As part of their professional commitment TLs are expected to demonstrate collegiality and mentor colleagues (ALIA-ASLA, 2004) . This can be a challenge for some who wish to implement more democratic forms of leadership such as those that are distributed or collaborative, as they require a specific set of interpersonal skills to support their implementation.
With specific regard to aspects of mentoring, the model of the Continuum of Care developed by Rita Soulen (2020) presents a supportive process by which professional development and mentorship may be fostered. In particular, its concern for empowering new teachers through partnerships addressing collegiality by building the foundations of lasting working “interoperable relationships” . It provides a collaborative strategy which transcends the transactional and compliments the distributed forms of leadership emerging in contemporary information services management (Soulen, 2020).
In order to build and foster collaborative teams within school and
professional communities, TLs may also benefit from exploring ways to develop emotional intelligence and critical thinking traits. Shaffer (2020) has focused on nine traits and skills that TLs as leaders can focus on to improve their capacities in these areas:
Emotional Intelligence TRAITS
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Ability to function in a political environment (Relationship Management).
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Ability to build a shared vision and rally others around it by articulating the direction for the library (Relationship Management).
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Possession of a stable temperament and ability to maintain an emotional balance under constant tensions (Self-management).
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Realistic understanding of oneself: emotions, strengths, weaknesses, needs, and drives (Self-awareness).
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Cognitive ability to deal with complex scenarios or situations (Self-awareness).
Critical Thinking SKILLS
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Decision-making – One of the most important tasks a library leader must do.
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Problem-solving – Often one is given an ill-defined challenge with no apparent solution, though one must be identified.
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Critical writing – A structured argument that is based on sound evidence and leads inevitably to a logical conclusion.
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Creative thinking – One has to practice and practice creative thinking, and like a muscle, it will grow stronger.
(Shaffer, 2020)
When reflecting on these traits and skills, currently I believe there is much I can do to function in a political environment. All workplaces in recent times have become more contentious than ever, but the ideological and moral underpinnings of education can easily cause one to feel emotionally invested in particular issues. I have found that in order to personally function in the highly politicized climate of educational politics, it is essential to adopt a less radical approach to social change than perhaps I am used to, but I can see how a lack of flexibility that comes with political integrity can be a limiting factor in relationships, especially in times of rapid cultural and political change.
However, the ability to rally and collectivize around library advocacy is something that I am passionate about. I am working towards presenting my ideas and proposals in a way that more clearly expresses my agenda.
I would like to take the time to acknowledge, that as someone who lives with disability, that while I may not have “possession of a stable temperament” I do have the ability to work towards maintaining greater balance in times of tension (Shaffer, 2020). This can be particularly challenging for me when my ideas or beliefs are derided as “too complex” or “fanciful” but I have found that by reflecting on the dialectic in any given relationship, and the needs of the other can be a good starting point to establish some of this equilibrium when feeling emotionally charged.
Having the cognitive ability to deal with complex scenarios for myself is always helped by verbalizing and I recognize that it is often necessary for me to “talk it out”. Having mentors who are accessible and generous with their time and attention can make all the difference. While at CSU I have been lucky to have been supported in particular by Dr. Simon Wakeling and Lori Korodaj, who have been gracious and understanding in helping me to realize some of my more complicated ideas.
In regard to critical thinking skills, it is now my belief that one of the most important things TLs as professionals can do to ensure they are confident in this area would be to pursue, if possible, tertiary courses in education and leadership. The challenges presented by the curriculum at CSU, for example, have allowed me to experiment and test the limits of between practice and theory. Receiving critical feedback can certainly help one review their writing from different perspectives and uncover unexplored or unaddressed issues.
Emotional Intelligence and collegiality are areas that many may assume come easily, but for some they can present substantial challenges, especially those who lack confidence in their own skills and abilities. Having some frameworks from which to consider ways to reinforce the dispositions that allow collaborative practice to flourish is certainly beneficial to any TL. As a novice in the profession I have been fortunate enough to experienced the benefits of mentorship and believe it is critical to the success of any one who wishes to function in the increasingly politicized educational climate.
References
Australian Library and Information Association & Australian School Library Association [ALIA-ASLA]. (2004). Standards of professional excellence for teacher librarians. https://read.alia.org.au/file/647/download?token=6T4ajv0c
Soulen, R.R. (2020). The Continuum of Care. Knowledge Quest, 48(4), 36–42.
Shaffer, G.L. (2020), Emotional intelligence and critical thinking for library leaders (fundamentals of library management). Emerald Publishing Limited, Bingley. https://doi.org/10.1108/978-1-78973-869-820201012