Part B: Reflection
My understanding of the role of the TL has changed immensely over these two years as I conclude my M.Ed. TL (Master of Education-Teacher Librarianship) and it will continue to evolve as I take chances and risks, explore my personal and professional abilities and continue to put theory into practice.
In the 21st century, an effective teacher librarian is a highly organised resource manager and an information specialist who knows how to integrate technology and collaborate to improve educational learning outcomes of the students (Kaur, 2023). The modern-day librarians wear many hats which makes their role imperative for the school community. I aim to develop digital skills as emphasised by Amy Walduck during virtual study visit so that in this ever-evolving digital era, I can take advantage of every opportunity and use it as a springboard for my career.
I have learnt that innovation as a catalyst for change (Markless, 2009, p. 150) should be TL’s essential toolkit to survive and meets the needs of a changing education environment in this technological age. TL as an instructional leader and change agent has the capacity to instruct teachers and students by incorporating innovative way of learning. A TL can drive change and achieve a collaborative decision by being at the forefront of innovative practice, forward planning, effective communication and showing a clarity of purpose.
As I reflect on ETL 504 learning, I realise that how TLs have the power to bring out the best in others by ‘Leading from the Middle’. TLs are often lone practitioners who are not recognised as part of the formal leadership group in the school, hence the need to strongly advocate their role by promoting digital literacy skills, curriculum expertise that is highly essential to develop students’ 21st century skills. TLs need to develop and use essential people skills like empathy, vision, communication, and flexibility so that they can become leaders within their organizations.” (Schachter, 2009, p. 49).
My understanding of information literacy (IL) which incorporates under its umbrella many other literacies like digital literacy, cultural literacy, emotional literacy, visual literacy etc. (Shapiro and Hughes, 1996) has developed immensely as Kuhlthau outlines (2004) that IL is not a discrete set of skills, but rather a ‘way of learning’.
Image credit: Secker, J. & Coonan, E. (2011)
While working on this assignment I realised how in this era of information overload and technological disruptions, fostering digital literacy can ensure sustainable lifelong learning. I am already using STEM/technology in day-to-day library activities and endeavour to regularly develop my technological skills so I can use it effectively to design engaging curriculum-focussed activities like Digital Storytelling, Infographics, Book trailers, Word Clouds, Interactive book reviews and many more (Kaur, 2023).
The analysis of different leadership theories helped me realise the kind of leader I would like to become. I found transformational leadership most suitable for myself along with instructional leadership. ETL 504 has taught me how an effective TL is a curriculum and transformational leader who can transform the vision of the school community through building effective library and information services and programs using abilities of an instructional leader to lead change that can contribute to the development of lifelong learners (ALIA, 2002). As Weisberg (2020) states “You must become a leader if you want to keep your job”.
Merely giving facts and strategies to the students won’t engage or challenge them, rather the need is to equip them with digital literacy skills where they can apply multimodal media such as visual, auditory, reading, writing, and kinaesthetic methods. This will ensure that learning is personalised and matches students’ unique strengths and interests, and quality and best teaching practices are observed (Kaur, 2022). Also, it made me realise how important it is for teachers to be aware of the copyright issue and fair use of digital learning materials, an area that is often overlooked in this era of information overload (Kaur, 2022).
I mentioned in my critical analysis from ETL 504 assessment 1 on how a TL can effectively support the school’s strategic goals by teaching critical and creative thinking, ethical understanding, literacy and ICT through connections to literature, digital citizenship, intellectual integrity and referencing (Toner, 2011).
I have also understood how important it is to promote and advocate our role. I found module readings very useful, and one key message/take-away that will be forever ingrained in my mind is that to effectively advocate for your role it is important to be visible to the key stakeholders, be flexible enough to support 21st century learning, implement strategic planning to lead library’s future proofing goals and model best practice for teaching staff, students and the wider community.
As TLs if we don’t advocate for our positions then we risk being expendable. Using social media to highlight key events/achievements can reap amazing benefits for advocacy (Jones, 2021). Regular contribution to school’s newsletter/website, conducting professional developments activities, active participation in staff meetings, writing blogs/book reviews/reading competitions with students/staff etc. are few other ways to promote our role.
This reflective and critical analysis has given me deeper insights into my role as leader in the position of Teacher Librarian. I am ready for the challenge that lies ahead and excited to develop policies to streamline the functions of the library like Collection Development policy, 3-year strategic plan to show my visibility, passion and goals to the school’s executive team. I am excited to mould my students into innovative learners who are digitally and emotionally literate.
Australian Library and Information Association (ALIA, 2002). Standards of professional excellence for teacher librarians. http://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians
Jones, A. (2021, May 6). School library advocacy: The time is now. Knowledge Quest. https://knowledgequest.aasl.org/school-library-advocacy-the-time-is-now/
Kaur, P. (2022, Oct 5). Mindful Reflections. ETL 533- Literature in Digital Environments- Part D Critical Reflection. https://thinkspace.csu.edu.au/puneetk/category/etl533-literature-in-digital-environments/
Kaur, P. (2023, Jan 17). Mindful Reflections. ETL402- Assignment 2- Reflective Blog Post. https://thinkspace.csu.edu.au/puneetk/2023/01/17/etl-402-assignment-2/
Kaur, P. (2023, Feb 5). Mindful Reflections. ETL512- Professional Reflective Portfolio. https://thinkspace.csu.edu.au/puneetk/wp-admin/post.php?post=140&action=edit
Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services (2nd ed). Libraries Unlimited.
Markless, S. (2009). The innovative school librarian thinking outside the box. Facet.
Schachter, D. (2009) ‘Developing and Applying Emotional Intelligence’. Information Outlook. 13(5), 49.
Shapiro, J. and Hughes, S. (1996). Information literacy as a liberal art. https://www.educause.edu/apps/er/review/reviewarticles/31231.html
Toner, G. (2011). ‘An introduction to the Australian Curriculum’. Connections 76(2–3). https://www.scisdata.com/media/1359/connections76_finalpages.pdf
Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364