Category: ETL504

I did not really know the difference between managers and leaders as discussed in my previous post Managers vs leaders in the school library context (Proctor, 2023, July 27) and this had led me to believe that what I was doing was OK. Managing the library in the way I have as a first year Teacher Librarian has so far consisted of a library refurbishment and the general library duties with some highlights being genrefication, stocktake and cycling through 2 library assistants all while competing the masters degree on the job. But this is in no way leadership (Kotter, 2013) and demonstrates a limited ability in my methods thus far to advocate for the library and its services. I can see that I have the potential capacity to work on my profile within the school and lead from the middle with literacy initiatives and next practice learning that is a school strategic focus area and a prime ground for the Teacher Librarian to flex their skills through their servant leadership in creating success for others (Potter, 2015-2017).

Leadership within an organisation to me was a vertical path and the Teacher Librarian role sat with the teachers. The informal roles of leadership that have been discussed previously Teacher Librarians within the organisational hierarchy (Proctor, 2023, August 1) show that Teacher Librarians are leaders from the middle and have an important functions and school wide influence across learning areas and if advocated for the ability to lead along the vertical leadership path I had originally envisioned (Cox & Korodaj, 2019). Advocacy is one of my areas of weakness as I am not yet accessed or utilised in my current situation. I believe the advocacy (Kaaland, 2012) and influence I need comes from leading from the middle and finding my entry point with individual teachers who will also promote my collaboration and expertise, before jumping straight into school wide strategic change.

Change occurs whether we like it or not within education and the school organisation drivers of such change have been discussed previously Change in libraries: drivers, changers and proof you have something of value to add (Proctor, 2023, August 14). The payoff from drivers of change – even the unexpected ones – is that they are opportunities to evolve and adapt to new experiences and ideas and can flow through to a new wider vision of a library to adapt to the change and ensure 21^st Century learning (Alliance for Excellent Education, 2016). This does take skill to avoid inertia and putting off people and can be overcome with relationship building and communication. The issue however can be that if no one understands your role and the benefits it has to offer, there may be a lack of uptake of Teacher Librarian skills (AASL, 2013, Bishop, 2011). This is again where advocacy becomes important along with leading through influence from the middle.

The role of the librarian as an official leader is not recognised within policy documents previously discussed Teacher librarian as leader and other things – it’s a mixed bag at times (Proctor, 2023, September 29) by government agencies, so leaves no wonder that other colleagues may not always see the greater role played by the Teacher Librarian across the school. Beyond the explicit policy document language there is hidden connotation that through collaboration and specialist roles in information literacy, Teacher Librarians can be informal leaders. I hope to build my capacity in this way through building relationships with colleagues that allow for the transfer of knowledge. Furthermore the wellbeing support in library design and spaces and academic specialist role of the Teacher Librarian means they are dynamic and there may be formal recognition of this in the future.

References

Alliance for Excellent Education (2016). Future ready librarians. Future Ready Schools. https://futureready.org/thenetwork/strands/future-ready-librarians/

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.

Bishop, K. (2011). Connecting libraries with classrooms. Linworth.

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.

Kaaland, C. (2012). Developing a culture of advocacy. In D. Levitov (Ed. pp. 39-56), Activism and the school librarian: Tools for advocacy and survival. Libraries Unlimited.

Kotter, J. (2013, August 15). The key differences between leading and managing [Video]. YouTube. https://youtu.be/SEfgCqnMl5E

Potter, J. (2015-2017). The servant-leader in the library: a case study and journey towards self-transcendence. The international journal of servant-leadership, 11(1), 437-460.

Proctor, D. (2023, July 27). Managers vs leaders in the school library context. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/07/27/managers-vs-leaders-in-the-school-library-context/

Proctor, D. (2023, August 1). Teacher librarians within the organisational hierarchy. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/01/librarians-within-the-organisational-hierarchy/

Proctor, D. (2023, August 14). Change in libraries: drivers, changers and proof you have something of value to add. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/08/14/change-in-libraries-drivers-changers-and-proof-you-have-something-of-value-to-add/

Proctor, D. (2023, September 29). Teacher librarian as leader and other things – it’s a mixed bag at times. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/09/29/teacher-librarian-as-leader-and-other-things-its-a-mixed-bag-at-times/

What does a Teacher Librarian do?

Teacher Librarians seem to do it all. They really have a finger in a lot of pies and are connected across the school organisation through curriculum and extracurricular ties. The Teacher Librarian has a functional role within the school context which is outline by the NSW Department of Education (2020, February 12) acknowledging the specialist role that is played in teaching and learning. This is a dynamic role within this list of duties which deals with changes in technologies, encompasses all subjects, research, programming, strategic goals and improvement, cross curricular capabilities focused.

What is missing from this list is the social and emotional support that is offered by the Teacher Librarian and the space they lead which is equally dynamic (Capstone Publishers, 2014, October 22).

What other services do they offer… and why?

Teacher Librarians are much like any classroom teacher who has a responsibility to students in a holistic way: to see and care for the whole child. They are arguably in a better position at times to do this with the resources at their disposal as managers of collections and spaces that adapt to student needs (Grigsby, 2015). Libraries for example are wellbeing spaces for students and can be a safe space for students who need a quiet or comforting place during breaks and to get lost in books. By contrast they are also highly adaptive academic spaces where through careful planning a Teacher Librarian can pivot a space from a soft space of wellbeing to one of construction and discussion via a makerspace to ignite passion in new ideas (Daley & Child, 2015). Both of these examples offer an insight the to the role of the physical spaces that Teacher Librarians manage and lead for student benefit.

References

Capstone Publishers. (2014, October 22).  School libraries matter: the changing role of the school librarian [Video]. YouTube. https://youtu.be/6eilZJp3_h8

Daley, M. & Child, J. (2015). Makerspaces in the school library environment. Access, 29(1), 42-49.

Grigsby, S. (2015). Re-imagining the 21st century school library: From storage space to active learning space. Techtrends: Linking Research & Practice to Improve Learning, 59(3), 103-106. https://doi.org/10.1007/s11528-015-0859-5

NSW Department of Education. (2020, February 12). Policy library: Library policy – schools. NSW Government. https://policies.education.nsw.gov.au/policy-library/policies/library-policy-schools

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 21^st century learning needs. Externally there have been some significant changers that affect education and libraries that come from global and domestic sources:

• • 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).

• • 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 21^st 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:

• • 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.

Teacher Librarians are not often considered main characters in hierarchical organisation of schools with their actual job role usually having the “Teacher” part forgotten about, except when it comes to supervision of students during free periods. So where do they belong? Are they more than a teacher? Do they get paid more? Do they hold a position of power?

Most of these answers will likely not surprise or impress you if you are looking at the role as a pioneering leader who is widely recognised and rewarded openly above that level of others within a school. But that may also be context driven by the leadership Teacher Librarians take on (Turner, 2015). Teacher Librarians do not technically sit above teachers, they also do not get paid more. However, they are a dual qualified staff member with both the “Teacher” and “Librarian” aspects to their name coming with their own unique and well-earned qualifications. This positions them often ahead of other classroom teachers in terms of qualifications and also provides a role within the school which works as a school wide leader. They are more than a classroom teacher in what they do, which is to build collaboration, advocate for student outcomes and success (Crippen & Willows, 2019), and work strategically on school wide goals in a school wide way (Zmuda & Hararda, 2008). This is a professionally recognised position, but without advocacy for this may still be a hidden one (Stephens, 2011).

 

References

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), pp. 171-180. https://journalofleadershiped.org/jole_articles/connecting-teacher-leadership-and-servant-leadership-a-synergistic-partnership/

Stephens, W. S. (2011). The school librarian as leader: out of the middle, into the foreground. Knowledge quest, 39(5), 18-21.

Turner, L. (2015). Becoming a library leader. ATLA Summary of Proceedings, (69), 179-185.

Zmuda, A,. & Hararda, V. H. (2008). Librarians as learning specialists: moving from the margins to the mainstream of school leadership, 36(1), 6.

What is management?

Management comes down to the fundamental skills that make the operational side of thing work within an organisation. By this I mean the budgets, planning of projects and resources, organisation and controlling of future stock (Kotter, 2013). It sounds pretty prosaic (maybe I wrote it that way for dramatic effect) but holds an important role within an organisation.

What is managed within the library context?

Teacher Librarians manage their library space, both physically and digitally, the resources within these such as furniture, ICT, books, magazines etc., and staff and students (Lamb, 2015). Much of this is complex on its own however added to this are the expectations and chaos of also being a teacher can make this a challenging role with much to manage.

What is leadership?

Leadership builds on the strategies that are used by managers to excite and motivate others to work towards planned visions of the future (Kotter, 2013). Leaders take the step further than a manager and not only deal with what is in front of them to achieve expected outcomes, leaders plan the vision of next practice and use tools at their disposal to move beyond the expected to what could be (better).

Who is a leader in the library context?

A leader within the library is, or could be, the Teacher Librarian themselves. Could be if they prove themselves beyond simple management skills. This leadership is best demonstrated with Teacher Librarians with the coaching they do, which is different from the staff management they perform to upskill staff through professional development opportunities (AITSL, 2017, July 24). Teacher Librarians lead from the middle though as many do not occupy formal positions within the organisational structure and more likely to influence colleagues on roughly a similar level (Farrell, 2014). This can have its advantages as it is a less intimidating way of sharing and guiding others.

What is the best type of leadership for a Teacher Librarian?

In my opinion I would suggest that servant leadership is the natural leadership style of anyone in this role. The nature of servant leaders is to collaborate, build relationships and work towards successful outcomes of others (Potter, 2015-2017). The Teacher Librarian has a natural empathy and expectation in their role as the hub of information services and a specialist teacher within the school organisation to collaborate across normal boundaries found in schools such as subject differences to build staff to reach new capabilities in the information sphere (Cox & Korodaj, 2019). Similarly, the Teacher Librarian connects with all students through interactions in the library spaces and within lesson content they have likely collaborated on with teachers.

 

References

AITSL. (2017, July 24). Are you a teacher that also leads? [Video]. YouTube. https://youtu.be/lq4Zt_k6cq4

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.

Farrell, M. (2014). Leading from the middle. Journal of Library Administration, 54(8), 691-699. https:doi.org/10.1080/01930826.2014.965099

Kotter, J. (2013, August 15). The key differences between leading and managing [Video]. YouTube. https://youtu.be/SEfgCqnMl5E

Lamb, A. (2015). A Century of Change: The Evolution of School Library Resources, 1915–2015. Knowledge Quest, 43(4), 62-70.

Potter, J. (2015-2017). The servant-leader in the library: a case study and journey towards self-transcendence. The international journal of servant-leadership, 11(1), 437-460.