This subject has been a learning curve from day one, first concept map, first formal
report, first individual vision statement
even through I have sat through a number
of committees involved in their creation; it was thought-provoking to plan the
direction of a library, even one of my own imagination.
Thinking back over the subject in general, I see leadership
in schools much differently than I initially did, my first
post referred, that as I was not in a
(official) leadership position my influence would be minimal and limited to
that of the library. Currently I view my style
as ‘shared leadership’ by means of
‘guiding from the middle’. This involves my instigating meaningful communication among
participants, while providing a ‘safe hub’ that supports staff and students to broaden
their idea of what they can achieve and then encourage them to go beyond.
I
still feel that my leadership style incorporates diverse approaches and
theories as required, adapting to varying roles as the need arises and the
circumstances presents themselves, however my leadership is still on a learning
curve that has yet to peak or even start to feel comfortable.
In
the online tutorial I stated that one interpretation
of leadership is that of a salesman, where the leader is selling an idea to the
individual or group, steering them into the direction the leader wants them to
go, ‘selling’ them on the benefits of the vision until they ‘buy’ into the
product and make it ‘theirs’. This observation is extremely undeveloped, but as an
ex-shoe salesman it provided me with a foundation to work upon in developing my
personal leadership style, however I believe that the goal of transformational leadership is still an aspiration
for future implementation (Marzano,
Waters, & McNulty, 2005).
I had an uncomplicated perception of
the role of the TL being restricted to managing their own staff, being an
advisor to teaching staff and as a guide and mentor to the students through the
establishment of information literacy assignments that, (hopefully) will enlighten
students to become information users.
I have since realized that leadership
emanates from an array of forms and is an acquired skill, to be explained and
enhanced through use, and that all staff have the potential to be leaders if empowered
from above, and sometimes even if not empowered.
The information deluge is
changing Libraries from a static repository of limited information to a conduit
transmitting vastly more information than could ever be stored in a physical library
or interacted successfully with by unguided students. To enable this era of
mobile information within schools, we as TLs are required to be leaders
supporting the innovation and change required to exist in 21st century
learning.
The TL, in regards to new
technologies, involves a perspective that is not ‘just’ librarian but is ‘also’
a teacher. By developing our own knowledge and proficiencies in new
technologies, to match those of our ‘digital native’ students, we are better
placed to accept technology, mobile or otherwise
is a primary ingredient in how our students receive and process information. As
we cannot ignore it or hope it will go away, I intend as a TL (ultimately) to embrace
the new and be a leader of innovation and change, calaborating and educating teachers
to integrate 2.0 tools into the curriculum rather than include them as an
add-on (Pfundstein, 2003).
I now know that the role of the TL, as a leader within the
school environs is broader than I had previously imagined. The scope of the TL
role is limited only by the interactions created through negotiation,
communication and collaboration with my peers; through advocacy we can produce achievements that surpass the individual results of each of
us (Dubrin & Dalglish, 2003).
While not yet in my desired position of Teacher Librarian
within a school, I believe that when I achieve these goals I will be able to influence
change by ‘leading from the middle’. By using what I have learned within ETL504,
I have the ability to lead and inspire others from the library and throughout
the school (Cawthorne, 2010).
If I have accepted any concept through studying
ETL504, it is the fact that change only comes through communication with others,
and change is the factor that presents us as TLs with the new and the improved.
The concept that is inciting our careers
is the change to the “perceived image of
the role of the teacher-librarian, from that of keeper of the books to that of
a learning-centered curriculum expert” (Miller, 2005,). As Teacher
Librarians we must continue to support and more often than not lead the drive
for advancements and improvements within and beyond our disciplines, in order
to support the future learning of our students into the 21st
century.
The fifth law of Ranganathan’s five laws
of library science states, “The Library Is a Growing Organism”. This statement reinforces my
awareness that a Library and the Teacher
Librarians within it must be part of a transformative organisation constantly adapting
to new social conditions, technological developments, and the changing needs of
our clientele (Mitchell, 2007).
References:
Cawthorne, J. (2010). Leading from the middle of the
organization: An examination of
shared leadership in academic
libraries. The Journal of Academic
Librarianship, 36(2), 151-157. Retrieved from http://citeulike.org/artical/6724719
Dubrin, A. J.
& Dalglish, C. (2003). Leadership, an
Australian focus. Milton, QLD.: John
Wiley and Sons Australia
Marzano, R. J., Waters, T., &
McNulty, B. A. (2005). Some theories and theorists on
leadership.
School leadership that works: from research to results (pp. 13-27).
Alexandria, Va.: Association for Supervision and Curriculum Development.
Retrieved from http://site.ebrary.com.ezproxy.csu.edu.au/lib/csuau/docDetail.action?docID=10089219
Miller, K. (2005). Novice Teachers' Perceptions of the
Role of the Teacher-librarian in
Information Literacy. School Libraries in Canada
(17108535), 24(3), 1.
Retrieved from Ebscohost
Access
Services. 5(1/2), 1-9. Doi:
10.1080/15367960802197509
Pfundstein, T. E. (2003). The use of
technology that affect how teachers teach and
students learn. In A. D. Sheekey
(Ed.) How to ensure Ed/tech is not
oversold and underused. (pp. 73-94). Oxford: Scarecrow Education.
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