Working in a collaborative environment, weather online or otherwise, bring people together and creates collaborative conversations. This is no different in the case of the fortnightly case study work. As teachers we adapt to our environment, digital inhabitants (Prensky 2001). In the Web 2.0 landscape we interact and collaborate differently than real life. Throughout the case study there was a new skill learnt, including communicating online, developing ICT skills and even building working relationships with people we had never met.
In this particular online environment collaboration is lent itself to embrace an area of strength, each member honed in on their own skill set and shared with that with the group – distributed leadership in practice. There was no one leader and each person’s role within the group changed from week to week, depending on the individual’s external demands and their personal experience challenges faced by the case study. As any physical team would, everyone rallied to bring our contributions together and there was someone collate our efforts for submission. This evoked a sense of accomplishment and satisfaction that any physical teamwork consolidation would bring. This case study has built new relationships with new peers – a network of colleagues that I believe will last beyond this unit.
Each case study that was presented to the group gave everyone the opportunity to reflect upon the module learning, as well as the real-life connection we could relate. Throughout the case studies, and the unit, the teacher librarian (TL) must don many hats, even taking on a chameleon like qualities to change according to the situation or need that arises. This was certainly highlighted with each case study that was deliberated.
Throughout the case studies, there were several key points that rang true – relationships, planning, and change. Points the Group 2 addressed in highlighted the need to improve staff morale, discussing the point of holding meetings to assist in making connections with staff (Group 2, 2019; 3). Throughout the module it was clear that communication is key in building relationship, understanding others, getting to know them and strengths, and as a leader identifying the key role they play within the team (Fleet, De Gioia & Patterson, 2016). In any workplace to have positive working relationships is to have a positive work environment.
To have growth and progression a TL must evoke change. Many factors are required for success change to be implemented. In Case Study 4 and 5 conversation circulated around budgeting and planning. The TL leads from the middle to harness the needs to the community and bridge connection to the stakeholders (Hancock, 2010). To implement change there is a need to inspire staff and don the transformational leadership to gain support and momentum. Strategic planning, relationships with the executive and finance teams are stepping stones for success. Developing trust from staff, for their support is vital as well – (Group 2, 2019; 4&5). Change require transparency to gain support of the community.
The collaborative aspect of the course was most valuable because I was able to make professional connections with other like-minded people. To be able to bounce ideas, learn from my peers and apply my own knowledge in an online forum really consolidated my learning and affirmed my leadership journey as a teacher librarian.
References
Fleet, A., De Gioia, K. & Patterson, C. (2016) Engaging with educational change: voices of practioner inquiry. Australia: Bloomsbury Publishing. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=4471164
Group 2. (2019, April 6). Group 2 Case Study 3 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42384_1&nav=discussion_board_entry&conf_id=_78887_1&forum_id=_153674_1&message_id=_2234894_1
Group 2. (2019, April 26). Group 2 Case Study 4 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42384_1&nav=discussion_board_entry&conf_id=_78887_1&forum_id=_153662_1&message_id=_2257354_1
Group 2. (2019, May 11). Group 2 Case Study 5 [Online forum comment]. Retrieved fromhttps://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42384_1&nav=discussion_board_entry&conf_id=_78887_1&forum_id=_153664_1&message_id=_2282647_1
Hancock, K. (2010). Leadership from the middle: building influence for change. In Coatney, S. (Ed.), The Many Faces of School Library Leadership (chap 1). Santa Barbara, CA: Libraries Unlimited.
Prensky, M. (2001). Digital natives, digital immigrants, part 1. On the Horizon, 9(1), 1-6. doi: 10.1108/10748120110424816