Part B: Reflection

I confess I never used to see the Teacher Librarian (TL) as a leader. In my school library, we are reactive: offering support to staff and students as the need arises. This keeps us busy, but there is no expectation for us to pre-empt need, and certainly no expectation for the TL to be a leader from the middle. Initiatives occur only within the scope of the library space itself, in terms of resourcing the collection and how the space is used. My principal supports this reactive nature, expressing to me her view of the library as one part of a complex support system for students (but perhaps less so for staff). This view is far from surprising: it matches my own, before beginning this subject, and echoes a broader lack of understanding of what the school library can do (Chow et al, 2019). However, a positive way to look at this reactive quality is that it produces a TL who is an adaptive problem-solver, “comfortable with discomfort” (Godfree & Oddone, 2023, p.47). Reframing an issue as a strength enables me to build on these qualities rather than see them as a barrier.

Just as subject teachers need to be experts in their field, so too is the TL a specialist in the field of information management. As such, they need to be informed and current in their knowledge and expertise in order to be taken seriously as a leader. This knowledge base includes digital literacy, which TLs should be “immersed in” (Sparks, 2022). At the senior secondary level, digital literacy includes researching skills, but the library’s subscription databases (such as EBSCO) go under-utilised; many students do not know they’re there or how to use them. Through greater collaboration with subject teachers, and accessible teaching resources, students could improve their academic integrity and writing skills at the same time as their reading and digital literacy skills.

As I noted in my reflection post on education paradigms (Badcock, 2023, July 25), the TL is in a unique position due to the fact that there is no formal curriculum for them to follow. While this means that they must constantly advocate for their expertise to be recognised, it also provides flexibility: the TL isn’t constrained by rigid course documents covering specific content and assessment outcomes in a tight timeframe. However, because subject teachers do have this constraint, it puts the onus on the TL to devise systems of support and bring them to the teachers, and to argue for their implementation in the classroom. Crombie, in her blog post (2023, August 3), argues that the TL influence school culture through being a role model, championing the General Capabilities (including digital literacy) and creating clear and open communication with the formal leadership team. This perspective is an important one, reflective of the servant leadership style that best suits the TL: model quietly, consider the needs of others, and work towards goals for the good of the whole school.

The idea that a TL could lead professional learning (PL) opportunities is both a new concept to me and an inspiring one. It would solve the issue of low visibility and credibility within the school. L. Grassi, in her comment (personal communication, September 26, 2023), emphasises the need for the TL to maintain their own professional learning – this will require the support of the principal, which brings us back to their perspective of the role of the TL and the library. Connecting a PL opportunity to the School Improvement Plan (SIP) is necessary in gaining approval; as such, this subject has given me greater insight and tools into how I can effectively do this. Devising an evidence-based strategic plan (Wong, 2012) in relation to the SIP, supported by the library’s mission and vision statements, is a necessary first step and one that can ensure the library remains relevant, beneficial and well-supported.

References:

Chow, A., Robinson, J., Paulus, L., Griffin, B., Zinicola Smith, N., & Watterman, A. (2019). From me to we: Seeing is believing. Knowledge Quest: Curating a Digital Collection, 48(2). https://knowledgequest.aasl.org/wp-content/uploads/2019/10/KNOW_48_2_OE_Chow.pdf

Godfree, H. & Oddone, K. (2023). Teacher librarian as mentor: A vision for improving school outcomes. Australian Educational Leader, 45(1), 48-51.

Sparks, S. D. (2022, February 16). Reinventing the school librarian’s role: How a NYC library director adapted to change. Ed Week. https://www.edweek.org/leaders/2022/reinventing-the-school-librarians-role-how-a-nyc-library-director-adapted-to-change

Wong, T. (2012). Strategic long-range planning. Library Media Connection, 31(2), 22-24.