Teacher Librarian as Leader
The area of leadership is where the biggest change has taken place for me throughout the degree. At the beginning of ETL504 the prospect of taking on a leadership position within the school intimidated me, and almost put me off continuing with the course as leadership is generally not in my nature. However, as I gained a better understanding of what it means to be a leader as a teacher-librarian, and the importance of me taking on that role within a school became clear, the more confident I became in my ability to deliver in this area.
My readings throughout ETL504 gave me the opportunity to consider the kind of leader I would like to be, and for me that is a mixture of two main leadership styles: transformational and sustainable leadership. Both of these leadership styles emphasise the creation of an atmosphere where all staff feel comfortable to voice their opinion and know it will be heard and considered (Leithwood, 1994; Hargreaves, 2005). These leaders also create a positive vision for the school that everyone can get behind and work towards achieving. I enjoy working in such an atmosphere, and would endeavour to create it when I am in a leadership position. I believe that an excellent school leader not only initiates change and articulates a vision for the school; they also create a cohesive, collaborative school atmosphere, which both supports the process of change and generates a dynamic school culture.
Throughout my course it has become increasingly clear that if I want to work in a library that truly meets the needs of 21st century learners, I will have to be a leader and advocate for change. My second assignment for ETL504 gave me the opportunity to consider the wide array of changes that need to take place if a library is to successfully transition from a repository of physical materials to an information hub that is valued both by students and the wider school community. Some of the major changes I suggested include:
Many teachers are resistant to such substantial changes in their teaching methods, and it is the teacher-librarian’s job to make the transition to the new curriculum and an inquiry learning focus as smooth as possible. If I can be part of creating a shared, positive vision for the future of the school, the smaller collaborative information literacy teams I am likely to lead would strengthen the bonds of trust and collegiality as well as heighten the opportunities for inter-group learning, (Aguilar, 2012).
My readings throughout ETL504 gave me the opportunity to consider the kind of leader I would like to be, and for me that is a mixture of two main leadership styles: transformational and sustainable leadership. Both of these leadership styles emphasise the creation of an atmosphere where all staff feel comfortable to voice their opinion and know it will be heard and considered (Leithwood, 1994; Hargreaves, 2005). These leaders also create a positive vision for the school that everyone can get behind and work towards achieving. I enjoy working in such an atmosphere, and would endeavour to create it when I am in a leadership position. I believe that an excellent school leader not only initiates change and articulates a vision for the school; they also create a cohesive, collaborative school atmosphere, which both supports the process of change and generates a dynamic school culture.
Throughout my course it has become increasingly clear that if I want to work in a library that truly meets the needs of 21st century learners, I will have to be a leader and advocate for change. My second assignment for ETL504 gave me the opportunity to consider the wide array of changes that need to take place if a library is to successfully transition from a repository of physical materials to an information hub that is valued both by students and the wider school community. Some of the major changes I suggested include:
- Recasting the teacher-librarian’s role in the school from a provider of RFF supervision to a classroom collaborator
- Inclusion of e-books, websites, and Web 2.0 in the collection
- Shifting the focus of the teacher-librarian’s teaching role from reading advocate to inquiry co-ordinator
- Provision of laptops and tablets in the library for students to easily share their work
- Reorganising the physical space with lightweight, portable furniture for a flexible learning space
Many teachers are resistant to such substantial changes in their teaching methods, and it is the teacher-librarian’s job to make the transition to the new curriculum and an inquiry learning focus as smooth as possible. If I can be part of creating a shared, positive vision for the future of the school, the smaller collaborative information literacy teams I am likely to lead would strengthen the bonds of trust and collegiality as well as heighten the opportunities for inter-group learning, (Aguilar, 2012).
"The library service is an innovative information gateway providing access to quality resources to support high student achievement levels across all curricular areas. It unifies effective teaching with inquiry learning in a supportive and effectively designed twenty-first century learning environment." My vision for a 21st Century Library Service
The majority of these understandings developed during ETL504, but it wasn't until I saw the transition in practice during my placement, and the complete 21st century Library at Library @ the Dock during my Study Visit that I became truly passionate about these changes for schools I work in around the Illawarra. If/when I am in charge of a library that still needs to make this transition, I will strive to make sure it becomes a reality. Admittedly, I am still learning about these changes, and I will endeavour to learn more about what works and what doesn't, and how to make the transition a smooth one so when my opportunity comes, I'm ready for it.
Slide show: My visit to Library @ the Dock, Melbourne.
Slide show: My visit to Library @ the Dock, Melbourne.
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