ETL504 has changed my perception of leadership and the role of the teacher librarian (TL) in a school organisation. I have recently taken up a TL position, and this subject has led me to consider the different leadership styles and the kind of leader that I aspire to be as I embark on my new career. Prior to studying this subject, I had an understanding of the TL’s role in supporting and collaborating with staff and students. However, I had never previously considered the TL as a leader. For me the lines of leadership and management were blurred, and I perceived leadership as being a top-down managerial process only performed by those with formal titles (Templeton, 2021, March 1). I have come to understand that leadership is defined by an individual’s social influence rather than power or authority (Kruse, 2013).

Studying this subject has provided me with a sound understanding of the different styles of leadership and I have been able to see examples of the merits and limitations of each in my own educational setting. Whilst there are many different leadership styles and much literature published on leadership theory, it is clear that there is not just one perfect style of leadership. Rather, effective leaders need to demonstrate flexibility and adapt their leadership style to different situations and different followers (Upton, July 23).

TLs typically occupy a middle leadership position in an organisation, as they operate at the intersection of the Executive staff, teaching staff and students. They have a unique overview of the organisation and can use their influence in this position to bridge classroom practices with whole-school strategy. Often the TL adopts a servant leadership style which focuses on the needs of followers above personal aspirations (Crippen & Willows, 2019). This leadership style is successful in fostering growth in students and staff, building a strong school community and increasing trust in the TL within a school (Lawrence, 2024) but it is ultimately based upon the empowerment of others, and this limits the TL’s role to a facilitator of change rather than the driver of change.

My new-found knowledge of leadership theory will profoundly inform my future practice as a TL. It has emboldened me to act intentionally, collaboratively and strategically to lead change in my school. Schools are places of constant change and TLs are often at the forefront. By adopting a transformational leadership style, TLs can guide others with “confidence, empathy and purpose” (Toscan, October 7) through the myriad changes of rapid technological innovation, new pedagogies and curriculum updates. Through my studies of change management, I understand the importance of transformational leaders actively managing change by inspiring their colleagues to work collaboratively towards a shared vision. Through transformational leadership the TL can use their strengths of collaboration and communication to build trust and empower staff, who were initially resistant to change, to see themselves as part of the change process (Barlow, September 3). The study of ETL504 has changed my perception of leadership and the role of the TL as leader significantly. TLs need to ensure that they do not operate in isolation from the school’s strategic direction in teaching and learning. An effective transformational TL will align their leadership style to the evolving needs of the school community and be a key driver of school improvement.

References

Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: a synergistic partnership. Journal of Leadership Education, 18(2), 171-180. https://doi.org/10.12806/V18/I2/T4

Kruse, K. (2013). What is leadership? Forbes. https://www.forbes.com/sites/kevinkruse/2013/04/09/what-is-leadership/?sh=3bcbe1115b90

Lawrence, E. (2024). The role of leadership styles in shaping educational organisational culture and performance. Research Gate. https://www.researchgate.net/publication/386459227_The_Role_of_Leadership_Styles_in_Shaping_Educational_Organizational_Culture_and_Performance

Templeton, T. (2021, March 1). The action of leading a group of people or organisation. Trish’s trek into bookspace: a journey of discovery to beyond the cover of a book. https://thinkspace.csu.edu.au/trish/2021/03/01/leadership-the-beginning-of-etl504/

I have chosen to base my leadership diagram on my current school rather than the school I will be starting at in a few weeks as I am more familiar with the structure and leadership styles of this school. My diagram is based on an Independent K-12 school but I have chosen to only represent the secondary part of the campus. Even though the school is governed by a Board I have chosen not to include this in order to keep the design simple and uncomplicated.

The Principal sits at the top of my hierachical structure and her leadership style would be best described as a Transformational style of leadership as her role sits above the day-to-day operations of the school. Her role is transformational as she tends to share her vision and mission for the school, is responsible for strategic planning and setting long-term goals for the school but does not typically implement these goals or govern the development of strategies to achieve the overall vision and mission of the school.

Below the Principal in my diagram sits the Deputy Principal. Directly below this level sits the Executive Team. The Deputy Principal, Head of Teaching and Learning and the Head of Curriculum would be best described as Instructional Leaders in my school’s structure as they direct and manage from the top whilst also modelling best practice to staff and students. The roles of the Deputy, Head of Teaching and Learning as well as the Head of Curriculum is to lead learning, manage staff and curriculum and to assess the needs of staff and students to ensure that the goals set by the Principal are achieved.

The Pastoral Leaders are also part of the Executive Team at my school, but I have identified their leadership style as being more Situational as the very nature of their job means that they need to adapt and change their leadership style to not only be appropriate for different situations but also for their different followers. They need to use a different leadership style and demonstrate different leadership attributes depending on whether they are dealing with teachers, parents or school students and depending on the complexity of each individual situation.

Below the Executive level I have placed the role of Teacher Librarian on the same level as the Heads of Departments. Both are instrumental in ensuring that practical measures are implemented to achieve the goals and vision set out by the Principal and improve student learning and teacher development. I have identified the role of the teacher librarian at my school as being a servant leader. Her role is to put others’ needs and best interests ahead of her own ambition and position at the school. The teacher librarian is very much a middle leader in this organisation as she serves as a link between the curriculum requirements, the overarching academic goals and mission of the Principal and Executive level and the teacher and student body. Her role is to collaborate with other teachers and members of the Executive to resource the curriculum and improve pedagogy in order to support teachers and student learning. The TL also directly serves the needs of students.

Here is the link to my Canva diagram 

https://www.canva.com/design/DAGt8RrccXA/xIX8rjCry2ricLSWFtZh6g/view?utm_content=DAGt8RrccXA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h0db0a6ef2b

Feedback from Krystal on my diagram below;

Hi @Kristin Upton, another strong start. Placement all looks good and your explanation shows your understanding. I’d encourage you to further reduce the words in the diagram – labels really should only have one to two words to reduce visual clutter! As with other diagrams, I’d also encourage you to think strategically about how colour can be used to group things or represent how things go across the diagram. Hope this is helpful 😀 K

Weisburg’s article “Leadership: there  is no other option” (2020) really resonated with me. As I embark on my first teacher librarian job next month, I have been privately considering the teacher librarian I want to be and the person I wish to transform into in this role. I am excited and anxious in equal measure. Not only is this an important professional opportunity to expand my skills but an important personal opportunity to rebrand myself and to meet my full potential. Weisburg’s view on teacher librarians as leaders and the necessity of this transformation was very impactful. She argues that for the security of TLs’ jobs and the continuation of libraries in schools they must ensure that they are visible to the wider educational community and that their role is seen as critical to the achievement of the school’s vision and goals.

There are several ways that teacher librarians can make themselves more visible and transform themselves into leaders. By listening to the needs of their colleagues and students they can collaborate and support those that they work closely with to achieve their goals and successfully make themselves integral in the teaching and learning that takes place in the school. Weisburg points out that this doesn’t mean that the TL has to be the best at everything. By acknowledging that different people possess different skill sets this not only “frees” the TL from their internal dialogue of not being good enough (what Weisburg calls “imposter syndrome”) but also makes the need to collaborate with other staff members more imperiative and meaningful. A good way to address this perceived shortcoming is for TLs to constantly try to stay abreast of not only technological and pedagogical innovations but to also review their leadership styles in light of new research and changing circumstances.

TLs can also become more visible in the school context by seeking to lead from the middle by becoming members of school commitees and initiatives that will showcase the skills of the TL but also demonstrate that they are critical in implementing the strategic directions of the school and that they can practically influence how these goals are achieved. This is a big part of what I see as my future TL role and will involve me trusting myself and my knowledge and feeling that my contributions are valuable. I wish to become a strong communicator and a better listener. It is important to me that I model the change I want to invoke in others and lead by example. As was stipulated in Moir, Hattie and Jansen’s research “Teacher perspectives of ‘effective’ leadership in schools” (2014), it is important that all leaders are trustworthy, respectful of others, supportive and lead by example.

Strategies that I can use as a TL to become more of a leader and less of a “keeper and stamper of the books” is to not only stay up-to-date with educational directions but to also provide support and PD opportunities for other staff members. I recognise that I need to start small. By connecting with individuals, sending a link to helpful resources and collaborating to achieve shared goals, I can build strong relationships that are anchored in trust and respect and be supportive of staff and student needs. I can provide professional development opportunities for other staff whilst also focussing on my own. As Weisburg stresses, it is important for TL’s to overcome their self-doubt and their self-consciousness to lead and provide professional development if they are going to be visible in schools and integral members of the educational community.

References

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

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18 (1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364

I work at an independent K-12 co-educational private school but I am only familiar with the structure of the secondary part of the school. The secondary school has all the hallmarks of the hierachical structure. The Board of Governors is at the top in as much as they are the only body that the Principal must report to. The Board does not typically make decisions that affect the day-to-day running of the school but influence big projects, the finances of the school and the appointment of the Principal. The Principal is the effective Head of the School and all staff report to this level. Beneath the Principal is the Deputy Principal of the Senior School. Below this level are members of the Executive Team which includes the Head of Teaching and Learning, Head of Curriculum and the Heads of the Grammar (boys’ school) and College (girls’ school). At the next level sit the Coordinators of the various Faculties and then the rest of the teaching staff below them.

The Principal typically makes the large decisions which affects the operation and direction of the school but the reponsibility for implementing these decisions falls to members at the Executive level. Coordinators have some decision-making power at a Faculty level but there is little consultation with them otherwise. Most decisions are made directly by the Principal or at the Executive level. The organisation of the school that I am at affects the adoption of 21st century education practices as those making the decisions are not those who have personal experiences of how their decision will impact the teaching and learning of the students as most do not actually teach classes. The organisation of my school affects the staff who often are not consulted and do not necessarily understand the reasons for the decisions or the direction of the school. It does, however, mean that decision making is much quicker and more efficient.

The Library staff almost operate as one of the Faculties at the school. The Head of Library is like a Faculty Coordinator and attends the weekly co-ordinator meetings. The Head of Library operates independently, to some extent, as long as she stays within budget. However, large decisions regarding the direction of the school and teaching and learning initiatives are made at the top levels, filter down and are implemented by the teacher librarians.

My studies in ETL501 have demonstrated how important the role of the teacher librarian (TL) is in utilising technology for the creation of locally produced resources and learning objects in schools to promote greater information literacy. I found the task of creating a research guide for this subject challenging. As a teacher I have wrongly become accustomed to prioritising the content over information literacy skills (Upton, 2024, October 1). Teachers often feel overwhelmed by having to meet the content requirements of the curriculum and don’t always make the time to explicitly teach information literacy skills (Clarkson, 2024, September 14). By using the NSW Information Skills Process as a framework for my research guide, I was able to ensure that key skills such as locating, selecting, evaluating and organising information were the focal point of the guide and that the content was the vehicle to develop these skills and not the driving force (Upton, 2024, October 1).

Oddone states that “collecting is additive and curating is subtractive” (2020, para. 16). This statement greatly influenced the process that I used to curate the resources for my research guide. A heavy reliance on the use of search engines to locate and select information means that students often do not go beyond the surface level of the search process. In fact, a study into Google user behaviour found that only 0.44% of searchers ventured to the second page of results (Dean, 2020, para. 14). Therefore, the inclusion of the “Informit: Explore” database and the “Britannica” general reference was essential to instruct students to identify keywords that will help them to use effective search strategies to locate quality information often unable to be retrieved via search engines.

The prevalence of information in the modern world also influenced the creation and design of my research guide. The information seeker is no longer the agent but rather information seeks students via algorithms and the rise of social media (Bull et al., 2021). The CRAAP (Currency, Relevancy, Authority, Accuracy and Purpose) test that was seen as an effective evaluation tool in the once static information environment is now under review. The inclusion of lateral reading skills instruction in my research guide using the ART acronym (Author, Reliability, Target) teaches students to critique a resource by using other sources to investigate its reliability. By using lateral reading techniques in my research guide students learn to go beyond the evaluation of a single website in isolation and use strategies that better reflect the “complex, networked information system” (Oddone, 2022) in which they are a part.

Studying ETL501 has transformed the way that I view the role of the TL in the twenty-first century. The assumption that students are “digital natives” and are inherently “tech-savvy” has been debunked (De Bruyckere, 2015), but this misguided assumption has contributed to the “haphazard” approach to teaching information literacy skills in schools (Edwards, 2024, September 18) and the lack of a school-wide approach.

TLs need to work collaboratively with students and teachers to design and deliver lessons that integrate key information literacy skills through the creation of locally produced resources and learning objects. The emergence of AI technology means that the role of the TL is even more pivotal in teaching students how to use information ethically and developing critical thinking and evaluation skills that students will need to navigate the complexities of the twenty-first century information landscape.

Resources

Bull, A., MacMillan, M., & Head, A.J. (2021). Dismantling the evaluation framework. In the library with a lead pipe. https://www.inthelibrarywiththeleadpipe.org/2021/dismantling-evaluation/

Dean, B. (2020). How people use Google search (new behavior study). Backlinko. https://backlinko.com/google-user-behavior

De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning and education. Academic Press. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=963972&site=ehost-live&ebv=EB&ppid=pp_135

Oddone, K. (2020). Digital content curation: How to do it right! SCIS. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right/?sbe-%20followsubs=true

Oddone, K. (2022, June 8). Is CRAAP…crap? [Video]. YouTube. https://youtu.be/07v2Q-Cmfs0

At the school that I am currently working at, the teaching of information literacy is haphazard and lacks a coordinated whole-school approach. My school is a ECC-Year 12 school and the teaching of information literacy in the junior school takes place during their weekly library lesson. Students up to Year 8 have a scheduled weekly library lesson in which they learn key information literacy skills and our teacher librarian tries, where she can, to link the skill to what the students may currently be studying in their other subjects.

Unfortunately, beyond Year 8 there are no longer weekly visits to the library and it is simply “assumed” that the students possess strong literacy skills. Students who have always had technology in their lives are assumed to be “tech-savvy” and therefore the belief of their subject teachers is that they can solely focus on the content in their subject.

My school has set up a “Literacy Committe” in the attempt to develop a whole school approach to literacy. However, its scope is far too narrow. Its focus is primarily on ensuring that teachers are teaching their students to understand the NESA glossary terms and that teachers are explicitly teaching writing skills.

We need to expand our understanding of literacy if we are to successfully equip students with the necessary information skills to succeed in the information-rich world of the twentieth century. My school needs to consider the fact that literacy is multimodal in today’s learning environment and understand that our students, who admittedly are very at home with their technological devices and social media platforms, may not have the skills to critically analyse these sources of information for reliability and credibility.

At my school there is a stong focus on meeting the curriculum demands in regards to subject content but less so on skill development. Teachers, sadly myself included, often plough through the content at the expense of taking the time to develop key information literacy skills. So much so that most lessons are planned around the content and rarely delve into skills that will become important lifelong skills. Teachers do set research tasks but there is the expectation that they don’t need to explicitly teach students how to define what is being asked of them, how to employ successful search strategies to locate quality information or how to organise and present their information. Teachers are either unsure of how to perform these skills themselves or just assume that somewhere along the line (perhaps in their English classes) they have already been taught to do this.

A way to progess in the future would be to expand out the role of the whole-school “Literacy Committee”. It needs to plan beyond ensuring an understanding of glossary terms in the secondary school and go beyond the sole focus of writing skills. Our subjects need to be planned around the information literacy skill that we want to focus on and the content needs to be the vehicle for teaching this skill and not the driving force. We as teachers need to utilise our teacher librarian more and involve her in planning lessons and assessment tasks to ensure that we are explicitly teaching the information skills and that we are mapping these skills out year-by-year to ensure that there is a logical and developmentally-appropriate progression of skill acquisition.

I preferred the idea of using surveys to inform the design process for a new, renovated or refurbished library. The UK Design Council’s Double Diamond Model had many merits including the advice to firstly encourage reflection on the current library space before undergoing a refurbishment, renovation or rebuild of the school library. Often, we want to completely throw out the old and embrace the new, but I think that it is important to first consider what aspects of the current design already work.

By using surveys, stakeholders such as students, teachers, members of the Executive and parents could identify how often they currently use the school library and their reasons for doing so before suggesting improvements that they would like to see in the future. I think that participatory design is not only essential to ensuring feelings of ownership and inclusion but also ensures that students continue to use the library in the future as they see the relevancy of it for their needs.

In my current school context, both junior school and senior school students share the same library space. A combination of survey style data collection for the older students, teachers, the leadership team and parents are appropriate combined with data gathered from student-designed projects for the younger students who are less likely to be able to articulate their thoughts and ideas in writing and would benefit from a more visual task to communicate their ideas. Junior school students would best be able to communicate their ideas with a physical style survey or design project but in order to improve response participation in older students and their parents, I would consider the use of digital data collection such as a Google survey to encourage participation in the design process.

The best way to communicate and keep members of the school community updated about the library design process in my current school context would be to utilise the school’s FaceBook and Instagram accounts to reach parents and their children as most students and parents admit to not reading the school’s newsletter that is published fortnightly. I would also suggest using the weekly scheduled school assemblies to announce news of the upgrades to update and keep the student body and teachers informed.

References

Design Council. (2024). The Double Diamond: a universally accepted depiction of the design process. Liquid Light. https://www.designcouncil.org.uk/our-resources/the-double-diamond/

Wegner and Zemsky argue that libraries have evolved from what was simply regarded as “respositories of knowledge’ to active leaders and participants in the digital transformation of information management and services (2006). School libraries are often at the forefront of innovation and are defined as being inclusive, adaptable, future-ready and sustainable places for all.

School libraries are seen as welcoming and inclusive places outside of the four walls of the traditional classroom. They provide a safe, comfortable place for students to gather, collaborate, study and socialise. Gone are the days of school libraries being silent and static. School libraries are now considered social and cultural hubs that promote a sense of community and belonging.  The design of the library partly transforms the traditional perception of the library into a dynamic space. According to the Loh’s 2018 article, dynamic libraries perform a range of purposes and, therefore, purpose-built areas of the library need to be devoted to activities such as research, private study, collaboration and hands-on activities.

These spaces within the library are also important in creating a dynamic environment that is adaptable to the needs of all school users. School libraries have had to become both adaptable and future-ready to ensure that they stay relevant to today’s users. Whilst physical books and resources will never truly become obselete, the ubiquity of digital information has presented both challenges and opportunities to school libraries and for the information professionals who work in them. Loh describes the new school library as a “cybrary” and this couldn’t be more fitting for the role of the school library in the 21st century (2018, p.7).

School libraries are indeed dynamic environments. They are at the forefront of adopting changes in the creation, management and dissemination of information in today’s world and the teacher librarians themselves serve an important function in providing links to digital information (both within the library and beyond the school library) to students and teachers. With the growing volume of digital information, the teaching of information literacy skills has never been so important.

Teacher librarians have had to adapt and become more future-ready themselves in order to evolve in the dynamic digital age of information literacy. Boyer’s article “Designer Librarian: Embedded in K12 Learning” discusses the importance of teacher librarians becoming “embedded librarians” (2015). An embedded librarian is  defined as an active member of the teaching staff who collaborates with various subject faculties to plan and develop educational materials and teach information literacy skills as part of the course. This is an important part of the evolution of libraries and library staff in the 21st century.

The rise of digital information has also expanded library services and offerings. Libraries are dynamic environments that no longer need to have patrons come to them to benefit from the resources and services provided. School libraries can now offer online databases that provide access to public library resources or even university resources, access to eBooks and both hardware and software that supports various subjects and learning styles. “Embedded librarians” are now far more comfortable instructing classes or specialised groups in the library or team teaching in the classroom.

The role of the school library has never been more important. Far from becoming an outdated service, school libraries are dynamic environments that have evolved quickly and successfully to meet the changing needs of their users in a more technology-driven landscape. Libraries are dynamic environments that are adaptable and inclusive spaces and teacher librarians are at the cutting edge of this change. By being at the forefront of information literacy and offering students and teachers a place to research, study, collaborate and come together, teacher librarians can future-proof school libraries and ensure that they are sustainable and crucial places into the future.

Y Chart of what a dynamic school library looks, sounds and feels like to me.

Y chart created using Canva

References.

Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. TechTrends, 59(3), 71-76. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=a2h&AN=102276170&site=ehost-live

Loh, C. E. (2018). Envisioning the school library of the future: A 21st century framework. Office of Education Research National Institute of Education. https://repository.nie.edu.sg/server/api/core/bitstreams/c3e6186c-3beb-419e-b602-b54c874963aa/content

Wegner, G. & Zemsky, R. (2007). Changing roles of academic and research libraries. American Library Association. https://www.ala.org/acrl/issues/value/changingroles