Change in organisations such as libraries are continually experiencing change from a range of internal and external drivers (Zimmermann, 2011). Internally change comes from the continual cycles of updates in strategic improvement plans, staff attitudes, student access of library resources, and advancements in resources and equipment all revolving around 21st century learning needs. Externally there have been some significant changers that affect education and libraries that come from global and domestic sources:
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- Digital literacy has become a global changer to standards moving beyond learner’s needs at the foundational ICT levels to a more holistic approach to digital skills required to be successful online and have future focussed and desirable employment skills (DQ Institute, 2021, International Federation of Library Associations and Institutions, 2023). Digital literacy has also been a development affecting Australian schools with ACARA updating the focus of ICT to a new capability of digital literacy, incorporating specific additions to online safety and protection (ACARA, 2021).
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- The Alice Springs (Mparntwe) Education Declaration has now superseded the Melbourne Declaration in an agreement of the Council of Australian Government Education (2019). This new agreement builds on the previous by extending targets and looking at life long and 21st Century learning, whilst emphasising the need to focus on mental health among other key areas.
Change drivers have impacts within schools and often the practical nature of change making comes to those who have specialist roles within the organisation. Teacher Librarians occupy a special role that has them as a classroom teacher and a specialist educator prime to collaborate with all staff across the organisation where needed. For this to be effective there are certain skills or processes required to lead change from the often ‘middle’ that the Teacher Librarian occupies as their space in the organisational hierarchy:
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- Communication
- Collaboration
- Problem solving
- Conflict resolution
(Zimmermann, 2011)
Change can come at a price for those leading it and this often comes from inertia and failure along with what might feel like an overloading of work (Lodge & Pymm, 2007). Teacher Librarians much like any other educator have limited time and resources, however, can also occupy that special place in colleagues and executives’ minds of do-nothings. People don’t always trust or want the help, let alone leadership from a Teacher Librarian – the sad fact is they often need convincing through advocacy of the actual role and strengths it can bring from the middle vantage point (AASL, 2013, Bishop, 2011).
References
American Association of School Librarians. (2013). Chapter 4: Empowering learning through leadership. In AASL, Empowering learners: Guidelines for school library programs (pp.57-63). American Library Association.
Australian Curriculum, Assessment and Reporting Authority. (2021). General capabilities – digital literacy (previously ICT): Consultation – introductory information and learning continua. https://www.australiancurriculum.edu.au/media/7024/gc_digital_literacy_ict_capability_consultation_curriculum.pdf
Bishop, K. (2011). Connecting libraries with classrooms. Linworth.
Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/alice-springs-mparntwe-education-declaration
DQ Institute. (2021). What is the DQ framework? global standards for digital literacy, skills, and readiness. https://www.dqinstitute.org/global-standards/
International Federation of Library Associations and Institutions. (2023). IFLA Trend Report. http://trends.ifla.org
Lodge, D. & Pymm, B. (2007). Library managers today: The challenges. In S. J. Ferguson (Ed.), Libraries in the twenty-first century: Charting directions in information services. https://doi.org/10.1016/B978-1-876938-43-7.50017-X
Zimmermann, N. (2011). Dynamics of Drivers of Organizational Change. Springer Gabler.
