Leadership has been examined in depth in this subject. In my Assessment Task 1 blog post, I discussed leadership theories and styles and how they related to my role as teacher librarian. I wrote about my practice of leadership and challenges faced with leading a team and collaboration and communication issues as I gained experience and continued to learn my new job. There have been readings that definitely resonated with my situation, an example being the chapter “Leadership for learning” (Macbeath & Dempster, 2008, p. 32) “Leaders need to learn and leaders learn as they lead” means risk taking and making mistakes whilst also trying to remain confident and motivated. Confidence, trust and a clear framework is what is needed before people change, take initiatives, learn from mistakes and accept responsibility for their decisions (p. 40). The school librarian can practice leadership driven by moral purpose (p. 47) articulating a vision to the school community to inspire action. This is based on why you are making certain decisions or wanting to take a particular pathway. Sinek, in his video, declares that people buy into why you do something rather than what you do and this results in people following leaders because they believe what the leader believes (Sinek, 2010, May 4). The ongoing reflective journal posts have allowed me to express thoughts about readings and videos in this subject and how they have increased my knowledge and understanding of the role of teacher librarian as leader. Forum participation has allowed for extended clarity and transparency on topics and has helped people to learn from each other as they brainstorm ideas, read opinions and pose questions. Developing a sense of belonging, collaborating with colleagues and sharing our skills and knowledge are aspects of leadership we are actually practising.
The importance of ongoing professional development, supported by the principal, was discussed in my first blog post and Module 3 in this subject gave information about various models of professional learning. This was quite comprehensive and made me consider what is appropriate and how a teacher librarian can be innovative and bring change to the school community, but also needs to manage their own professional learning in order to facilitate the professional learning needs of others. Effective communication, conflict resolution strategies and negotiation skills discussed in Module 4 highlighted the importance of listening (MBA, 2012, November 13). In my Assignment 1 blog entry I discussed challenges I noticed in my new role as teacher librarian, including the realisation that when a colleague informed me about something, they expected me to take action. I feel that respect has been gained by my awareness of this and the ability to follow through with a resolution. The Conflict Resolution Questionnaire Analysis, described my style as collaborating, which I would agree with, as two people working together can potentially come up with a better solution than either can produce individually. Developing an understanding of strategic planning (Module 5) highlights the need for a written plan to reinforce goals, obtain funding for resources and guide library programs to ensure currency and maximise students learning (Wong, T, 2012, p 22). Advocacy is something I will need to practice more. It brings a visible demonstration of the capabilities of the teacher librarian (Bonanno & Moore, 2009) displaying to the school community evidence of commitment and competence and leading to partnerships and collaboration which connect the teacher librarian with student’s and teacher’s needs. Seth Godin proposes that libraries are about being a connective space where finding and using information enables people to connect with and lead others (Luca, 2010, January 9). Godin’s view is that libraries will remain relevant in the digital age if people are trained to take intellectual initiative. Innovation and change are challenges which will be ongoing and how to manage this will take practice and hopefully become a skill set which allows teacher librarians to improve (Kaye, 2013, January 30). In my own practice of leadership in the school library I aim to advocate and work with a moral purpose and vision for the future and regularly re-evaluate and reflect on my role within the school context.
References
Bonanno, K., & Moore, R. (2009). Advocacy: reason, responsibility and rhetoric. Retrieved on September 20, 2013 from http://www.asla.org.au/advocacy/School-library-advocacy.aspx
Kaye, D. (2013, January 30). Innovation takes practice more than talent. [Web log message]. Retrieved on September 20, 2013 from http://www.redthreadthinking.com/innovation-takes-practice-more-than-talent/
Luca, J. (2010, January 9). Seth Godin on libraries – take heed [Web log message]. Retrieved on September 20, 2013 from http://jennyluca.com/2010/01/09/seth-godin-on-libraries-take-heed/
MacBeath, J., and Dempster, N. (2008). Connecting leadership and learning: principles for practice. London: Routledge.
MBA, (2012, November 13). Let your ears do the talking: how good managers listen. [Video file]. Retrieved from http://www.youtube.com/watch?v=nk1VnXTC1_I
Sinek, S. (2010, May 4). How great leaders inspire action. [Video file]. Retrieved from http://www.youtube.com/watch?v=qp0HIF3SfI4
Wong, T. (2012). Strategic long-term planning. Library Media Connection, 31(2), pp. 22-24.
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