Throughout this subject, my understanding of leadership and the role of the teacher librarian (TL) as a leader has developed significantly. Initially, I saw the TL as someone who manages library resources and supports the school community through information services (Sha, 2023, July 11). However, as I progressed through the course, my perception of the TL expanded. I now see the TL as a proactive leader, playing a crucial role in fostering digital literacy, information fluency, and creating a future-ready learning environment (Branch-Mueller & Rodger, 2019).

At the start of the subject, I focused mainly on the day-to-day responsibilities of a TL, such as maintaining collections and supporting literacy initiatives. However, through discussions and readings on various leadership styles, such as transformational, distributed, and servant leadership, I began to appreciate how these leadership approaches can empower TLs to be key change agents in school. For instance, transformational leadership encourages innovation and motivates staff and students (Wilson Heenan et al., 2023), while distributed leadership highlights the importance of collaboration, which aligns with how TLs often work across departments and with different stakeholders (Larsson & Löwstedt, 2023). This view is further supported by Williams (2024) in her forum post, where she believes a TL as a transformational leader will inspire and promote change through collaboration in school.

In one of my other blog posts, I mentioned the importance of TLs in supporting inquiry-based learning (Sha, 2023, September 29). As I reflect on that now, I see how this role is deeply intertwined with leadership. Inquiry-based learning requires students to engage critically with information, and the TL, by leading digital literacy initiatives, directly supports the development of these critical thinking skills (Sha, 2024, May 25). The TL’s leadership is about guiding not just students, but also staff, in navigating the ever-changing digital landscape.

My understanding has also been influenced by our discussions on strategic planning. Learning how to strategically position the library to align with school-wide goals, such as enhancing digital literacy, has deepened my appreciation for the TL’s leadership role in advocating for and implementing systemic changes. As we explored strategies for overcoming resistance to change, I came to see how TLs can lead from the middle to build consensus and support sustained change. A key challenge for TLs is often gaining buy-in from all stakeholders, but I now understand that by fostering collaboration and demonstrating tangible benefits to students’ learning outcomes, TLs can more effectively address resistance and secure support for new initiatives.

Looking forward, my practice as a teacher librarian will be shaped by this more dynamic understanding of leadership. As I mentioned in the forum post, I will commit to professional learning and aim to be an advocate for digital literacy and information fluency, taking a leadership role in driving innovation and collaboration across the school (Sha, 2024, September 8). Furthermore, I now recognise that leadership is not just about directing others, but about empowering and supporting both staff and students to engage meaningfully with information and learning. I feel confident that this knowledge will help me create a library that is not only a hub for information but also a centre for leadership and learning in the school.

Reference:

Branch-Mueller, J. L., & Rodger, J. C. (2019). Taking it Outside the School Library: Teacher-Librarians as School and District Leaders. Selected Papers from the … Annual Conference, International Association of School Librarianship, 1–11.

Larsson, P., & Löwstedt, J. (2023). Distributed school leadership: Making sense of the educational infrastructure. Educational Management, Administration & Leadership, 51(1), 138–156. https://doi.org/10.1177/1741143220973668

Williams, J (2024, September 5). Transforming the library. [Comment on ‘Module 4.3: TLs as change leaders Why]. Forum; Module 4. https://learn.csu.edu.au/d2l/le/17890/discussions/topics/34505/View

Wilson Heenan, I., De Paor, D., Lafferty, N., & Mannix McNamara, P. (2023). The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature. Societies (Basel, Switzerland), 13(6), 133-. https://doi.org/10.3390/soc13060133

In response to declining recreational borrowing and reduced student engagement with the fiction collection, genrefication is being proposed as a strategy to reimagine how students interact with the library. By organising books by genre, rather than alphabetically, the library aims to create a more intuitive, engaging experience that might better capture students’ interest.

Problem-Solving in the Change Process

To successfully implement genrefication, effective problem-solving is crucial. This requires addressing both internal library challenges and external school-wide considerations.

• Internal factors: Within the library, we must assess how best to categorise and shelve books in ways that align with student preferences. This may involve surveying students to determine their favourite genres or running a trial period to gather feedback. Additionally, retraining library staff to navigate the new system and assist students will be essential.
• External factors: From a broader school perspective, promoting the genrefication initiative to both students and teachers will be key. Engaging the school community in the process—perhaps by collaborating with English teachers to tie fiction borrowing to class reading activities—will create greater buy-in. Effective communication about the new system will also be necessary to avoid confusion or resistance.

Leadership Style: Transformational Leadership

To address the problem-solving required in this change process, transformational leadership is an ideal style. This approach focuses on inspiring and motivating staff and students alike, making it a powerful tool for promoting genrefication.

Key attributes of transformational leadership that would facilitate this process include:

1. Visionary thinking: The ability to articulate a clear and compelling vision for how genrefication can reignite students’ passion for reading will motivate staff and students alike.
2. Collaboration: Transformational leaders encourage teamwork and open dialogue, allowing staff to feel involved in the decision-making process. By gathering input from library staff, teachers, and students, the genrefication plan can be shaped to meet the community’s needs.
3. Support and encouragement: A transformational leader will provide support to staff as they navigate the change, offering guidance, professional development, and encouragement.
4. Adaptability: Given that genrefication is a new approach, the ability to be flexible and adapt the system based on feedback will be essential. Transformational leaders are open to re-evaluating decisions and making improvements along the way.

By employing transformational leadership to solve problems collaboratively, the library can facilitate a smooth transition to genrefication, ensuring that both staff and students feel supported and engaged in the process.

Charles Sturt University (CSU) presents an intricate organisational structure that requires careful analysis to determine its classification within organisational theory. The three primary organisational structures are hierarchy, team-based, and matrix. Each has distinct characteristics and implications for management and communication within an institution.

CSU’s Structure Analysis:

Hierarchical Elements – CSU’s structure displays a strong hierarchical component. The presence of multiple deputy vice-chancellors, chief officers, and various divisions and schools indicates a clear chain of command and defined lines of authority, which are characteristic of a traditional hierarchical structure.

Team-Based Elements – While hierarchy is evident, CSU also shows elements of a team-based structure. Divisions such as the Division of Learning and Teaching and the Division of People and Culture suggest a collaborative approach to specific operational areas, fostering teamwork within these units.

Matrix Elements – A matrix structure is typically defined by dual reporting relationships and a blend of functional and project-based management. CSU’s structure includes several research institutes and centres, such as the AI and Cyber Futures Institute and the Rural Health Research Institute, which might operate with cross-functional teams. However, the structure primarily leans towards functional management, with clear vertical divisions rather than a true matrix’s dual lines of authority.

CSU’s organisational structure predominantly aligns with a hierarchical model, incorporating team-based elements to promote collaboration within specific divisions. Although there are aspects that suggest a matrix approach, such as research institutes and specialised centres, the structure lacks the dual reporting relationships characteristic of a true matrix. Therefore, it should be considered more of a hybrid structure with strong hierarchical foundations rather than a pure matrix model.

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