Posts Tagged ‘Role of teacher librarian’
Technology is a great tool to harness information in the 21st century learning environment. It is the teacher librarian’s (TL) responsibility to ensure that students ‘have access to well-organised systems for retrieving resources’ (Gemell, 2022, July 24), since effective school libraries enhance student learning outcomes (Libraries Tasmania, 2022). This is achieved by providing easy access to information in a range of formats through the use of technology. Effective school libraries also assist with integrating information literacy skills across a range of curriculum areas (Libraries Tasmania, 2022). All these aspects are covered in a well-constructed research page.
Creating digital learning objects is an important role of the TL to support digital literacy for students. A digital learning object is ‘a standalone piece of digital content that can be used and reused for learning purposes’ (IGI Global, n.d.). ‘The TL is well-placed to curate digital resources for teachers and students to access’ (Gemell, 2022, August 22), making them a ‘one-stop-shop for accessing information quickly and easily’ (Gemell, 2022, August 22). This idea is supported by ACT Government (2019, p. 7), stating ‘Teacher librarians are professional curators – they select only the most useful resources for teaching and learning’. By creating research guides, TLs assist in locating reliable, meaningful and authoritative resources in a world of information overload (ACT Government, 2019). Research guides also ‘encourage active engagement in the interactive information seeking process’ (Education matters, 2022).
Teaching and support are required in students’ development of information literacy and research skills (Loh, 2019). Students do not naturally have digital literacy skills (Kirscher & De Bruyckere, 2017). Kelly (2022, September 16) stated that there is ‘value in building the essential skills students need to be successful, particularly when using digital technologies’. I agree with this statement and as a TL it is imperative to teach our students the skills they need to be successful. ‘This world of ever-changing information is a minefield for students to navigate and we are all having to upskill in a variety of areas in order to successfully navigate and access the information we require’ (Gemell, 2022, July 24).
Creating research guides presents challenges relating to copyright. As the TL I must be an exemplar for best practice. This was discussed in relation to the use of book covers as pictures when creating research guides. The main point from the discussion is that using the book covers is highly unlikely to have any negative effects, however it’s important that correct copyright practice is modelled (Oddone, 2022, September 13). I found the smartcopying website to be reliable resource.
Another challenge that arose is the consideration of the reading level of the online resources. Knowing my students is key to selecting appropriate resources, but this was also backed up by the use of website readability checkers. The two that I predominantly used were Webfx for individual pages and Experte for entire websites. The accessibility of the online research guide also needed to be considered. ‘If students are presented with a resource that is not suitable for their needs, then it is of little use’ (Gemell, 2022, September 8). This is also true in the evaluation of search engines. ‘It’s important to think about what the students need out of their searching’ (Gemell, 2022, August 4).
To validate the effort of building a research page, it needs to be used by students and promoted by teachers. It is not a matter of ‘build it and they will come’. Having the research pages located on a platform that students use regularly helps in this conundrum. In my current role, LibBase (part of Infiniti) is used as the research guide platform. These are linked to class pages and promoted in class by the classroom teachers. As a result, these research guides are well-used (Gemell, 2022, August 2022).
In building the research guide I have learnt to consider the readability of a website, including the reading level, navigation and layout. I have also learnt to do some coding (thanks to a wonderful colleague) to ensure that the website was fit for purpose.
References
ACT Government. (2019). School Libraries: The Heart of 21st Century Learning. Canberra: ACT Government: Education. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Education matters magazine. (2022). School libraries supporting 21st century learning. https://www.educationmattersmag.com.au/school-libraries-supporting-21st-century-learning/
IGI Global. (2022). What is a digital learning object. https://www.igi-global.com/dictionary/enhancing-21st-century-learning-using-digital-learning-objects-and-multiple-intelligence-theory/67087
Kelly, S. (2022, September 16). Creating resources [Discussion board]. ETL501, Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281396_1&message_id=_4131909_1
Kirschner, P.A. & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001
Libraries Tasmania. (2022). Effective school libraries. https://libraries.tas.gov.au/school-library/Pages/effective.aspx
Loh, C. E. (2019). Envisioning the school library of the future: A 21st century framework. https://doi.org/ 10.13140/RG.2.2.32524.36489.
Oddone, K. (2022, September 13). Referencing pictures [Discussion board]. ETL501, Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281392_1&message_id=_4222723_1
Key aspects of Web 2.0 that are likely to impact on education in today’s schools include web search skills, website evaluation strategies and the effects of social media.
The use of search engines has a huge impact on education. There are a vast number of search engines available, and they all allow a list of websites appearing at the click of a button. This information glut can be difficult to navigate, particularly if students do not have the skills to effectively evaluate websites. These skills are not innate, and students are not digital natives (Kirscher & De Bruyckere, 2017). It is disservice to our students to assume they have the skills to navigate and discern information presented to them online. Just because our students have grown up in a world where the internet always been in their lives, does not mean they naturally have the skills to navigate it. To put this in perspective, we all grew up in a world where there are cars, however we all needed explicit instruction to learn to drive one.
Web 2.0 provides an interactive experience for students, and they can comment on and ‘like’ pages and posts. They can create their own blogs and interact with other internet users. This opens a whole can of worms for schools around cyber-safety for their students. All schools have a responsibility to ensure that students are safe online. Schools need to have a ‘Responsible use of ICT’ policy and it needs to updated regularly and adhered to. This helps to ensure students’ online safety.
The impact of social media platforms is ongoing in schools. It’s more than teaching students about the dangers of these social media platforms (grooming, cyber-bullying, identity theft) but for schools to understand what behaviours are being promoted in trending videos (Wright, 2022). With this knowledge, teachers can support students in their safe navigation of these social media platforms. Our students are exposed to more information than ever before and they must have the skills to navigate this information. Remember, not everything you read in on the internet is true!
This might all seem like a lot of doom and gloom with the online dangers for our students. But there is a light! The teacher librarian can support students in their skills to navigate Web 2.0 tools. From effective search skills to website evaluation, the teacher librarian is well-placed to teach these skills explicitly in a range of subject areas across the curriculum. There is also opportunity here for the teacher librarian to provide professional development to staff to upskill them in these areas as well. Web 2.0 applications are here to stay and cannot be ignored. To ignore these is to ignore student needs.
References
Kirscher, P.A., & De Bruyckere, P. (2017). The Myths of the digital native and the multitasker. Teaching and Teacher Education. 10(67) 135-142.
Wright, A. (2022, April 7). TikTok: What Are the Dangers and What Should Schools Do? School governance. https://www.schoolgovernance.net.au/news/tiktok-what-are-the-dangers-and-what-should-schools-do
The layout of the library takes many factors into consideration. It needs to be visually appealing while servicing the needs of the school community. It needs to be a place of quiet study and collaboration. It needs to be a flexible, yet practical. Many of these considerations seem to be contradictory and presents the conundrum of ‘How does the library cater for all these needs?’
The conundrum
Different sections of the school are going to require different uses of the library space. This morning I was faced with one such conundrum around the use of the library. In the mornings, the library is a buzz of activity; students studying, chatting, playing cards, catching up on homework, and playing chess. There is particularly boisterous group of Year 8 students who enjoy sitting and chatting in the library. Their favoured space is close to tables at which the Year 12s like to study in small groups. One Year 12 student was labouring over a past paper and was getting frustrated about the Year 8s chatting. All students have equal rights to accessing the library space, but the Year 12 student didn’t see it that way. The year 12 student was offered a small study room, but he declined saying he preferred to be at the table. Who was right in this interaction?
This particular scenario is not unusual in the library space; one that I am sure we have all faced at one time or another. The question is, what do we do about it? Are we meeting the needs of the students in the current library space?
Role of the library
Loh (2019) states that “The five key roles of a 21st century school library are to support reading, research, collaboration, studying and doing” (p. 4). This is a far cry from the library of old, where it was simply a place to store and access knowledge and information (Australian Library and Information Association, 2014; Halder, 2020; Rashid, 2020). The library is a much more dynamic space now than ever before and is being used in dynamic ways. The space must have the flexibility to cater for all students needs within the five key roles. Reading, researching and studying require a quiet space, while collaboration and doing require a space that allows talking and movement.
Solving the conundrum
The key to the solution is being definite about what each section of the library is used for. There needs to be areas for quiet study, researching and reading, and there needs to be areas for collaboration and doing. When there is cross-over in these areas, that is when the situation outlined above occurs.
There is no one-size-fits all solution, and it’s vital for the teacher librarian to assess the needs of the students and staff through conversations and understanding the curriculum. They then apply this knowledge of their community to designing the space to suit the varied needs.
References
Australian Library and Infomation Association. (2017). Future of the library and information science profession school libraries. Canberra: Australian Library and Infomation Association. https://www.alia.org.au/futureoftheprofession
Halder, D. (2020). A transitional shift from traditional library to digital library. In A. K. A. Kaushik, Handbook of research on emerging trends and technologies in library and information science (pp. 147-156). IGI Global.
Loh, C. E. (2019). Envisioning the school library of the future: A 21st century framework. https://doi.org/ 10.13140/RG.2.2.32524.36489.
Rashid, M. H. (2020, December 28). Difference Between Traditional and Digital Library. Library & Information Managemet. https://limbd.org/
Before I sink my teeth too far into a new unit, I like to take a moment to pause and really think about what I already know (or think I know) about the subject. What does ‘dynamic information environment’ mean? The word ‘dynamic’ is really the key here. It shows that the world of information is ever-changing and not static or stagnant. The phrase does not specify whether the information environment is physical or digital so I’m going to apply it to both contexts. This world of ever-changing information is a minefield for students to navigate and we are all having to upskill in a variety of areas in order to successfully navigate and access the information we require. So, what does this all mean in the context of a school library and the role of the teacher librarian?
According to Australian School Library Association (ASLA) (2022) the teacher librarian has three main roles. These roles are as curriculum leaders, information specialists and information service managers. Teacher librarians as information specialists and information service managers both contribute to the navigation of a dynamic information environment. The teacher librarian ensures that students and teachers have access to well-organised systems for retrieving resources. For this to be effective the teacher librarian must ensure that these systems are well maintained with the focus being on the users. Just because a system works well for the teacher librarian, it may not be suitable for the school community. These systems must consider both the physical and digital resources.
How does the dynamic information environment relate to the physical space of the library? My initial thought is that the library space must be flexible to accommodate the variety of ways in which the school accesses information. Just like the way the information landscape is every-changing, then the library space needs to adapt to accommodate this constant change. A library space is a place for collaboration, exploration, leisure as well as research and individual study. The physical space must be dynamic in its own way to function within and support the dynamic information environment.
There is a lot to consider and unpack in three words but these thoughts are just the beginning of the learning journey in ETL501.
The role of the library is to support the needs of the school community by providing a wide range of physical and digital resources (Fleishhacker, 2017; International Federation of Library Associations (IFLA), 2015). It sounds quite simple but is a daunting task that involves knowledge of the curriculum, the school community, the current collection and how to build and manage a balance of resources that best support these needs.
Prior to ETL503 I did not realise that resourcing was the responsibility of both the teacher librarian (TL) and the classroom teacher (CT). I thought that supporting teachers involved providing resources such as pathfinders, lists of websites and piles of books (Gemell, 2021, November 4). In fact, selection of resources is set out in Standard 3.4 of the Australian Professional Standards for Teachers (2014). I now understanding that for optimum resourcing, it is vital for the TL and the CT to collaborate, with the TL providing a whole-school birds-eye view of resourcing across the curriculum, and the CT focused on their class’ needs (Gemell, 2021, November 8).
I was also initially baffled by the seemingly interchangeable terms of collection development and collection management. Through further investigation and discussion, I sifted through the terminology to discover that the two terms are, in fact, different. I was involved in a great discussion with several other students, and we nutted out that management is what happens after the collection has been developed (Gemell, 2022, January 3). This was summed-up perfectly by Kay Oddone (2022, January 10) who commented that “development is an activity that is part of the overall management of the collection.” Through this discussion I developed further understanding in the nuance between collection development and collection management.
I then came face-to-face with the concepts of copyright and creative commons. I must admit, this is an area that I have never put much thought into and I’m sure I have been in breach of copyright at some time. I was under the impression that anything could be used so long as it was properly referenced (Gemell, 2021, December 12). However, this area is hugely complex and goes far beyond appropriate referencing. I believe there is an expectation that librarians have a basic understanding of copyright and licensing of electronic resources and, as such, support the school complying with copyright requirements (Copyright laws, 2021). To assist with this, I found an invaluable resource in the website https://smartcopying.edu.au/.
I had previously heard of creative commons, but like copyright, had never given it much thought. I now understand that creative commons licenses help with the sharing and reusing of creations. Creating my own post (Gemell, 2021, December 12) about the different licenses and their uses has definitely supported my understanding of the link between copyright and creative commons. This understanding is invaluable as a TL because it helps to ensure that the library is complying with copyright, and also able to provide resources under creative commons licenses to support the school community across the curriculum. Through this knowledge of creative commons and copyright the TL is also in a strong position to advise others on copyright issues and the use of creative commons materials.
Through ETL503, I have an improved understanding of the importance of a collection development policy (CDP) as a strategic document. According to the Australian Library and Information Association (ALIA, 2017), “A collection development policy is essential to a school library as it explains why the collection exists” (p. 8). During discussions with other students, it was surprising to realise just how many schools did not have a current CDP, or even more startling was the schools that did not have one at all. I found myself in that position with a policy available for my secondary school, but no policy for the primary school (Gemell, December 27). If it is such a crucial document, then why is it seemingly not a priority?
Collection development is an incredibly complex process with a multitude of facets (Oddone, 2019, August 19). These facets increase with the development of technology and changes in information access, not only in schools, but in society as a whole. It serves as a blueprint for the overall goals, processes and overall management of the library (Abercrombie, 2018, 30 May), ensuring there are clear processes for budgets, resource selection, deselection and challenged materials (Abercrombie, 2018, 30 May; Libraries Tasmania, 2021). The policy is also explicit in its descriptions of the school profile including their specific requirements. With all these elements in mind, the CDP must be updated regularly to stay current (ALIA, 2014).
The development of a CDP is an important matter to discuss with the school leadership and demonstrate the importance of developing, reviewing, and maintaining this document. The school leadership must be part of the development of the CDP (Libraries Tasmania, 2021) so they can best support the needs of the library through budgeting, and understand that the library is not stagnant, but continually changing and evolving with users’ needs, including technology and digital resources.
The CDP policy serves an important role in the issue of self-censorship. I had previously not considered self-censorship as an issue but, through my readings, have discovered that it is very common and easy to fall into to avoid conflict situations (Jacobson, 2016). The CDP supports the librarian by having clear selection criteria and processes (including use of selection tools) as well as outlining the process for challenged materials. This ensures confidence in the selection of potentially contentious material (Gemell, 2021, 28 December).
Through collection development and management, the library can be equipped for the future. It is important for the library to consistently update materials (including deselection) and provide digital resources (Tonini, 2020, June 24). The key to future-proofing the library collection is fluidity. Samantha Macey (2022, January 2) summed this up perfectly, stating that “the collection development policy should be continually revised (collaboratively if possible) to reflect the fluid nature of libraries, and to keep on top of any new developments.” The information landscape is ever evolving, and it is the responsibility of the library to evolve with it. Remember, a stagnant library is a redundant library (Gemell, 2022, January 8).
The number one goal of any library is to provide knowledge to the community, no matter how that knowledge is accessed and it is up to the library and librarians to “understand the community and adapt to their needs” (Gemell, 2022, January 8).
References
Abercrombie, S. (2018, May 30). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/
Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.
Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition
Australian Library and Information Association. (2014). Future of the library and information science profession: School libraries. https://read.alia.org.au/content/future-library-and-information-science-profession-school-libraries
Copyright laws. (2021, September 30). A simple guide to copyright for librarians: 15 essential facts and tips. Copyrightlaws.com. https://www.copyrightlaws.com/simple-guide-copyright/
Fleishhacker, J. (2017). Collection development. Knowledge Quest. 45(4). 24-31.
International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA school library guidelines. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Jacobson, L. (2016). Unnatural selection. School Library Journal, 62(10), 20–24.
Libraries Tasmania, (2021). Procedures and guidelines. https://libraries.tas.gov.au/school-library/Pages/managing-procedures.aspx
Tonini, S. (2020, June 24). 7 tips for future-proofing school libraries. eSchool News. https://www.eschoolnews.com/2020/06/24/7-tips-for-future-proofing-school-libraries/2/
Libraries must adapt to changes and the needs of the community. A library that remains stagnant in its services becomes redundant. The key point of libraries and librarians is to understand their community and adapt to their needs (Australian Library and Information Association (ALIA), 2014).
The principal must be future-focused for the library to continue to be of service to the school community. A principal who believes that a library is a place to house books will be doing a disservice to their school community. The collection development policy must reflect the changes in access to information and adapt to these for the library to remain relevant (Abercrombie, 2018).
In a primary school setting the physical non-fiction (NF) section will continue to be a vibrant area of the library collection, however this must be regularly updated (including weeding) to ensure current information is presented (Abercrombie, 2018; ACT Government Education, 2019). I know at my library the NF section is hugely popular and the books are suitable to the needs of the students.
In 10 years’ time, the NF section at the senior school would look vastly different. My library in the senior school has a well-resources NF section that is hardly touched by the students. When researching for assignments, the students use online platforms rather than physical resources. All students in the high school have their own laptop which is used in all classes, whereas the primary school students do not have uninterrupted access to information technology. I believe that within 10 years the NF section of the high school library will no longer be there or will be limited to a few bookshelves. This does not mean that the collection will have shrunk because the online collection will grow significantly. The budget that would have been spent on the physical NF resources would be used to purchase e-resources.
The teacher librarian themselves play a critical role in the function of the school library (ALIA 2014). Casting my mind back to my high school library experiences, I remember a ‘library dragon’ who was unapproachable and sent you out if you so much as breathed in the library. This was not a space where I wanted to go to do any kind of research but, being pre-internet boom, there was little choice. I am sure this was not everyone’s experience, but it definitely stuck with me and, as I embark on my TL journey, I know what I do not want to be. In a typical day at the library, I support students and teachers alike in selecting resources for research and recreational reading, and my main project is creating resource pages for students and teachers to use to support research across a range of subject areas.
I feel the library will always be a space where the school community can come to access resources (either physically or digitally), learn research skills, or simply enjoy some quiet time.
References
Abercrombie, S. (2018, May 30). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/
ACT Government Education. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Australian Library and Information Association. (2014). Future of the library and information science profession: School libraries. https://read.alia.org.au/content/future-library-and-information-science-profession-school-libraries
I have just been reading about the overwhelming area of Creative Commons (CC)and my initial thoughts are “Wow! This is huge and complicated!” In this post I would like to unpack what is meant by CC and how the different licenses are built.
When something is created, it is automatically covered by copyright. This allows the creator to say who can share and reuse their creation. However, permission from the creator needs to be sought by the sharer on each occasion for the creation to be shared or distributed and this can be tedious for the creator. So, what’s the solution?
The answer is, Creative Commons.
“Creative Commons is a world-wide non-profit organisation that provides copyright owners with free licences allowing them to share, reuse and remix their material, legally” (Creative Commons Australia). CC does not mean the creator relinquishes the copyright on their creation. It simply means that it can be reused, remixed and shared legally. This licensing allows other to use works without having a seek permission from the creator each time the work is used. CCs all have baseline permissions and then there are four elements that are used to tailor the license to create six standard CC licenses.
Baseline permissions:
This allows the material to be copied, distributed, displayed and performed. This applies to all CC licenses. The baseline permission can be tailored using the four elements, outlined below.
Attribution (by):
The creator must be credited when the creation is shared.
Noncommercial:
The creation can be used for education and not-for-profit events. Creations cannot be used for profit or advertising.
No Derivative Works:
The creation cannot be changed or altered in any way. It can only be shared in its original format.
Share alike:
Alterations can be made to the creation, but when it is shared it must have the same licensing terms as the original creation.
These baseline permissions and elements can be combined to create the six different licenses.
It must be noted that Share Alike and No Derivative Works cannot be on the same license. This is because they are opposing elements. One gives permission for the creation to be altered, while the other does not.
A great overview of the different licenses is available here
I had previously heard of Creative Commons but hadn’t delved into the details. I always just thought that anything could be shared so long as it was properly referenced. As the teacher librarian, this is something that would need to be understood to help ensure the school is not in breach of copyright.
So, here I am again, at the start of another unit for Teacher Librarianship. Before I get too far into the throws of readings and discussion tasks, I wanted to take the time to frame my thinking about my first impressions of what ‘Resourcing the Curriculum’ means. My initial thoughts revolve around collaboration with classroom teachers to find out what they are teaching and then finding resources, both in the library and online, that would support both the teachers’ and the students’ needs. This could include creating pathfinders or providing teachers with a list of websites and a pile of books to use. I believe resourcing the curriculum requires the TL to have an overview of the curriculum areas being taught at the school by staying up to date with current curriculum requirements and syllabus documents.
I believe it is also the responsibility of the TL, through collaboration with teachers, students and the principal to select, procure and organise resources that will be of use to the school. The library is not the place for the TLs personal preferences regarding resources; selections have to be made based on the needs of patrons.
I think a big challenge is how to know where to find the right resources to support the school community. There are so many other challenges that feed into this overarching challenge; changes in technology, resource access for the school community, availability of resources and changes in curriculum. I am looking forward to learning more about how to best assist students and teachers in resourcing and how to select (and deselect) resources to keep the library catalogue and available resources relevant.
At the very start of the ETL504 I stated that I was interested in gaining further insight into how the teacher librarian (TL) can be the link between teachers, curriculum and school leadership (Gemell, 2021, 5 July). I also discussed the (TL) as a central role, stating that “we are the linking ingredient at the centre of the school, guiding the research and reading culture of the school” (Gemell, 2021, 5 July). This really was the beginning of my journey to understanding the central leadership role of the TL and how this role functions within the school. Oddone (2021, June 14) sums it up well stating that the TL leads from the middle by providing professional learning communities and facilitating collaboration. However, I feel that the TL does more than this. The role of the TL encapsulates more than PD, collaboration and resourcing. They are a leader within the school community, linking the needs of the students and staff with the goals of the school principal and the leadership team. The TL does this through clear communication with the whole school community and listening and responding to their needs. The TL also supports the school community through the management of the library space as a 21st century learning environment. Without that central space where collaboration, sharing, discussion and research come together then perhaps “these key learning activities are in danger of no occurring at all” (Gemell, 2021, 22 August).
Learning about the different leadership models and understanding how particular leadership affects the culture of a school has been eye-opening. I never realised there were different leadership models and that leadership was not all about the principal and the leadership team (Gemell, 2021, August 9). It was interesting to realise that different leadership models can be drawn upon to utilise the attributes of the different styles. The individual models by themselves have their own strengths and weaknesses, but in combination make the leadership stronger. I was particularly drawn to the models of servant and distributed leadership and how they support the role of the TL. The distributed model is essential to mitigating the ‘dictating from the top’ approach (Shaked, 2021; Ng Foo Seong, 2019) and gives the TL opportunity to be a leader. The TL then has the capacity to utilise servant leadership to assist the school community as a whole, not just the students or teachers separately.
I was also particularly challenged by the concept of conflict as a catalyst for change. I did identify some areas for my own improvement in regards to conflict as I try to avoid it rather than confront it (Gemell, 2021, 18 July). I have come to grow in my understanding of conflict and how it can form a platform to think about different angles in a particular situation rather than from my own perspective.
Moving forward with my learning, I will be mindful of leadership styles that I utilise to best support the library and school community. I feel that servant leadership works well for a TL because the attributes of listening and communication support the learning community as a whole. Through servant leadership I am looking to increase my own skills in ICT, particularly digital citizenship. By increasing my own skills, it becomes a platform from which to best support the whole school community (Gemell, 2021, 7 September). I would also use the experience of the discussion paper to harness servant leadership as a vehicle to discuss improvements with the principal. It has helped me to articulate where the gaps are in my school and how the TL can support the school community to fill these gaps. I have more fully grasped the understanding that the TL and the library cannot be seen as stand-alone resources within the school and, for improvements to be made in 21st century learning, it must be a whole-school approach (Cole, 2012).
References
Cole, P. (2012). Linking effective professional learning with effective teaching practice. https://ptrconsulting.com.au/wp-content/uploads/2018/03/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf
Ng Foo Seong, D. (2019). Instructional leadership. In T. Townsend (Ed.), Instructional leadership and leadership for learning in schools : understanding theories of leading (pp. 15-48). Springer International Publishing.
Oddone, K. (2021, June 14). Teacher librarian as leader: Lessons from the literature. Linking Learning. https://www.linkinglearning.com.au/teacher-librarian-as-leader-lessons-from-the-literature/
Shaked, H. (2021). Relationship-based instructional leadership. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1944673
Every teacher librarian (TL) experiences the time when a class is in the library and is being noisy and off task. This could even be a daily occurrence. So, what do you do about it? Well…that depends on how you look at the situation. There are short-term solutions ranging from asking the students to be on task, to long-term solutions which involve collaboration with staff and analysing the library environment. The short-term solutions might be the easy go-to, but it does get pretty draining asking students to be on task day after day. The long-term solutions require analysis and reflection about the library space but are well worth the effort. The results are a win-win for students, teachers and the TL.
Short-term solutions:
Short-term solutions are required to solve the issue straight away but are not a total solution in themselves. Short-term solutions don’t particularly require any level of leadership from the TL, just a good ‘teacher stare’, quick reminders and positive interactions with students. Here are some ideas:
Do a check of what is really happening. Talk to the teacher about what the task actually is. You never know…the students might be on task, but it just doesn’t look like it!
If there are students off task, ask yourself, is it really the whole class who are noisy and off task or just a few students? Remind students to stay on task and to be respectful of others. Ask the students who are off task to show you what they are working on (in a positive way) and show interest in their work. Some students need the stimulus of a conversation to get on track. Ask students what their task is. Ask them how you can assist them in that task, or better yet, show them how the library can support them in the task. Here is a great opportunity for servant leadership to listen to students’ needs and act on them.
Long-term solutions
Long-term solutions may not solve the issues at hand immediately in that particular moment, but they will help to mitigate the same situation from occurring in the future. These long-term solutions rely on a combination of servant and transformational leadership and how these two styles interconnect.
Having a conversation with the classroom teacher is a wonderful place to start. Ask them what the task entails and, depending on their answer, it might be an opportunity for collaboration with the classroom teacher to devise inquiry learning tasks. Through servant leadership you could devise library guides and pathfinders for the teacher and students to use. There’s also an opportunity here to team-teach with the classroom teacher which results in more support for the students in their learning. This would be a positive approach to support the teacher to make their library time more effective.
Delving in deeper from this point is reflection on the environment of the library space. A close analysis of how the library space is set-up is essential to supporting student learning. There is an opportunity to ask yourself several questions in addition to talking to teachers and students about what they would like to see in the set-up of the library space. Questions could include
- Is the current set-up conducive to student learning?
- Are there sufficient break-out spaces for collaboration?
- Are there private study spaces for students who want to work quietly?
- Do the students and teachers know about the services available at the library?
There are a mountain of questions to ask in this process of analysis and reflection and changes would need to be made over time rather than in one fell swoop.
Gone are the days of the shushing library dragon and oppressive silence of a library, however, students need to be supported to achieve their best and TLs play a major role in this support through their leadership, collaboration and management of the library space and resources.