Teacher librarians are strategically positioned in the middle to exert a powerful influence over student achievement. Leading from the middle is quintessentially about influencing people to achieve a goal, through a collaborative mindset. The quality of communication, in all its varieties (face-to-face, online, written, etc.) embeds itself in the different leadership roles undertaken by effective teacher librarians. Thus, collaboration and communication are two key aspects that feature repeatedly in the disposition  of effective leaders, formal and informal. Chow and Rich (2013) too acquiesce that good communication helps leaders to realise the full potential of their staff and they must consistently maintain good rapport with all colleagues (p. 7). The Case Studies served to accentuate this fact.

The Case Studies were highly relevant in portraying actual challenges that could arise in our daily work as teacher librarians. On the issue of addressing organisational behaviour (misbehaviour, actually) in Case Study 3, aspects of transformational leadership such as “mentoring and coaching” (Chow & Rich, 2013, p.3)  and servant leadership traits of “collaboration, trust, empathy, and ethics” (Burkus, 2010, para.1)  were recommended in most of the group posts (Group 14  &  Group 15) , including mine (Group 5). These recommendations highlight the need for leaders to build relationships, depict emotional intelligence (‘soft skills’) in their interactions with team members. Conyers and Wilson (2017) too reiterate on  the effects of a positive mindset, empathy and practical optimism in leaders’ approach when dealing with low morale in staff.

Sound conflict management model suggested by Group 11 and an inspiring learning organisation model shared by my Group highlighted the entrenchment of a sharing culture in the Case Work analysis. We were demonstrating distributed leadership where through interdependent sharing, we were able “to generate more opportunities for change and to build the capacity for improvement” ( Harris, 2014, para.3). This occurrence justifies Ray’s (2020) argument of thriving future-ready librarians to “look beyond their schools for communities of practice, professional learning and support” (p. 8).

Upon reflecting on the dynamics of my group’s approach to the assigned tasks, there were equally important learning points as well. Completing the assigned tasks within set deadlines brought inevitable challenges as discussed in my blogs. Nevertheless, knowledge of strategic planning and conflict management processes in library leadership management were helpful. A proactive rather than a reactive approach to problem-solving (Lodge & Pymm, 2007, p.289) was adopted. Consequently, nurturing positive optimism and its rippling effects, key elements in transformational and servant leadership style led to task completion.

An area of personal improvement is to engage in regular communication with my team and provide purposeful feedback that would increase their confidence and encourage higher levels of commitment. We averaged three active participants throughout the tasks and this certainly could have been better.

Additionally, participating in the forums widened my theoretical knowledge of leadership and offered me plentiful ways on how to lead effectively from the middle. They offered me opportunities to reflect on past experiences and hesitations to lead and presently, realise the huge potential in libraries to become the hub of the school’s teaching and learning process. It was humbling to see how generous course mates were in sharing valuable resources that strengthened my belief in prioritising networking and establishing a strong collaborative culture to be an effective teacher librarian.

(546 words)

References:

Burkus, D. (2010, April 1). Servant leadership theory.

http://davidburkus.com/2010/04/servant-leadership-theory/

Chow, A. S., & Rich, M. (2013). The ideal qualities and tasks of library leaders:

Perspectives of academic, public, school, and special library administrators.

Library Leadership and Management, 27(1/2), 1-24.

Harris, A. (2014, September 29). Distributed leadership. ACER website.

https://www.teachermagazine.com.au/articles/distributed-leadership

Lodge, D., & Pymm, B. (2007). Library managers today: the challenges. In S. Ferguson (Ed.), Libraries in the Twenty First Century: Charting Directions in Information Services (17^th  ed., Vol.27, pp. 289-310). Centre for Information Studies.

Ray, M. (2020). What is a future-ready librarian? Connections, 113(2), 8-9.

https://www.scisdata.com/media/2083/scis_connections_113_web.pdf

How fast time flies! The remaining Case Studies have been completed and a sense of accomplishment is felt.  My team worked well, averaging 3 active participants for each task.  Ensuring depth of analysis and adherence to deadlines were achieved. It definitely could not have been possible without collaboration and team spirit. Through a distributed leadership style on taking turns to lead the discussion and setting deadlines, all team members worked diligently. “High levels of trust, transparency and mutual respect” (Harris, 2014) were displayed and led to completion of the tasks.

The Case Study scenarios and focus issues were highly relevant to actual workplace challenges. The group work was a great learning opportunity at showcasing how different  approaches to issues were brought to light, time given for analysis and reaching a consensus. Tenets of servant leadership in continually using words of appreciation, support and acknowledgement was perceived in my group’s online interactions. Predominantly, all my group members maintained “positive optimism” (Conyers & Wilson, 2020) throughout its course, were sincere in our effort  and thus, were able to get the work done well.

References

Conyers, M. & Wilson, D. (2017, March 16). The effects of a positive mindset on school culture. EdCircuit. https://www.edcircuit.com/effects-positive-mindset-school-culture/

Harris, A. (2014, September 29). Distributed leadership. ACER website. https://www.teachermagazine.com.au/articles/distributed-leadership

Honestly, leading a group is not my cup of tea. If someone takes a lead, I am most happy to obey the rules and complete the tasks dutifully. However, I do feel obliged to take the lead when there is no clear direction and meeting the deadline appears uncertain. It makes me anxious.

So, when my lovely group members initiated the discussion and provided a solid background work, I was elated. Typically me, I drew up a schedule on the tasks that need to be done with the submission dates. I offered to do the collating for the first task and asked for volunteers to lead the next 2 tasks. I promptly got 2 of my group members to take the lead. I believe it showcased our distributive leadership approach.

Though only 3 of the 5 team members actively contributed to the first task, we practiced patience and discretion in understanding the challenging circumstances of the present situation (COVID-19 restrictions). We respected members’ personal commitments and believed that we will have a better participation rate for the next two tasks.

I suggested the format to present our findings and it was taken up positively by the team.There were always words of encouragement from my team members on contributions made and that encouraged bonding of the team. These typifies servant leadership where emphasis on collaboration, trust, empathy, and ethics resulted in  increased teamwork, deeper engagement, and better performance. (Burkus,2010).

After collating our contributions, I emailed the final draft to all my team members to suggest any changes and seeking their approval. I value each of my team members’ feedback and strove to build an open communication channel. With minor changes being made, we submitted the task on time. I felt happy at our level of commitment to the task and it reinforced to me, on what I believe about leadership: working interdependently and collectively yield better outcomes.

References

Burkus, D. (2010, April 1). Servant leadership theory. http://davidburkus.com/2010/04/servant-leadership-theory/

School libraries are essentially  service providing organisations…providing largely, information service to its consumers. As such, the essence of Colvin’s (2000) article that stresses on prioritising employers and employees’ humanistic values aligns well towards utopic library management.

• Workers in libraries are HUMANS.

As such, workplace dynamics in libraries ought to be focused on building a cohesive workforce, listening to workers’ needs and not pushing leaders’ targets. Mobilising a strong workforce where there is trust and respect is paramount.

• Ownership of library mission.

The mission of libraries is to transmit ‘knowledge’ that does not have OB markers to limit its size neither does it possess an absolute form.

Teacher librarians need to be constant information seekers, skilful in sieving ‘appropriate’ information and imparting research skills, the ‘how’ not just the ‘what’ in young learners. Clear, realistic goals that should drive everyone within the organisation.

• School libraries needs thinkers not robots.

Teacher librarians need to personify an image of a listener, motivator, smart worker and service provider who always prioritises students’ interests in its strategic goals. This would then propagate amongst working staff to emulate the same work ethics to direct and spur them to benefit its stakeholders.

• School libraries need to constantly reconstruct hierarchy within its organisation.

Colvin (2000) boldly asserts that managers ought to tap on workers’ strengths by prioritising the formation of working teams based on projects rather than by conventional, rigid hierarchies. Employees would appreciate the recognition and focus on giving their best.

School libraries are not places where competitive and materialistic attitudes thrive amongst its staff. It should be based on humanistic attitudes with increasing students’ learning outcomes as its objective. That deserves a humanistic not an authoritarian leadership.

Reference:

Colvin, G. (2000). Managing in the info era. Fortune, 141(5). http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1.

My understanding of leadership stems from what I had perceived through my teaching experiences in various schools, across different countries and holding various leadership positions in some of them. Setting realistic goals and building relationships mark a good leader. Additionally, being able to be foresee long-term results and instilling ownership in members are rudiments to good leadership. Succinctly, an exemplary leader is able to get everyone to work, to the best of their ability, towards a set purpose. The leader’s success is then, measured not in terms of quantitative gains but on the intrinsic progress made by each individual member and the targeted group.

The Masters in Teacher Librarianship course has been an eye-opener to me in many ways. It has made me realise on how teacher librarians are quintessential in the teaching and learning process and that the library acts as a core agent of a successful educational institution. However, based on my experience, teacher librarians are underutilised in schools. There could be varying factors for this. So, the onus is on us to make a stand and be heard.

Part C: Reflective Practice

Information Literacy (IL)

The skill-based elements (content and competency frames) embedded in Bruce, Edwards and Lupton’s (2006) Six Frames for Information Literacy (IL) education sums up my initial, conservative understanding of IL. However, I have come to understand that constraining the components of IL within fixed parameters of skills-based competencies are unachievable and ethically wrong.

Through this subject, I have come to realise that IL is a complex concept.  It encompasses numerous key indicators (information processing and intellectual  skills – discover, access, interpret, analyse, manage, create, communicate, store and share  information),  applied at all stages of learning to produce individuals who succeed not only in their educational goals but personal, social, workplace, national and global aspects. Bundy (2004) upholds that “IL is a prerequisite and an enabler for lifelong learning” (p.4).

Nevertheless, Llyod (2007) cautions that IL is an intricate, sociocultural process and educators need “to understand the context, information modalities and the role of power” in ensuring equity in their learning environment. Thus, it is most crucial for teacher librarians to  work collaboratively with teachers to innovate teaching and learning practices by embedding IL into curriculum design, to meet the increasingly sophisticated needs of a diverse and complex student population amidst an equally multifaceted information landscape.

Information Literacy models

Information Literacy (IL) models cater to the transformation of learners of the 21^st century from being passive receivers of knowledge to becoming creators of knowledge. IL models differ from traditional project-based learning in its emphasis on the process than the product. From fact-finding and reporting activities of the former, IL models scaffold students’ information processing skills through a series of steps to “move from ignorance to understanding, when involved in an inquiry task” (FitzGerald, 2015, p.18). Developing attitudes and skills associated with this IL will empower learners in a constantly shifting information environment.

Distinguishing itself from other IL models is the GIDP. It prioritises on creating teacher awareness about “students’ interconnected thoughts and feelings and actions that influenced the actions students took … especially in the Exploration and Formulation stages (Kulhthau, Maniotes and Caspari, 2012, p.18). Practitioners of this IL model act as guides around ‘zones of intervention’ to encourage and support students’ independent learning throughout a task. These two features resonate with my much sought-after educational philosophies: Maslow’s self-actualisation theories and Vygotsky’s Zone of Proximal Development where students’ emotional development is prioritised in the learning process.  Maniotes and Kuhlthau (2014) emphasise that “inquiry provides the emotional satisfaction of building personal knowledge and sharing learning (p.14). This would be my IL model of choice.

Role of TL in inquiry learning

TLs are perfectly positioned to be champions of inquiry learning in their schools. Maniotes and Kuhlthau (2014) acquiesce that TLs “know the research process and are able to help teachers design better learning experiences for students, experiences that support learning through their research” (p.16). Despite the lively sharing in the Forum Discussion (5.3 b) on the glaring challenges of implementing change within existing school practices, TLs need to be resilient and see the challenges as opportunities to carve out their niche area. TLs should seize this opportunity to collaborate with teachers at a higher level to create better learning experiences for students. FitzGerald (2011) ventures further and validates that data gathered from students at initiation, collection and assessment using the SLIM toolkit questions could serve as important feedback to students on their information searching abilities and vital evidence-based practice data for TLs. I am able to discern that this data would also fulfill a dual purpose in alleviating “a persistent hurdle on TLs when required to show quantitative data, to assess their work performance” (Narayanasamy, 2020).

TLs need to be advocates of inquiry learning in schools. They have to form partnerships with teachers and market their expertise. Teachers are “to recognise that inquiry learning was not enrichment” (Todd, 2012, p.33). Inquiry learning has to be woven into curriculum design and move students’ learning forward from rote memorisation to expertise in information research.

References

 Bruce, C., Edwards, S. & Lupton, M. (2006). Six Frames for Information literacy Education: A

conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18. https://doi.org/10.11120/ital.2006.05010002

 Bundy, A. (Ed.). (2004). Australian and New Zealand information literacy framework: Principles,

standards and practice (2nd ed.). Australian and New Zealand Institute for Information Literacy. https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

FitzGerald, L. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence-based

practice. Scan, 30(1), 26-41.

FitzGerald, L. (2015). Guided inquiry in practice. Scan: The Journal for Educators, 34(4),16-27.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry

in your school. Santa Barbara: ABC: CLIO.

Llyod, A. (2007). Recasting information literacy as sociocultural practice: implications for library and

information science researchers. Information Research, 12(4), 1-14.

 Maniotes, L. K., & Kuhlthau, C. C. (2014). Making the shift. Knowledge Quest, 43(2), 8-17.

 Narayansamy,K. (2020, May 19). Guided Inquiry. [Online discussion comment]. Interact 2.

https://interact2.csu.edu.au

Todd, R. J. (2012). School libraries as pedagogical centres. Scan: The Journal for Educators, 31(3),27-

ETL 503: Assessment 2

PART B: Reflective practice

I must admit that I had never understood the complexity of library management till I had undertaken this subject. Specifically, considering the building of library collections, I had viewed the purchasing of resources as based solely on the teacher librarian’s subjective judgement and sporadic recommendations from school leaders and teachers. The accountability held to validate each purchase was an important learning point for me. Moreover, the pivotal roles of a school library and the teacher librarian as integral parts to the teaching and learning process makes me realize the huge responsibility that the job entails. Kimmel (2014) accentuates that “the school library’s collection of resources is an important means to support the delivery of the school’s curriculum and to support the informational needs and recreational interests of students (p.18) at school, home and everyday life. Thus, the school library collection has to reflect the total curricular needs of the school community, to alleviate student achievement.

Accessibility to a high-quality school library collection is fundamental to students’ learning in the 21^st century. Considering the abundant and accelerating pace at which information is made available, students today need ever higher levels of literacy and information-processing skills. The confined space of school library collections housed and accessed within four walls is being challenged and changed forever.

The functions of school collections have expanded to enable its users to not only read a text from a print format but “to read, write and interact across a range of platforms, tools, media and social networks” (Newsum, 2016, p.102). The school library has evolved beyond “being primarily about collecting, storing and disseminating information and towards becoming spaces of social learning and spaces where knowledge is created and shared” (Tait, Martzoukou & Reid, 2016, p.2). Teacher librarians are fundamentally and uniquely suited to fulfil these needs in a school community.

An aspect of the information specialist role of teacher librarians as experts on providing multiple forms of literacy (print and digital) is achievable with a well-planned Collection Development Policy. A significant and powerful library document that provides a framework for the basis of its collections.

As simple as it may sound, I agree with Oddone’s (2019) contention that “it (CDP) is incredibly complex, and a huge responsibility…extensive consideration must be given at every step” (para.3).  The time-consuming task of designing a CDP and not knowing how to use it purposefully could be a reason for its absence or shoddy production as shared in my forum post as well as my fellow course mates (Forum 6.1). However, maintaining professional integrity and managing accountability should be seen as major reasons for designing a CDP. The latter aspect with regards to challenged materials within the school’s library collections is discussed in my forum post (Forum 6.2) which amplifies the importance of conceiving “a clearly defined method of handling complaints at the planning stage of the collection-building”(Narayanasamy, 2020).

A well-designed CDP also helps in future proofing the collection. Schmidt (2016) states that “developments in information technology and communication have changed the role of the library and its collections” (p.190) and Newsum (2016) suggests that since “technology is an integral part of the entire learning process… the systematic and structured incorporation of digital resources in the school library collection is important” to materialise the vison of preparing students for 21^st century learning. Effectively managing digital resources through regular consultation with the whole school community could serve as a crucial guiding principle of a CDP.

The practicality and efficiency of a CDP reflects the teacher librarians’ competence in addressing learners’ needs. Mitchell (2011) emphasises that “the top priority for your school library is ensuring that your school community is well served by a locally relevant collection of resources” (p.12). Taking on a personal perspective, I teach in a school where 90% of the students are non-native speakers of English and come from a highly disadvantaged community. Presently, my whole library collection comprises of print books and is devoid of a CDP. The emphasis on print and literacy is understandable as the school’s goal is to improve NAPLAN results.

As an advocate of promoting a 21^st century learning environment and not to disadvantage my students, I would aspire to add variety to my school’s library collections as a top priority. Upon consultation with school leaders on the necessity to draw up a CDP and deriving adequate funding, the following would be some of my first steps:

• Assure the provision of a balanced, current and relevant collection that “ensures access to resources for users of different ages, abilities, learning styles, and backgrounds” (Oberg, & Schultz-Jones, 2015, p.35).
• Offer various digital formats: stand-alone resources like DVDs, CDs, etc.; equipment like audio devices, disabled- friendly equipment and networked resources that provide easy access to online encyclopaedias, school’s library cataloguing system, etc.
• Establish regular collaboration channels with teachers on purchasing relevant digital resources to complement curriculum goals and content material.
• Actively promote online resources to school community “through library orientation, library web pages and research learning units” (Newsum, 2016, p.102).
• Ensure easy accessibility to digital resources through connecting library resources to school technology system.
• Create “doing” spaces (Loh, 2018) that expand beyond makerspaces and “be an activity space for students to engage in learning” (p.11). Some of the suggested activities that could take place here are drama performances, storytelling, movie screenings and invited talks. These activities are more guided by nature that would particularly suit my non-native English-speaking students.

The selection and acquisition features in my CDP would involve active collaboration with the school community and education fraternity. This is especially relevant for e-resources, to cut costs and manage the ubiquitous availability of digital resources, effectively. I have had first-hand experience on the advantages of sharing resources and teaching pedagogy through this subject’s forum discussions (Forum 4.2). It had enabled me to add numerous safe and credible sites (e.g. Creative Commons licensed videos, curriculum -related themed resources) to my library collections. Sharing resources with community libraries, gaining recommendations from edublogs and engaging in professional development are practical tips at building a strong library collection.

However, just building the collection size does not guarantee learning. A conscientious effort must be made by teacher librarians “to ensure that the right resource finds its way to the right student at the right time” (Oddone, 2020, para.15).  Ensuring that the school’s library collection policy is geared towards the needs and the growth of its users, would showcase its success.

References

1. Kimmel, S. C. (2014). Developing collections to empower learners. Chicago:

American Library Association.

2. Loh, C. E. (2018). Envisioning the school library of the future: A 21^st century

framework. Singapore, National Institute of Education, Nanyang Technological University. https://doi.org/10.13140/RG.2.2.32524.36489

3. Mitchell, P. (2011). Resourcing 21^st century online Australian Curriculum: The role

of school libraries. Journal for the School Information Professional, 15(2),10-15

4. Narayanasamy, K. (2020, May 3). Key takeaways from censorship readings [Online

discussion comment]. Interact 2. https://interact2.csu.edu.au

5. Newsum, J. M. (2016). School collection development and resource management

in digitally rich environments: An initial literature review. School Libraries

Worldwide, 22(1), 97-109.

http://dx.doi.org.ezproxy.csu.edu.au/10.14265.22.1.008

6. Oberg, D., & Schultz-Jones, B. (Eds.). (2015). IFLA School Library Guidelines (2nd

ed.). Den Haag, Netherlands: IFLA.

7. Oddone, K. (2019, August 19). School library collection development: It’s not as

simple as you might think. Linking learning. [Blog post]

https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

8. Schmidt, J. (2016). Developing a Library Collection Today: Revisiting

“Collection Evaluation, the Conspectus and Chimeras in Library Cooperation”.

Australian Academic & Research Libraries, 47, (4), 190-195.

https://doi.org/10.1080/00048623.2016.1250598

9. Tait, E., Martzoukou, K. & Reid, P. (2016). Libraries for the future: The role of IT

utilities in the transformation of academic libraries. Palgrave

Communications,2, 1-9. https://doi.org.10.1057/palcomms.2016.70

I would be lying if I were to say that this thought had never crossed my mind. Ms Bonanno’s assertion that ‘what we think, will show in our output’ is candid and undeniable. She calls for teacher librarians to be proactive and surge forward. It could be to conscientiously keep up with information technology skills and curriculum knowledge. We need to establish our individuality and areas of strength. Teacher librarians are crucial links to resourcing the curriculum and the heart of the teaching and learning process. Facing challenges with a ‘glass-half full’ approach will ensure the permanency of teacher librarians.

Reference:

Bonanno, K. (2011). A profession at the tipping point: Time to change the game plan. Australian School Library Association.

How the role of a teacher librarian is different from that of a classroom teacher?

A teacher librarian asserts a very specialised and unique position within the school community.  In addition to teacher training in education, a teacher librarian is also professionally trained in two other key areas: library science and information science. Primarily, a teacher’s responsibility lies in teaching curriculum to a specific level or class, a teacher librarian oversees the deliverance of information knowledge to the whole student population. The scope of the teacher librarian’s work entails much more.