Libraries, learning, and leadership: a librarian perspective
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Presentation to the Information LIteracy Spaces research team about the barriers and opportunities for librarian leadership in education in New Zealand
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Libraries, learning, and leadership: a librarian perspective
- 1. Libraries, Learning & Leadership A Librarian Perspective Senga White
- 2. Libraries have books are for “time out” are “nice to have not need to have”
- 3. Librarians are “helpful” are peripheral not central Are just “support staff”
- 4. Library vs Librarian What is a library? What is a librarian? Are they interchangeable?
- 5. What is the role of leadership?
- 6. Is there a role for librarian leadership?
- 7. Quote: “(working on the project) raises the position of the librarian to equal status with a teacher.”
- 8. Barriers No leadership pathway No access to management units No recognition for professional librarianship
- 9. Opportunities Librarians being proactive Not relying on teacher- driven collaboration Playing to strengths & linking skills to NZC
- 10. 6 Ts of Transformation “Ongoing mutual process where leaders and followers inspire each other and raise each other to high ethical and motivational levels.” “Transformational leaders connect and work collaboratively towards higher goals.”(Burns, 1978; 1998)
- 11. Acknowledging and celebrating the vital role librarians play in student learning outcomes What’s next?
- 12. Providing valid evidence for Minister of Education + relevant government departments about vital role librarians play in student AND teacher learning outcomes What’s next?
- 13. References: Baker, S. (2016). From teacher to school librarian leader and instructional partner: A proposed transformation framework for educators of preservice school librarians. School Libraries Worldwide, 22(1), 143-159 Calvert, P. (2016). School libraries in New Zealand as technology hubs: Enablers and barriers to school librarians becoming technology leaders. School Libraries Worldwide, 22(2), 51-62. Clephane, S. (2014). New Zealand school librarians: Technology leaders? School Libraries Worldwide, 20(2), 14-27.
Editor's Notes
- This is a culmination of: The last three years of working with Information Literacy Spaces Readings for Mind Lab postgrad and now Masters of Contemporary Education NZEI Scholarship looking at collaborative practice
- Libraries mean different things to people learning more about that now that I’m in the public sector in education and schools though, they are often perceived ….. And they’re all about the books!
- Librarian is an equally charged word where it often means different things to people. Often, there is a misunderstanding about what a librarian does or what skills they have Disparity in those who are either teacher aides or library technicians vs those with wide experience, training or qualifications
- Library is the physical resource Librarian is the teaching and learning resource Often when reading about something “the library” does - when it’s actually the librarian who makes it happen This came through in our survey responses – and they were predominantly from teachers who actually USE and VALUE libraries
- My understanding about this in terms of the place of libraries in schools has been deepened and cemented Leadership is pivotal to success, growth and sustainability Clephane 2014 - 21st Century Learning Reference Group recommended: “school librarians could take a stronger leadership role in using digital technology to target achievement outcomes.” The current education structure makes the NZ model of school library staffing so variable across the country Example of Melbourne school Calvert 2016 - enablers are: people and interpersonal relationships - institutional structures - personal considerations and commitments - intellectual and pychosocial characteristics
- I would strongly argue there is. Librarian leadership needs to be fluid, flexible, both proactive and reactive - and without a doubt – collaborative However, librarians can be their own worst enemy – where they can be apologetic about perceived interruptions – and not prepared or not able to step up or step forward
- Quote from a teacher on working with a librarian on ILS
- Calvert (2016) - limited vision - lack of positive relationships with principal - not seeing themselves as leaders OUTSIDE the library - organisational place in the school (support staff) - weak position to facilitate change - current NZ situation Barriers of time, funding and staffing - even worse in primary schools
- But even with all of this fantastic work in the project - there are limitations as to how sustainable we can make these transformations without the role of librarians in education being considered and addressed
- While this is an American model - it provides a framework to think about what’s important Consistent in other T models is Tools, Teamwork, Training and Trust The key considerations here are: that school librarian leadership is at the centre with the principal and leadership surrounding this – the other important aspect is the larger circle of context. And this is where is gets tricky. If the principal or leadership choose NOT to do this, there is nothing within MoE guidelines that prompt them to revisit this
- Talking about our successes, reflecting on the work and striving TOGETHER to make it even better next time. Sharing what makes the difference with colleagues Highlighting it in a visible way in department reports – ERO reports – staff meetings staffing choices – instead of viewing a librarian leaving as a chance to save money, use it to invest in the learning of ALL students and staff
- Finally - even though no longer working in schools sector - remain passionate about education - which is why I’m working towards a Masters of Contemporary Education. Invite everyone to help on the journey. senga@ilibrary.co.nz 032111773