Introduction:

In the realm of educational leadership, Bush’s (2015) organisation theory outlines four important elements: goals, structure, culture, and context. These elements provide a framework for understanding and steering educational institutions. Conversely, Robinson’s (2010) “Changing Education Paradigms” critiques the enduring educational models and underlines the necessity of evolving school cultures to foster contemporary learning paradigms.

Comparative Analysis:

1. Goals: Bush (2015) emphasises clear, strategic goals to guide educational leadership. Teacher librarians can drive change by championing initiatives like guided inquiry learning, which aligns with overarching educational objectives to promote critical thinking and lifelong learning. Robinson (2010) advocates for goals that foster creativity and divergent thinking, essential for modern education.

2. Structure: Traditional hierarchical structures in schools, as noted by Bush, often hinder innovative practices. Robinson (2010) argues for more flexible, learner-centered structures. Teacher librarians can advocate for collaborative spaces and integrated technology, fostering a more dynamic and adaptable educational environment that supports personalised learning experiences.

3. Culture: Both Bush and Robinson highlight the centrality of school culture. Bush (2015) sees it as a binding element, while Robinson (2010) views it as a critical factor in transcending outdated paradigms. Teacher librarians can influence school culture by initiating whole school reading programs, which cultivate a shared love of reading and learning. Additionally, promoting a culture of creativity and innovation is essential to align with Robinson’s vision.

4. Context: Understanding the broader societal and educational context is crucial. Bush (2015) and Robinson (2010) acknowledge that external influences shape educational practices. Teacher librarians can respond to these contexts by curating diverse and inclusive collections that reflect and respect the wider societal changes and needs. Adapting to cultural shifts and preparing students for a rapidly changing world are vital.

Conclusion:

In the decade since Robinson’s (2010) presentation, some traditional educational structures remain, but there is a growing recognition of the need for cultural shifts. Teacher librarians, by aligning with Bush’s organisational theory and Robinson’s vision, can be key drivers in transitioning to contemporary learning paradigms through targeted school library programs that nurture creativity, personalization, and cultural relevance.

References

Bush, T. (2015). Organisation theory in education: How does it inform school leadership? CORE. https://core.ac.uk/download/pdf/162657439.pdf

Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U