specific items such as instructional videos, recordings, free workshops & delivery of items, demonstrates how their services “add value to information sources by creating access, packaging and/or interpreting an information source” (Bales, 2021).  While such information resources are quite aspirational in the state school context, with far less funding and human resources available, it’s great to see this educational service striving to support maximum access for its community of users. I’d love to see more support (i.e. money & reliable internet access!) in state schools for TLs and school communities to harness digital curation and kid-friendly information resources  within their libraries.