This subject has given me new insights into the concept of leadership and the teacher librarian as leader. My initial understanding was that leaders exist solely to satisfy the needs and demands of their followers (Rivero De Cole, 2021). While engaging with the readings, I have learned that the concept of leadership is complex and nuanced, and that it is different from management, in that if implemented effectively it brings about a positive change. Importantly, this subject has allowed me to deepen my understanding of the theory of leadership, and relate this new-found knowledge to my particular school context. Prior to undertaking this subject, I had not fully grasped how the different leadership styles can co-exist in an integrated model that promotes enhanced student outcomes, as is the case in my school. The leadership style in my school shares elements of the instructional, distributed and transformational models, in the way that collaboration at all hierarchical levels, risk-taking in teaching practices and innovative change are encouraged and applauded.

In the future, I will take the lead to seek collaboration opportunities with specialist teachers, by, for example, engaging in curriculum mapping and embedding inquiry-based learning in school programs, as collaboration is an important aspect of both distributed and transformational leadership (Harris, 2014; Smith, 2016) and this is an area that I definitely need to improve upon.

Another crucial leadership role that the teacher librarian exercises is that of digital citizenship and online safety expert (Johnson, 2019). While doing this subject, I have come to realise that it will be highly beneficial to create a set of digital citizenship lessons aimed at Stage 4 students, in conjunction with the roll-call and wellbeing team, that can be seamlessly embedded in the wellbeing program that is taught on a daily basis. I work in an all-girls, multicultural school where online safety is a priority due to the vulnerability and innocence of the students, some of whom speak English as a Second Language and struggle to comprehend the meaning of the information available online.

My understanding of the teacher librarian as instructional leader has developed as well, specifically in relation to imparting professional learning to subject teachers, such as in how to embed digital and information literacy sequentially in school programs. Professional learning has been proven to enhance the whole of the school’s learning community as it promotes teachers’ effectiveness and leads to increased student outcomes (Cole, 2012). The teacher librarian, with their bird’s eye view of the school coupled with knowledge of the curriculum, is ideally placed to initiate professional learning opportunities that are ongoing, purposeful and grounded in teaching content (Cole, 2012). The concept of leading from the middle (Gottlieb, 2012) has had a profound impact on me, as I had underestimated the power that creating a positive environment around me and being my best self has on colleagues and students alike. Looking ahead, I will endeavour to cultivate this positive influence further, by modelling best practice, making the library visible through the promotion of the available resources and 21^st century learning practices, and establishing meaningful connections with teacher colleagues in order to make a real difference in the lives of the students (Oberg, 2011).

Finally, one of the key lessons of this subject has been on the importance of engaging in ongoing personal learning through teacher librarian professional networks and communities (Bales, 2017; Green, 2011). I need to build my capacity to be more actively involved in professional learning, both through formal and informal channels, in order to bring my school library to the forefront of cutting-edge technology and 21^st century learning (Bales, 2017).

References

Bales, J. (2017). Collector, curator or collaborator. Connections, 100.

https://www.scisdata.com/connections/issue-100/collector-curator-or-collaborator

Cole, P. (2012). Linking effective professional learning with effective teaching practice.

https://ptrconsulting.com.au/wpcontent/uploads/2018/03/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf

Green, G. (2011). Learning leadership through the school library. Access, 25 (4), 22-26

Harris, A. (2014, September 29). Distributed leadership. Teacher Magazine

https://www.teachermagazine.com.au/article/distributed-leadership

Johnson, D. (2019). The school librarian: Your ultimate digital resource. Educational Leadership, 76(5).

Oberg, D. (2011). Teacher librarians as cultural change agents. SCIS Connections, (79).

https://www.scisdata.com/media/1353/connections-79.pdf

Rivero De Cole, A. (2021, July 20). Thoughts on Leadership. Angelinaivero’s reflective journal. 

https://thinkspace.csu.edu.au/angelinarivero

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-andpublications/srrj/SRRJ-1-1-

First and foremost, school libraries should align with the learning objectives and vision statement of the school community that they serve (Loh et al., 2017). Identifying the needs of the 21^st century learner is crucial to mapping the spatial and social arrangements of a future-focused school library. A major consideration for the teacher librarian is to provide an inviting physical space that will promote and enrich 21^st century skills, namely information literacy, critical thinking, collaboration, communication and creativity. To this end, the input of both students and teachers should be harnessed through surveys, interviews and focus groups in order to design a library that is to meet the diverse needs of its patrons, and foster innovative learning practices across the whole school.

The digital revolution and the use of personal computer devices has greatly impacted the way students find and retrieve information (Bailin, 2011). The library has had to adapt to this rapidly evolving environment, and provide state-of-the-art technological access to information, in addition to the traditional reading support services. This indicates that the spatial design of 21^st century libraries has had to be reconfigured in response to the ubiquity of digital information in school settings, the promotion of skill-based pedagogies, and the different learning styles of students. Libraries have undergone dramatic transformations in order to reflect the connectivity of our society, the need for collaboration and the flexibility of user requirements (Leousis & Sproull, 2016). For instance, some 21^st century libraries contain movable furniture and writable tables and windows, which allow students to engage in 21^st century learning experiences, such as group discussions, inquiry-based tasks, problem-solving and critical thinking activities (Concord Infiniti, 2015; Leousis & Sproull, 2016).

A well-designed 21^st century library space brings students together to a warm and welcoming centre that is flexible, and conceived as both an individual and a collaborative study space. The space needs to enable the provision of services that support the learning activities that take place and thrive in the school library. Teacher librarians need to pay attention to the different student-centred pedagogies and current technological trends, and be ready to renovate the library layout on a regular basis to reflect these changes (Concord Infiniti, 2015). They need to consider the introduction of new learning experiences that promote student collaboration and acquisition of ICT skills in the library through, for example, the creation of a maker-space area or virtual reality corner. Above all, 21st century libraries need to highlight the acquisition of information and digital literacy skills, as well as cultivate a lifelong love of reading in students.

References

Bailin, K. (2011). Changes in Academic Library Space: A Case Study at The University of New South Wales. Australian Academic & Research Libraries, 42:4, 342-359.

https://doi.org/10.1080/00048623.2011.10722245

Concord Infiniti. (2015, November 4). Infiniti special event: Driving innovation within your library [Video file].

https://vimeo.com/144676276

Loh, C., Ellis, M., Alcantara Paculdar, A., & Z. H. Wan. (2017). Building a successful reading culture through the school library: A case study of a Singapore secondary school. International Federation of Library Associations and Institutions, Vol. 43(4) 335–347.

Leousis, K., & Sproull, R. (2016). Building Community: Partnering with Students and Faculty to Design a Library Exhibition Space. Journal of Library Administration, 56:3, 222-234.

https://doi.org/10.1080/01930826.2015.1105061

How does this library change information sources to information resources? Record 5 items in your notes and consider relevance in the school library context.

The CSU library changes information sources to resources by, for instance:

1- Having a search bar that allows both text and voice keywords, thereby greatly optimising access to available resources as students can dictate their search details.

2- By allowing students in remote learning courses to borrow print resources and offering free postage. This will greatly promote the circulation of print resources among all the student population.

3- By offering inter-library loans, as this option greatly widens the scope of a search for a specific study resource that may not be available at CSU library.

4- By providing links to resources available online underneath each entry. In many cases, these resources can be downloaded as PDF documents, which will increase students’ interest in accessing these resources because they can keep a copy on their devices.

5- By having a ‘refine your search’ function that allows patrons to apply settings, such as topics, authors and journal dates. This greatly narrows down the search in an effective way.

My school library utilises the Oliver software in a similar fashion, and students can conduct independent searches on inquiry computers. On the whole, all the functions described above are part of the Oliver system of organising resources, but sometimes it is difficult to access certain resources, especially in the non-fiction category, using the Oliver platform. Some of the great functions and characteristics of the CSU library could be incorporated into schools and the whole school community would benefit from increased access to educational resources.

I personally believe that leadership, most importantly, consists of paying special attention to the needs of a leader’s followers. This is achieved by a leader listening to their crowd and consistently paying attention to what they require. After processing their needs, a good leader should actively attempt to work on the faults in their community or provide their followers with what they are missing. This should be carried out with warmth and humility, as a good and receptive leader should try not to alienate themselves from their followers, but rather make themselves seem relatable in order to convey that they truly care for their demands. Inclusive leaders take into account and act according to the views of their followers.

Other positive leadership qualities consist of the ability to communicate, not only with their followers but also with their own team beside them. A leader should have great communication skills with the ability to clearly convey their message, and delegate different roles amongst their team so solutions are carried out swiftly and efficiently. They should also be able to communicate the progression of the solutions clearly to their followers, making them feel included in every step of the way. I believe that leaders should also have integrity, and therefore own up to their mistakes when they occur and work actively to resolve them. Overall, a leader needs to have good listening and communication skills, while also consistently upholding their integrity and humility.