Before joining ETL504 – Teacher Librarian as a Leader, I could not think that a Teacher Librarian can showcase their leadership in so many ways. I used to believe that leadership is more of a positional thing, and people who affect decision making are mostly school principals and project coordinators.
While studying the first module of this subject, I started thinking about different examples of leadership from literature and around me. One good example was the experience of Lana Read described by Vukovik (2019) which I reflected upon in the discussion forum (Kaigorodova, 2024, Mar 5). I could see the connection between Read and my Head of School. Being a transformational leader like Read, when he joined our school, he initiated the MSA accreditation process which helped him dive into all the processes and operations. I think starting such a project is a good way to identify gaps and develop a strategy.
When learning about middle leadership, I’ve noticed a shift in my mindset as I realised that there are a lot of leaders around who do not hold a leading position, but they lead by example. Farrel (2014) claims that leading from the middle is natural for school librarians as they collaborate with a larger community. I started looking at my position from the viewpoint of middle leadership and I saw ways I can contribute to the decision making process by becoming a part of a committee, so I joined the Literacy committee in my school.
Learning more about Leadership theory helped me understand different leadership styles. When working on Assessment 1, it was interesting to analyse the school organisational structure, identity leadership styles, and see connections between the roles. This task helped me better understand how my school is structured and who is responsible for what. I could clearly see where I was placed, my connections with other departments and possible ways to build new relationships, for example with the Student Support Team.
When learning about strategic and operational planning, I analysed my school’s mission and vision statement in a discussion post (Kaigorodova, 2024, Apr 25). This exercise set me into thinking about the library vision statement which does not exist in our school library. Bundy (2008) suggests that the vision statement should be inspiring and future oriented and I’m thinking about writing one for my library.
Another important aspect of leadership is the leader’s ability to manage and resolve conflicts. McNamara (2017) provided practical guidelines to problem-solving and decision making which I think I will use in my professional practice in case of a conflict. It was interesting to reflect on my conflict resolution style in a blog post (Kaigorodova, 2024, May 13). Boros et al. (2010) claim that cooperation is better in equal groups and I realised that I lack knowledge about other cultures, which could potentially help me avoid conflicts with other people.
My reflection on what 21st-century libraries should look like (Kaigorodova, 2024, May 16) transformed my understanding of the role of a TL in leading the change. Librarians are natural leaders of Information and digital literacy, technology implementation, community engagement and lifelong learning. Jones and Johnson (2020) insisted that providing new technology is a key growth driver for libraries. Harris and Smith (2018) suggest that good library programs and services determine the impact of the library in the community.
Informed by the learning from this subject I want to start showing my leadership by being visible to the school community and showcasing the initiatives that our library does to improve student learning. I have developed a program of integrated library lessons, which will allow me to co-plan and co-teach inquiry lessons with teachers to show how the library can support them and their students.
References:
Boros, S., Meslec, N., Curseu, P. L., & Emons, W. (2010). Struggles for cooperation: conflict resolution strategies in multicultural groups. Journal of Managerial Psychology, 25(5), 539-554. https://doi.org/10.1108/02683941011048418
Bundy, A. (2008). How are your library’s mission and vision statements? Australasian Public Libraries and Information Services, 21(1), 3-4.
Farrell, M. (2014). Leading from the middle. Journal of Library Administrations, 54(8), 691-699. https:doi.org/10.1080/01930826.2014.965099
Harris, L., & Smith, J. (2018). The importance of library programming: A user-centric approach. Library Trends, 66(1), 45-57.
Jones, K., & Johnson, S. (2020). Integrating technology into library services: Best practices for 21st-century libraries. Journal of Library Technology, 28(4), 211-224.
McNamara, C. (2017). Problem solving and decision-making. Free Management Library. http://managementhelp.org/personalproductivity/problem-solving.htm#guide
Vukovik, R. (2019). Leadership: Creating a culture of learning. Teacher Magazine. https://www.teachermagazine.com/au_en/articles/leadership-creating-a-culture-of-learning
A 21st-century library is likely to be a dynamic, flexible, and multifunctional space that goes beyond traditional perception of a repository for books. Here’s an overview of what it might look like:
Flexible Design: 21st-century libraries provide flexible spaces that accommodate different activities, such as quiet individual study, group collaboration, digital learning, maker projects or events, as opposed to being limited by fixed shelving with endless rows of books (Smith, 2018).
Technology Integration: Libraries improve their services by implementing new technology as a key contributor to their growth (Jones & Johnson, 2020). This considers providing access to digital resources like e-books, online databases, and multimedia materials, as well as incorporating cutting-edge technologies such as augmented and virtual reality .
Collaborative Spaces: 21st century libraries become collaboration hubs, which provide necessary spaces for individuals to work on their team projects generating new ideas and learning from each other (Miller et al., 2021). This may include collaborative workstations, group study rooms, and open lounge areas.
Information and Digital Literacy: In an era of rapidly changing information landscape leading to information overload, libraries are crucial in promoting information literacy skills (Lee, 2019). They provide guidelines to help patrons critically evaluate information, navigate digital resources, and become savvy consumers and creators of information.
Maker Spaces: 21st-century libraries provide maker spaces or technology labs for patrons to create, construct and learn through inquiry. These spaces provide access to tools and equipment like 3D printers, laser cutters, robotics kits, and coding resources (Brown, 2019). Maker spaces serve as a community building element by attracting people with different socioeconomic backgrounds.
User-Centered Services: 21st-century libraries are user-centered. They offer personalized services and tailored recommendations based on user feedback and data analytics (Wilson, 2020).
Community Engagement: Libraries play an active role in fostering community engagement and lifelong learning. They offer a wide range of programs, events, and services that cater to diverse interests and demographics, from children’s storytime sessions to adult education workshops to cultural events and exhibits (Clark & Garcia, 2017).
Both the building and the activities within it are important components of a 21st-century library. The building serves as the physical infrastructure that houses library collections, spaces, and services, while the activities and programming within the space determine how effectively it meets the needs of its users. A well-designed building can enhance the user experience by providing a welcoming and functional environment that supports a wide range of activities and interactions. However, it’s the quality and relevance of the programs, services, and resources offered within that determine the library’s impact and value to its community (Harris & Smith, 2018).
Thinking of the 21st-century libraries and the library I work in, I must admit that our library is not fully a 21st-century library yet. While it went through significant changes in terms of its physical spaces going from traditional aisles of bookshelves to more engaging areas with carpets, cushions, soft furniture and passive programming stations, there is a lot to be implemented in terms of technology. It would benefit from expanding the range of technological tools used in the library and creating maker space opportunities. The school library subscribes to digital databases like JSTOR, CREDO, and Britannica but does not purchase e-books for the collection. Our school library provides good services and supports information literacy development. It engages the entire school community by organising whole-school events such as Book Week, Book Drive, and book of the year competition.
Resources:
Brown, A. (2019). The role of maker spaces in 21st-century libraries. Journal of Library Innovation, 42(3), 123-135.
Clark, R., & Garcia, M. (2017). Community engagement in public libraries: Strategies for success. Public Library Quarterly, 35(2), 87-102.
Harris, L., & Smith, J. (2018). The importance of library programming: A user-centric approach. Library Trends, 66(1), 45-57.
Jones, K., & Johnson, S. (2020). Integrating technology into library services: Best practices for 21st-century libraries. Journal of Library Technology, 28(4), 211-224.
Lee, C. (2019). Information literacy in the digital age: Challenges and opportunities for libraries. Library & Information Science Research, 41(2), 89-102.
Miller, T., et al. (2021). Collaborative spaces in academic libraries: Design considerations and user preferences. College & Research Libraries, 82(3), 145-158.
Smith, E. (2018). Flexible library design: Adapting spaces for 21st-century users. Library Management, 39(4/5), 201-215.
Wilson, A. (2020). User-centered services in modern libraries: Strategies for success. Journal of Library Administration, 60(1), 32-45.
After completing the conflict resolution questionnaire I found out that my predominant approach was Style 5, which is based on honesty and openness. This style considers looking for solutions suitable for both sides without compromising the truth at the same time. It partially matches with what I think about myself because I am a straightforward person with a high sense of justice. However when it comes to conflict, I tend to avoid being involved.
Having read the descriptions of other styles and approaches to managing conflicts, I felt that Style 3 might be suitable for me because I value the relationships a lot and I give in easily in order not to escalate the conflict and maintain good relationships with others. I hardly ever have conflicts in my personal life and I have never had conflicts at a workplace.
Since it was hard for me to remember any real examples of conflicts in my life, except those from my childhood, I tried to imagine how I would behave in a conflict situation. I think I would be good at negotiation, since I am a good listener. Being patient, I always consider the positive intent of my opponent. Nevertheless, Eunson (2011) claims that negotiation only works when the conflicts are simple and the involved opponents have equal power. In case of a conflict with a senior manager, I think I would try to use my interpersonal skills to listen, ask the right questions and make points based on evidence.
Although I did not have many conflicts myself, I was sometimes involved in conflicts as a mediator. Mediator is a third party who does not show any preference to one of the conflicting sides, and tries to find a win-win situation for both parties (Eunson, 2011). I found it very hard to mediate a conflict, because I tried to avoid being judgemental or biased by looking at the situation from different viewpoints, but the conflicting parties tried their best to make me choose their side by proving their opponents wrong, instead of looking for a compromising solution. I think I need to develop better strategies to mediate conflicts. Being a teacher, I’m sometimes involved in mediating conflicts between students, for example, when I am on duty during recess time. This also requires being calm when listening to both sides and trying to suggest multiple solutions.
Thinking of what I want to develop in terms of conflict management strategies, I would like to learn more about other cultures. As I work in a multicultural environment, I noticed that sometimes conflicts occur based on simple misunderstanding. Being open-minded and knowing how to behave with people of a certain culture helps to avoid conflicts. According to Boros et al. (2010) cooperation is better in those groups where members feel equal. I would also like to develop strategies to regulate emotions. Since I have a high sense of fairness, I get easily frustrated when I feel treated unfairly. The research showed that emotional comprehension can predict positive conflict resolution strategies (Cao et al. 2023).
References:
Eunson, B. (2011). Conflict management. John Wiley & Sons, Incorporated.
Boros, S., Meslec, N., Curseu, P. L., & Emons, W. (2010). Struggles for cooperation: conflict resolution strategies in multicultural groups. Journal of Managerial Psychology, 25(5), 539-554. https://doi.org/10.1108/02683941011048418
Cao, Y., Wang, H., Lv, Y., & Xie, D. (2023). The influence of children’s emotional comprehension on peer conflict resolution strategies. Frontiers in Psychology, 14(1142373). https://doi.org/10.3389/fpsyg.2023.1142373