Part B: Teacher Librarian as a Leader – Reflection
As I complete the final unit in the Master of Education (Teacher Librarian), I not only reflect on what I have learned in this unit Teacher Librarian (TL) as a Leader, but also on how much my knowledge, skills, and professional awareness have grown throughout the degree. Although I faced several personal and academic challenges during this unit, which at times made it difficult to focus, the learning gained has been deeply meaningful.
I found this unit particularly challenging, partly because I do not currently work as a TL, nor does my school have one. However, through the literature, I have come to fully appreciate the critical role the TL plays in advocating for the library, collaborating with teachers, executives, students, and the wider school community. The exploration of multiple leadership styles transformational, instructional, transitional, and servant leadership, confirmed the range of approaches TLs must adopt to remain visible and relevant within the school context. Yet, notable gaps persist, particularly in how other staff understand and value the TL role. Research by Merga (2019), Benson (2024), and Hughes et al. (2014) reinforces this lack of awareness diminishing opportunities for collaboration and innovation, limiting the TL’s potential to enhance teaching and learning outcomes through information literacy, research skills, and responsible digital citizenship, which empowers students to become critical and creative thinkers.
Throughout my studies, key areas such as information literacy (Souflias, May 16, 2023), digital citizenship, and reading engagement have consistently re-emerged as essential aspects of contemporary education. The literature highlights the importance of learners thriving within dynamic digital landscapes while adapting to continuous technological change (OECD, 2019, 2021). TLs are therefore required to not only master these changes but also lead others in training teachers, guiding students, and aligning technological practices with curriculum and school goals (Merga, 2019; Laretive, 2019). What struck me most throughout this degree is the scope and complexity of the TL’s role, as well as the ongoing need to advocate for and justify their professional identity something few other teachers must do. Despite receiving a scholarship from the ACT Directorate to complete this degree, I have found that securing a TL position, and ensuring the role is respected, remains a significant challenge within current educational systems (Merga, 2019).
This unit, along with previous ones, has deepened my understanding of leadership within educational contexts. It showed the value of TLs collaborating with deputies to embed pedagogical and curriculum outcomes, working alongside principals (Souflias, May 16, 2023) to enhance literacy initiatives, and engage with teachers to foster student learning and wellbeing. Yet, barriers such as limited funding, staffing shortages, and misallocation of TLs to general classroom duties undermine the library’s contribution to learning (Benson, 2024; Leithwood et al., 2020). Recognising these systemic challenges has strengthened my determination to champion for equitable access to library services and the affirm the TL’s vital role in school leadership.
Overall, this unit has reshaped my professional identity and clarified my purpose. I now understand that leadership in education is not defined by title but by influence, relationships, and vision. I am committed to advocating for the TL role as a catalyst for learning, literacy, and change. As one journey closes, I look forward to applying the knowledge, leadership frameworks, and reflective practices gained during throughout this degree to future opportunities, with optimism and determination.
References
Benson, E. (2024). Middle leaders: Strategic thinkers and strategic planners. In E. Benson, P. Duignan & B. Wattersont (Eds.), Middle leadership in schools: Ideas and strategies for navigating the muddy waters of leading form the middle (pp. 135-152). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83753-082-320241009
Hughes, H., Bozorgian, H., & Allan, C. (2014). School libraries, teacher librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Laretive, J. (2019). Information literacy, young learners, and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235. https://doi.org/10.1080/24750158.2019.1649795
Merga, M.K. (2019). Collaborating with teacher librarians to support adolescents’ literacy and literature learning. Journal of Adolescent & Adult Literacy, 63(1), 65-72. https://doi.org/10.1002/jaal.958
Merga, M. K. (2020). School librarians as literacy educators within a complex role. Journal of Library Administration, 60(8), 889–908. https://doi.org/10.1080/01930826.2020.1820278
Organisation for Economic Co-operation and Development [OECD]. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Organisation for Economic Co-operation and Development [OECD]. (2019). OECD future of education and skills 2030. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/1-1-learning-compass/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
Souflias, V. (2023, May, 16). Learning in the 21st-century [Blog]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/05/16/learning-in-the-21st-century/
Souflias, V. (2023, May,16). The principal and the TL [Blog]. Thinkspace https://thinkspace.csu.edu.au/souf/2023/05/16/the-principal-and-the-tl/