Leadership – Seoul Learning

ETL507: Professional Reflective Portfolio

ETL507 Professional Reflective Portfolio

Part A

Statement of personal philosophy:

An effective teacher librarian is passionate about getting the right resources to students and teachers at the right time. Having an in-depth knowledge of the collection and the curriculum, they provide a diverse range of print and digital texts. Experts in literary learning and the development of 21^st century skills, they create authentic opportunities to support students and teachers in and out of the library space. They take on leadership roles and actively advocate for the library and literacy. Welcoming of the wider school community, they seek to instill a love of reading for all.

Part B

I have chosen the themes of leadership, advocacy and literature to focus on in this portfolio. I will start my very first job as a teacher librarian (TL) in August 2022. With no TL experience, this portfolio thus includes ideas of what I could do within each of these areas, once I start.

Theme 1: Teacher librarians and leadership

The introductory subject of ETL 401 first challenged my preconceived notion of what a TL role includes. As stated in my blog post (Seewald, 2020, Nov 22), for a long period of time and based on my experience, I equated the teacher librarian as someone who was a static figure who remained in the library and whose primary job it was to manage the collection. To me they were rather invisible. However, this perception began to be challenged when a new TL came to our high school. As mentioned in my blog post (Seewald, 2020, Nov 22), it was the first time that I had seen a TL develop relationships with teachers and students and work in a focused, dynamic manner.

However, my ideas of a TL in the position of leadership were still limited until ETL 504 allowed me to explore the depth and breadth of leadership for a TL. I was vaguely aware of different styles of leadership, and had made my own list of characteristics (Seewald, 2021, Mar 2) that I expected in a competent leader. However, it was through the module materials and readings that I was exposed to the different types of leadership (transformational, instructional, distributive and servant leadership) and now I would argue that the traditional view of a TL in a narrowly defined resource support role simply does not represent the scope of a TL’s expertise (Green, 2011, p. 26). Indeed, I learned that ALIA-ASLA (2016) states that a key role of the TL includes leadership.

When I consider my new position next year, I predict that the styles of instructional and servant leadership will be most appropriate for my role. According to Hallinger (2003, p. 332), instructional leaders focus on student outcomes, have in depth knowledge of the curriculum and intentionally work with teachers to improve teaching and learning. Although subject and classroom teachers have the specific content knowledge (Green, 2011, p. 24), TL’s have a ‘bird’s eye view’ of the curriculum (Lupton, 2014, p. 9). Cox & Korodaj note this truly unique opportunity – no other position in the school has access to this intersection between resources, teachers, students and curriculum (2019, p. 16). To me, this represents a very exciting opportunity. The TL as an instructional leader can provide creative learning opportunities for students and encourage a dialogue in regards to student outcomes (Moir, Hattie & Jansen, 2014, p. 36). In particular, a TL can provide expertise in information literacy, inquiry learning, digital literacy and 21^st century skills.

In my new position beginning in August 2022, I will be managing two different library spaces in two different sections of the school, which run two different curriculum frameworks. Fortunately, both are heavily inquiry based. I would anticipate that as the Fieldwork Education framework has been very newly implemented in one section, that there may be opportunities for me to recommend and implement the use of an information literacy model, such as the Guided Inquiry Design process (as highlighted in my blog post – Seewald, 2021, Jan 9). This would involve guided instruction with the students and possible professional development sessions with teachers. Ideally, I would like to co-teach the research section within a unit of inquiry with teachers.

However, I will be new, and an ‘unknown’. I anticipate that it will be very important to ‘start small’ and gain the trust of the teachers and the principal. I see deliberately modelling servant leadership as key here. Initially upon hearing the words ‘servant leadership’ I immediately viewed this as a position of subservience, as discussed in my blog post (Seewald, 2021, May 21). However, upon further reading and working through the modules of ETL 504, I realized that serving in this capacity is a deliberate choice, not one that is forced or manipulated (Nichols, 2010, p. 24). As such, building trust with teachers will involve collaboration, strong listening skills, the ability to empathize, to provide practical help and ‘coming alongside’ as needed. In particular, I can provide practical assistance as teachers negotiate the changes that a new curriculum framework demands. Oberg (2011, p. 2) highlights the importance of the role of the TL in helping teachers negotiate change, and as such this could involve both aspects of instructional and servant leadership.

In conclusion, I have realized throughout this Masters course, that a TL has a diverse range of skills to offer and this includes the role of leadership. Such a role is complex (Green, 2011, p. 22) and it will take me time to develop the experience I need to choose wisely, for example, when and where I can lead as instructional coach or exhibit aspects of servant leadership.

Theme 2: Advocacy

The idea of advocacy of the library and the TL position has been a constant thread running through the course. My interest in it was triggered upon listening to Karen Bonanno’s speech (2011) in ETL 401. In my blog, I note that she challenges TL’s to be more vocal and to intentionally seek out audiences in which to promote what we can do. Advocacy, for me, could be broadly described as promoting the library as the heart of the school, a space in which students, teachers and the wider community can find the resources they need, attain 21^st century skills and lose themselves in a love of reading. It is no coincidence that this definition of advocacy is closely linked to my statement of what makes an effective teacher librarian.

When I reflect on the general stereotypical attitude towards TLs, as merely being “responsive helpmates” (Harzell as cited in Farmer, 2007, p. 60), combined with comments I have heard from TLs who don’t want to be seen (Seewald, 2021, May 21), I realize that advocacy is a choice. It is not myself that I promote, rather the expertise that a TL can bring and the creation of the library to become a valuable “third space” (ACT Government, 2019, p. 1). As my placement supervisor said to me often “the TL position is what YOU make of it” (L. Elliott, personal communication, Oct, 2021). Although there is a lot of autonomy in the position (Ray, 2013, p. 2), this can also be a somber reflection of the lack of understanding that teachers and principals may have of the role. Advocacy can help bring about change in this awareness. I have learned that advocacy is multifaceted and can take many different practical forms, some of which I will explore below.

If a TL focuses mostly on the management of the spaces and the collections, Lupton warns that the position could become redundant (2016, p. 58). Rather, collaboration with teachers not only assists in furthering student outcomes, but also showcases the broad range of a TL’s expertise and skills. Depending on the cultural climate of the school, collaboration may or may not be easily achieved. There may often be more lip service paid to the idea than the action being undertaken (Todd, 2008, p. 20). It truly is a case of ‘working with what you have got’. Offering professional development for teachers is one way in which to elevate the position of the TL and advocate for what the library can offer (Coleman, 2020, p. 12). Attending unit and grade level subject planning meetings can assist in connecting teachers with the right resources to assure unit goals are met (Kimmel, 2012, p. 11). TLs can also provide further creative learning opportunities for students, such as linking literature with content in an authentic context (Waugh et al., 2016, p. 48). Being visible, available and approachable is key (Seewald, 2021, May 18).

In terms of my new job, I will start with small steps. I blogged about being in a planning meeting where I was able to connect curriculum content with literature and provide a list of reading for students and teachers (Seewald, 2021, May 5). I was a ‘teacher’ in this meeting, but a student of the TL Masters course and was thus able to connect some dots. This may seem inconsequential, but I realized that if you have in depth knowledge of the curriculum AND the resources available from the library, students benefit and teachers will (hopefully) recognize this and request my presence at meetings more often.

Seewald A. (2021, October 19). ToK book display by A. Seewald, SFS high school library: Literary learning. [Photograph].

I noticed in my student placement that building relationships and trust between the TL and teachers was very important in order for teachers to ask for help. Communicating to teachers and the wider community to maintain a visible presence is important too. I know that neither library space that I will be managing from August provides updates on resources to staff or the wider community. I would like to change this with regular email updates, a possible digital newsletter to the wider community and a dedicated library webpage within the school website. Ideally, I would like to have the principals support in these undertakings with their understanding that communication and collaboration with the TL and the library will have a positive impact on student achievement (Farmer, 2007, p. 61). Practices such as collecting data to underscore student usage of the library (for example tracking digital resource usage) would provide clear evidence of the importance of library access (Boyd, 2021, p. 30).

Many recommend the usage of social media to improve the visibility of the library (Boyd, 2021; Fleming, 2016). This has presented a very personal challenge to me as stated in my blog post (Seewald, 2021, April 27). In an effort to explore the power of social media to promote the library and to help me confront my concerns, the next unit I have enrolled in is INF506: Social Networking for Information Professionals. As such, my journey in advocating for the library and the TL position is just beginning. I know it will require patience and servant leadership to gain trust, however I am excited to begin!

Theme 3: Literature

Although a very broad theme, I did want to include this in my portfolio as what I studied in ETL 402 was eye opening for me. I started the unit admittedly thinking I knew what literature was, but my very first blog post reveals that I was being introduced to new formats and genres within literature which I knew very little about, such as steampunk, ‘cli-fi’, and wordless and postmodern pictures books. I really had no idea of the amazing diversity of literature for children and young adults. This was alternatively exciting and also overwhelming as I wondered what sort of TL I could be if I am coming from ‘so far behind’ due to my lack of knowledge.

ETL 402 was a deep dive into what constitutes literature and what is a “good quality read”. I had never really thought of this before and was challenged to consider my own definition of “good”. As an example, series have often been considered as an inferior form of literature due to their repetitive nature and formulaic writing, with some librarians and parents discouraging children from reading them (Barone, 2010; Mackey, 2012). Yet, many of us have treasured memories of following a series of characters on their adventures (for me it was Enid Blyton’s The Faraway Tree). It is argued that series provide a ‘way in’ to reading and helps transition children into further reading (Szymusiak, Sibberson & Taberski, 2006, p. 90). Barone discusses this, noting the subjectivity of “good” and provides a dual definition, one of literature being acclaimed and winning respected awards and the other, what provokes, encourages and inspires children to read (Barone, 2010, p. 7). She highlights Hunt’s thoughts as considering a book to be “good FOR”, rather than “good” (Hunt as cited in Barone, 2010, p. 7). I considered this and based on her thoughts wrote in my blog that “a good book is one that causes the reader to ponder, wonder, think, and may internally refer to at a later date” (Seewald, 2021, Feb 22).

In this course I was also challenged by the digital and interactive media formats and considering how this can be included as literature and used for literary learning. In a blog post I expressed my preference for print and my concern regarding digital format for text (Seewald, 2021, Apr 13). Research has shown that chronological reading comprehension is improved when reading print text (Mangen, Olivier & Velay, 2013) as well as recall (Jabr, 2013). In the past, I have had little time for, or regard of, the digital text format. Thus, I was really challenged when units such as ETL 402 and ETL 503 highlighted the importance of digital resources.

The work of Thomas et al. (2007) on transliteracy really helped to develop my understanding. We live in a multimodal world where the digital has seeped into our daily lives (Short, 2018, p. 290). Digital literacy forms an essential component of 21^st century skills that our students need to have. They are indeed embedded into the curriculum framework that some of our students follow (The International Baccalaureate, 2014). If I want to succeed in delivering the right resource at the right time to students, and to encourage reading for pleasure, the library collection that I manage must reflect the world that our students (and teachers) move in. I must be at the forefront of digital literacy and embrace it. Not without reservation, but using selection criteria as laid out in the collection development policy.

I have undergone a significant change throughout this course in my views on digital text as literature (Seewald, 2021, May 16). An assignment for ETL 402 required us to find digital literature and embed it within literary learning practices. I was overwhelmed with the quality of digital literature that our cohort found. I simply did not know what was out there. For example, I was so impressed with quality digital interactive texts such as The Boat (Matt Huynh’s adaptation of Nam Le’s story) and SBS’ Junko’s story. In addition, resources such as Pennac and Blakes’s The Rights of the Reader (2006) and Scholastics’ The Reading Bill of Rights (2012) gave me food for thought. In the end, I decided in my blog post that it is not the format or genre that is important, “but what type of quality, engaging resources will best support the students at any given moment” (Seewald, 2021, May 16).

Huynh. M. (n.d). The Boat. The Boat. https://www.sbs.com.au/theboat/

As stated above, the theme of ‘literature’ is very broad and I have just touched on two areas: the criteria for literature and the inclusion of digital text in literature. Space does not allow me to also highlight in detail my changes in attitude toward graphic novels, or the conundrum of time (Seewald, 2021, April 22) in regards to literary learning in a packed curriculum, nor the imperative for me to include diverse literature in our collection (Seewald, 2021, Mar 7). However, I am very grateful for the dilemmas I faced throughout the course in encouraging me to think about the formats and genres reflected in a collection. I hope to be very aware of this as I start my first TL job in August 2022. I will need to review the collection, look for ‘gaps’ and remain open-minded in order to provide rich, diverse print and digital resources.

Scholastic. (2010, October 22). The reading bill of rights: A child’s right to read [Video]. https://www.youtube.com/watch?v=quOFcoWBAgw

Part C

The CSU Masters Ed (TL) course has been enormously helpful in assisting me in developing my skills and attitudes as a professional TL. As a complete beginner, with no experience behind me, the course has provided me with a solid foundation on which to build. All of the units went far beyond my expectations in terms of equipping me theoretically and practically for my new position. In particular they extended my limited knowledge of the diverse roles in which a TL can fill and cemented the importance of the school library as the heart of the school and as an important “third space” for students (ACT Government, 2019).

Although I have had 18 years of teaching experience, as a beginner TL, I would place myself squarely at the proficient level according to ALIA’s document, the Teacher Librarian Practice for the Australian Professional Standards for Teachers (2014). As I read the standards, I am aware that I cannot achieve them all at once. Being new, I need to focus on a few key areas. I think Standard 1.1 would be appropriate, especially in light of what I have learned about digital resources. Thus, during my first year, I would strive to get to know the collection and ensure (or plan for) a balance of digital and print resources that represent the diversity of our international students (Standard 1.3). In addition, information literacy lessons should fit well with unit content taught in the classroom (Standard 2.1) in order to provide authentic experiences for the students. This would involve me liaising closely with teachers and having an in depth understanding of the curriculum. As much of what we do and teach is digital, Standard 4.5 is particularly important. Digital citizenship is an essential 21^st century skill for students to develop in order to keep them safe and give them the ability to choose appropriate resources in a critical manner.

Lastly, I need to focus on my continued professional development (Standards 6.1 and 6.2) in order for me to gain confidence and expertise. From a very practical point of view, I need to become more familiar with the library management system that is used: Follet/Destiny. Their webinars would be my first point of call, as well as relying on the expertise of the current high school TL. I have signed up to professional organizations (SLAV and ALIA) and regularly collect and curate professional websites and blogs of contemporary peers for easy access and future use for ideas and direction. I have already taken part in a meeting for the Korean International Schools Librarians as a student on my placement, and will become officially embedded in this team once I start my new job. I will also apply to undertake the International Baccalaureate’s online workshop for the role of the librarian within the Middle Years Program.

Seewald A. (2021, October 26). Korean International Schools’ Teacher Librarians : Zoom Meeting [Photograph].

In conclusion, the CSU course has challenged my perceptions of the role of the TL, given me a much greater understanding of the diversity of resources available and highlighted the importance of literary learning. It has encouraged me to think critically about what I can bring to the table and how I can serve the students and my colleagues best. I look forward to starting my TL journey!

References

ACT Government. (2019). School libraries: The heart of 21st century learning. Australian Capital Territory Government.

Australian Library and Information Association. (2014). Teacher librarian practice for the Australian professional standards for teachers. Australian Library and Information Association. https://read.alia.org.au/teacher-librarian-practice-australian-professional-standards-teachers

Australian Library and Information Association / Australian School Library Association. (2016, July). ALIA-ASLA statement on teacher librarians in Australia. Australian Library and Information Association. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia

Barone, D. M. (2010). Children’s literature in the classroom engaging lifelong readers. Guildford Press.

Bonanno, K. (2011). A profession at the tipping point [Keynote address]. ASLA Annual Conference.

Boyd, K. C. (2021). Advocacy 2021 style and beyond. Knowledge Quest, 49(4), 26-31.

Coleman, M. C. (2020). School librarians take the lead collaborating on professional development. Knowledge Quest, 49(2), 10-18.

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.

Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.

Fieldwork Education. (n.d.). Improving learning in schools for more than 30 years. Fieldwork Education. https://fieldworkeducation.com/

Fleming, L. (2016, September 27). The power of a school library hashtag. Edutopia. https://www.edutopia.org/article/power-of-school-library-hashtag-laura-fleming

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

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352. https://doi.org/10.1080/0305764032000122005

Huynh, M. (n.d.). The Boat. The Boat. https://www.sbs.com.au/theboat/

The International Baccalaureate Organization. (2014, May). MYP: From principles into practice. The International Baccalaureate Organization. https://resources.ibo.org/data/m_0_mypxx_guu_1405_5_e.pdf

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/

Kimmel, S. C. (2012). Collaboration as school reform: Are there patterns in the chaos of planning with teachers? School Library Research, 15, 1-15.

Lupton, M. (2014). Inquiry skills in the Australian curriculum v6: A bird’s-eye view. ACCESS, 28(4), 8-29.

Lupton, M. (2016). Adding value: Principal’s perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-59.

Mackey, M. (2012). The emergent reader’s working kit of stereotypes. Children’s Literature in Education, 44(2), 87-103. https://doi.org/10.1007/s10583-012-9184-1

Mangen, A., Olivier, G., & Velay, J.-L. (2019). Comparing comprehension of a long text read in print book and on kindle: Where in the text and when in the story? Frontiers in Psychology, 10, 38. https://doi.org/10.3389/fpsyg.2019.00038

Moir, S., Hattie, P., & Jansen, C. (2014). Teacher perspectives of ‘effective’ leadership in schools. The Australian Educational Leader, 36(4), 36-40.

Nichols, J. D. (2010). Teachers as servant leaders. Rowman & Littlefield Pub. Group.

Oberg, D. (2011). Teacher librarians as cultural change agents. Connections, 79(4), 1-3.

Pennac, D., & Blake, Q. (2006). The rights of the reader [Illustration].

Ray, M. (2013). An administrator’s view. School Library Journal, 59(9), 1-3.

Scholastic. (2010, October 22). The reading bill of rights: A child’s right to read [Video]. https://www.youtube.com/watch?v=quOFcoWBAgw

Seewald, A. (2020, November 22). Assessment #1_ Part B. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2020/11/22/assessment-1_-part-b/

Seewald, A. (2021, January 4). Are school librarians an endangered species? Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/01/04/are-school-librarians-an-endangered-species/

Seewald, A. (2021, January 9). Guided Inquiry Design: An initial perspective. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/01/09/guided-inquiry-a-teachers-initial-perspective/

Seewald, A. (2021, February 19). Initial thoughts regarding ETL 402. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/02/19/initial-thoughts-regarding-etl402/

Seewald, A. (2021, February 22). Defining children’s literature. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/02/22/defining-childrens-literature/

Seewald, A. (2021, March 2). Teacher librarian as leader: Initial thoughts. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/03/02/teacher-librarian-as-leader-initial-thoughts/

Seewald, A. (2021, March 7). Multicultural literature. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/03/07/multicultural-literature/

Seewald, A. (2021, April 13). Paper brain vs kindle brain…thoughts on e-reading. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/13/paper-brain-vs-kindle-brain-thoughts-on-e-reading/

Seewald, A. (2021, April 22). Responding to literature and the conundrum of time. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/22/responding-to-literature-and-the-conundrum-of-time/

Seewald, A. (2021, April 27). The worth of a social media network in leadership: A very personal challenge. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/04/27/the-worth-of-a-social-media-network-a-very-personal-challenge/

Seewald, A. (2021, May 5). Aha!!! Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/05/aha/

Seewald, A. (2021, May 16). Assessment #2 part B: Reflection. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/16/assessment-2-part-b-reflection/

Seewald, A. (2021, May 18). Reflection for module 6.3. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/18/reflection-for-module-6-3/

Seewald, A. (2021, May 21). Assessment 2_Part B: Reflection. Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2021/05/21/assessment-2_part-b-reflection-2/

Seewald, A. (2021, October). ToK book display by A. Seewald, SFS high school library: Literary learning. [Photograph].

Seewald, A. (2021, October 26). Korean international schools teacher librarians: Zoom meeting [Photograph].

Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

Special Broadcasting Service. (n.d.). Junko’s Story: Surviving Hiroshima’s atomic bomb. Special Broadcasting Service. https://www.sbs.com.au/hiroshima/

Szymusiak, K., Sibberson, F., Koch, L., & Taberski, S. (2006). Beyond leveled books : Supporting early and transitional readers in grades K-5. Stenhouse Publishers.

Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: Crossing divides. First Monday. https://doi.org/10.5210/fm.v12i12.2060

Todd, R. J., Dr. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28.

Waugh, D., Neaum, S., & Waugh, R. (2016). Children’s literature in primary schools (2nd ed.). Learning Matters.

Assessment 2_Part B: Reflection

Several years ago I remember a teacher librarian (TL) telling me that she loved her job because she got to “hide” because “nobody knows what I do”. I rarely saw her leave the library space and as a very busy subject teacher, I didn’t understand her role. The teacher librarian (TL) as a leader never crossed my mind until two years before I started the Masters of Education (TL) course. That is when a new TL started at our school and she was everywhere, as explained in my blog post (Seewald, 2021, May 18). It changed my stereotypical perception of TLs and inspired me to look at a change in direction for myself.

I have had a lot of ‘aha’ moments throughout the unit, not just about the role of the TL, but in general about leadership. Coming into the course, I had strong opinions about the traits and attributes of a ‘good leader’ as listed in my first blog post (Seewald, 2021, Mar 2). When I read this post again recently, I realised that much on my list belonged to a transformational leadership style – I just didn’t have the understanding of the theory and the terminology for it then! Reading about leadership styles and their role in change management put my own experience as a head of department into perspective (Seewald, 2021, Apr 22).

Like other fellow students, (Kenna, 2021, Apr 18), I had been uncomfortable about the idea of servant leadership. However, I realised that I had focused on the word ‘servant’ rather than ‘leadership’. As I was reading through forum posts, I noticed how intertwined the styles are. For example, reading Bourne’s post I noticed that she had blended instructional leadership and servant leadership (Bourne, personal communication, 2021, Apr 26). Without the awareness of the opportunities to collaborate and the sensitivity of choices made within that collaborative time, instructional leadership will only go so far. Without servant leadership to complement, instructional leadership may leave some hesitant and uncertain staff members behind. In particular within a change process, when teachers may already feel outside of their comfort zones, servant leadership becomes crucial. I was struck recently by these words: “leaders do not command excellence – they build excellence” (Williams, 2006, p. 5). A servant leader is a builder – without time invested in the foundations, (listening to concerns, seeking to reassure with practical support or with the latest research etc.), the structure will never be as strong as it could be. Thus, servant leadership comes from a position of strength, not weakness!

To sum it up, leadership for a TL truly is complex (Green, 2011, p. 22) and an excellent leader knows when to adapt (or mix up) their styles. Research has shown that teachers are more willing to collaborate with a TL if they can see their influence as leaders, and if they have taken initiative in the past (Lance in Branch & Odberg, 2001, p. 9). I think about the TL mentioned at the beginning of this post, and I wonder how she was able to influence and inspire staff members and students. I’m reminded me of the words of Phillips and Paatsch in regards to TLs; “remove the cloak of invisibility!” (2011, p. 33).

Moving forward, although I am still a subject teacher, I continue to look for opportunities to broaden my horizons and learn from TLs (Seewald, personal communication, 2021, May 19). Being on the Oz-TL listserv has been excellent – it represents all aspects of the TL’s diverse role. Just yesterday, excellent resources for embedding the International Baccalaureate’s Approaches to Learning skills were posted. It was just another example of how TLs are perfectly positioned to lead change in order to develop 21st century skills in teachers and students. Even though there will be personal challenges ahead (Seewald, 2021, Apr 27), I am so excited for when I will be able to do this too.

References

Branch, J. L., & Oberg, D. (2001). The teacher-librarian in the 21st century: The teacher-librarian as instructional leader. School Libraries in Canada, 21(2), 9-11.

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

Phillips, G., & Paatsch, L. (2011). The invisible librarian: Why doesn’t literacy mention libraries. Practically Primary, 16(3), 31-33.

Siren, K. (2020). Reflection. [Photograph]. Flickr. https://tinyurl.com/jb7f5pe8

Williams, J. L. (2006). Leadership: Shaping the future of the profession. Knowledge Quest, 34(5), 4-6.

Leading from the middle and conflict

These are the results from the conflict style test that we were asked to take. As I reflect on my only experience of mid-level leadership (Head of Department for grades 9-12, ten staff members in the department), I think the results are fairly accurate. We seemed to have a lot of conflict between individuals of the department as well as between some members of the department and the assistant principal and principal. When I took over as HoD, the road had been very rocky for the department in the previous years with factions and divisions.

Leading this group was challenging. I had no previous experience, nor was mentored in any way. The high school principal did not follow through with the more difficult conversations that I know needed to be had with underperforming, deliberately obstructive and negative staff members.

When dealing with conflict, I always took an active listening approach, and would let colleagues talk (in many cases, rant!) about their point of view before asking clarifying questions. I was always willing to mediate between two people (although this often resulted in just ping-ponging back and forth). Compromise and collaboration were always my preferred ways of moving forward. However, I feel really let down by the senior leadership in the high school as there was only so much I could do with the varied issues brought to my attention. Yes, I could listen, yes I could mediate, yes, I could take on more work/duties to relieve others of the burden, yes, I could bring individuals together and try and hold them accountable. But I was not in a position of ‘power’ to change structures, to really challenge a colleague’s attitude towards work and missed meetings, or to effectively advocate for more staffing. I feel that being a mid-level leader in this situation led to a dead end. I do know for sure that the members of my team felt ‘heard’ by myself (they said this repeatedly) but they would resign themselves to me not being heard by the senior leadership.

I am saddened by what I experienced and saddened by the knowledge that the HoD who came after me also experienced the same thing and resigned the position after one year. I learnt a great deal from my experience and can reflect on what I did well, and the conversations and situations I would now have approached differently. This unit has helped me to better understand the styles of leadership and to put labels to where I had (previously) no words of description. This helps put the experience into perspective and my local context. I am heartened that the school is now taking mid level leadership more seriously, and a forward thinking and intuitive assistant principal is currently running a mid level leadership course which has been received enthusiastically and very well attended.

Teacher Librarian as Leader: initial thoughts

A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves. —Lao Tzu

I’ve just read through the readings for Module 2, and watched the video clips in regards to organisational and leadership theories. Some of these are new to me, some theories I recognise. At only a superficial level, it seems that there is some overlap between some of the theories of leadership, with shared elements. This becomes a little confusing then – for example, what really sets servant leadership and distributed leadership apart?

Before I get too far into ETL504, I wanted to establish my ideas of a ‘good leader’ (in a school context) based on my own experiences.

Some of the attributes and practices of a good leader:

: has an open door policy

: listens, listens, listens and then asks clarifying questions

: gives credit where credit is due and seeks to encourage at every opportunity

: is not afraid of (and has skill with) having ‘difficult conversations’ and is willing to make the tough decisions

: is conflict resilient, recognizing that not everything may be solved at once and seeks to see the perspectives of individuals

: is not afraid to say they have made a mistake

: is transparent in dealings with staff

: is a good, timely, communicator (no last minute decisions/changes if they can be avoided)

: is open to constructive criticism and is knowledgeable about their own strengths and weaknesses

: has a deep knowledge of, and passion for, the sector they are working in

: ensures quality professional development for their colleagues, as well as themselves so they are up to date with 21st century teaching and learning practices

: mentors mid level leaders

: not only manages the present but has a vision (and can effectively strategize towards this vision) of the future

: has student learning and growth at the heart of every decision

: if working at an IB school, models the Learner Profile attributes

I have not worked in a school library (yet), but I understand that Teacher Librarians (TLs) need to model leadership. They are the knowledge experts of the information world, and as such transcend classrooms and subjects – a dynamic library is what links us all together. My initial thoughts of areas of leadership that a TL could (should?) be involved in are:

: Supporting people with diverse needs coming from diverse age groups (leadership attributes here would require active listening, advocating for students/teachers/community, knowledgeable in how to access/source information needed)

: A leader in curriculum development (as outlined by the Australian School Library Association, 2014)

: A leader in 21st century learning in regards to information literacy and research

: A TL needs to be a leader of his/her team if they have people working with them in the library.

: A leader in highlighting current/new technological developments and being able to support others in learning how to use them

: A leader in modelling and providing evidence based practice

I’m sure there are many more areas that TLs can provide leadership in, and I hope I’ll be able to add to this list as I move forward in ETL504 and my own knowledge grows.

References

Australian School Libraries Association. (2014). What is a teacher librarian? ASLA. Retrieved March 2, 2021, from https://asla.org.au/what-is-a-teacher-librarian

Goodreads. (2021). Lao Tzu. Goodreads. Retrieved March 2, 2021, from https://www.goodreads.com/quotes/46410-a-leader-is-best-when-people-barely-know-he-exists

International Baccalaureate. (2013). IB Learner Profile. The International Baccalaureate. Retrieved March 2, 2021, from https://www.ibo.org/benefits/learner-profile/

Module #3: Discussion Forum Response

As I am aware that the our contributions to the discussion forums won’t last forever, I wanted to record my response for Module 3. Let’s see if I become more comfortable and confident with reviewing research papers for paradigms, methodology and methods towards the end of the course! This is my first attempt, even before INF447 Assignment #2. It’s all a little confusing and at this stage I feel like I am just picking out the obvious and am worried that I have even the obvious wrong!

I reviewed two papers that looked at the development of positive reading cultures in schools.

Module #3: Discussion Forum Response

Merga and Mason (2019) and Loh et al. (2017) provided solid abstracts and provided a list of keywords. Both provided comprehensive introductions and both studies were given a place of purpose within literature reviews of other studies. Merga and Mason (2019) states that there is a dearth of research regarding the factors that contribute to the active building of reading cultures in Australian schools. Thus the purpose of their research was to investigate what teacher librarians (TLs) considered as constraints and opportunities to the building of a positive reading culture. Loh et al. explored what factors contribute to a reading culture by focusing on a single case study (in Singapore), but widened their net by including not only the views of the teacher librarian, but the principal and students as well.

Loh et al.(2017) clearly stated that they undertook a mixed-methods study drawing upon both quantitative and qualitative tools of data collection, such as surveys, interviews, field notes and observations of the library space including still photography and timelapse photography. They described this as a “nested case study approach” (Loh et al., 2017, p. 33). I found this mix really interesting. Merga and Mason (2019) used “an exploratory qualitative approach” (p. 176), due to the lack of previous research in the area. Interviews were thus conducted with 30 teacher librarians across 30 different schools.

Both papers provided quite extensive findings/discussion sections. Merga and Mason (2019) were explicit in the limitations of their research. Gathering their sample was challenging due to a lack of official data on TL staffing so recruitment for the research was done through professional organisations, email and word of mouth. A limitation was that some sectors were under-represented (or not represented at all), for example, there were no TLs to be found in a public primary school in Western Australia. They also specifically mentioned the lack of generalizability, as they only looked at schools that had a TL, which they reported as then more likely to have stronger reading cultures anyway. Loh et al. (2017) did not specifically mention any limitations. Both papers acknowledged the need for further research with Loh et al. (2017) providing a few specific questions that could be further explored.

I hate to sit on the fence, but I enjoyed reading both these articles; they were both coherent and logical. They provided slightly different perspectives on the same topic, with some very practical considerations to think about.

References

Loh, C. E., Ellis, M., Paculdar, A. A., & Wan, Z. H. (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, 43(4), 335-347. https://doi.org/10.1177/0340035217732069

Merga, M. K., & Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, 63(2), 173-189. https://doi.org/10.1177/0004944119844544

Assessment #1_ Part B

Reflection on the role of Teacher Librarians (prior to my interest in becoming a Teacher Librarian).

I must be honest and admit that prior to 2018, I had a very limited understanding of the role of Teacher Librarians (TLs) in schools.

My first teaching position was in Jakarta, Indonesia in 2000. Looking back, I can barely remember the school library. I suspect that being new to the profession and a new country, I used the scheduled library sessions as a “dump and run”. Desperate for some breathing space and planning time, I had little interest in what the TL’s were doing with the students. I then moved to Singapore. From my observations, the TLs did not leave the library space and I identified their roles as the following: role #1_the ‘guardian of the library space’ and role #2:_the scanner of books.

My next job took me to an international school in Germany, and I added another TL role to my list: role #3 :_the provider of books related to current units I was teaching. There was very little dialogue between myself and the TL, I would simply state what topic we were investigating. This is a far cry from the comprehensive role outlined by the Australian School Library Association (ASLA) in regards to the TL being a leader in curriculum development (ASLA, 2014).

I started work in my current international school in Seoul and my experience of the role of TLs utterly changed. In Middle School I met a TL who was the antithesis of every other TL I had come across. He knew the students well. No shushing. Instead, laughter and animated discussions over books. He would do a ‘book pitch’ at the beginning of each library time – I have never seen students move SO FAST to literally dive on one of the ‘pitch’ books once he had finished. His role went well beyond what I had experienced before and extended to what ASLA (2014) has identified as information service manager and information specialist.

Two years ago, I moved to the High school section. At some point teaching a rigorous higher level History program, I ran into a conundrum with some referencing issues and a few elusive research topics and sought help from the TL, Judith. It was clear from our first meeting that Judith was not only an information manager and specialist but also a leader in curriculum development.

You could find Judith in the library, but just as likely, she would be talking to students in the halls and classrooms, or attending meetings. At this point, I was Head of Department of Individuals & Societies and I wondered why Judith attended these meetings. Then I realised that she brought a different perspective to our discussions. It became obvious that she had taken on a leadership role within the High School with the full support of the Principal. She transcended departments and grade levels. The library linked all of us together.

Judith has had a profound impact on my understanding of the role of a TL. I had never before witnessed the combination of teacher and librarian and someone who was willing to partner me in the classroom. It was only after this experience that I began to quietly wonder of the possibility of becoming a TL too.

References

Australian School Library Association. (2014). What is a Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian.