Tag: leadership

ETL504 Part B Reflection

Leave a comment

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

 

ETL401 Module 5.2 Information Literacy in education

Leave a comment

…reflect on what you can take from the discussion of information literacy to your IL role in school.

The diversity of Information Literacy (IL) definitions and models is somewhat overwhelming! Bruce, Edwards and Lupton (2006) discuss Six Frames for Information Literacy Education and explore the relational frame in more detail, as it is a less familiar way (or less traditional way) of working in the IL context. While I’m not yet in a TL position, I can see that the relational frame has relevance for TLs wanting to implement innovative 21st century skills and learning.  At its core, the relational frame aims to have students experiencing information literacy in a range of powerful contexts, so that students “develop more complex understanding” (p.6). Bruce et al. (2006) also elaborate on an IL tool, the ROSS (Reflective Online Searching System). This software program uses the relational model to create a learning environment which aims to expand students searching processes. This opening up of student search processes is surely a goal of all TLs. Bruce et al. (2006) argue that a core value of the six frames is that it can prompt reflective practice for TLs, challenging them to identify their go-to frame of working, and to consider other frames to develop their professional practice.

Kutner and Armstrong (2012) examine librarians working in higher education institutions, in our 21st century information landscape, where an intersection of global learning and information literacy occurs. They argue that librarians need to engage with an “expanded notion of information literacy” which now includes engagement with “social, cultural, economic and political contexts of information access, retrieval, use and creation” (p.25).  A skills-based approach is now not enough to engage students and faciliate deep-understanding of information literacy. The engagement of librarians encompasses being actively involved in campus-wide conversations around information literacy education, and to utilise the potential leadership of librarians as information literacy experts. This article resonated with me, as I connected it with Karen Bonanno’s (2015, 2011) article and speech and her call to arms of Australian TLs, who must become proactive in their own contexts to remain relevant and vital in their school community. Kutner and Armstrong (2012, p. 30) argue that the conversation and reflection of librarians should happen at three levels:

  1. pedagogical – the how, what and why of teaching information literacy
  2. pragmatic – the challenges of limited time with students yet more scope to cover
  3. Information literacy standards – updating the guiding professional standards

This discussion of information literacy reinforced the importance of TLs being active contributors to their school contexts, to support the concept of educating students for global citizenship.

References

Australian School Library Association (ASLA) (2011). A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno. Retrieved from https://vimeo.com/31003940

Bonanno, K., (2015) A profession at the tipping point (revisited), ACCESS, March, 14-21. Retrieved from https://search.informit.com.au/fullText;dn=064399679084070;res=IELAPA

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. Blackwood, SA: Auslib Press. eBook, CSU Library Reserve.

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library.