Activity and Reflection
At this point in the subject think about strategies to take you from TL, the keeper and stamper of the books and the quiet space (library) (how many of our colleagues perceive TLs), to become something different. Make a set of notes using your new understandings to support your arguments and conclusions.
The Digital Promise staff article (2016) suggests that TLs in Vancouver were feeling very much like some TLs in Australia- isolated and undervalued as staff members. While that is not the case everywhere, it took a collective effort from librarian staff to change the general perception of TLs, beginning by changing their own understandings of their roles, and the outlook of district leaders. Redefining their roles, changing their responsibilities and renewing their sense of purpose resulted in crafting new roles and opportunities for these TLs and carving out a new path for the school libraries in Vancouver. Additionally, they were able to integrate technology into learning and move towards project-based learning, which is where Australian libraries are currently headed (Boyle, Collins, Kinsey, Noonan & Pocock, 2016).
I think that, allowing TLs to redefine their own roles, in collaboration with executive staff, and considering the needs of each school in context will result in greater job satisfaction and relevance of TLs within the school hierarchy (Digital Promise, 2016). From there, executive staff must promote and support the development of these new roles by allowing TLs to contribute to the school community, giving time during meetings for TL input, specifically, and encouraging other staff members to acknowledge and support TLs in their new roles- lead by example!
Under these redefined roles, TLs can develop a vision or goal/s for their space, planning and initiatives. Sharing these with staff and involving them in achieving these goals, while also supporting their teaching will build positive relationships and encourage collaborative teaching and planning (Hutchinson, 2017) to support student development. Sharing and highlighting articles to support their vision will develop a clearer understanding amongst staff and get them closer to being on the same page, making the achievement of these goals more realistic.
I think, when it comes down to it, organisation and planning are going to be key in redefining and re-establishing relevance (Digital Promise, 2016) of TLs in school as well as support from executive, with an outlook to integrate technology and collaborative teaching and planning.
In the end, I believe that TLs have no choice but to be a leader; no one is going to press initiatives, develop integrated planning, programs and design new spaces for us. If we don’t lead this change, then things will stay the same as they have always been.
References
Boyle, E., Collins, M., Kinsey, R., Noonan, C. & Pocock, A. (2016). Making the case for creative spaces in Australian libraries. The Australian Library Journal, 65(1), 30-40. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/informaworld_s10_1080_00049670_2016_1125756
Digital Promise (2016). The new librarian: Leaders in the digital age. In SCIS Connections. https://www.scisdata.com/connections/issue-96/the-new-librarian-leaders-in-the-digital-age/
Hutchinson, E. (2017). Navigating the information landscape through collaboration. In SCIS Connections. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration
