The teacher librarian must embrace and even lead change, along with being ready for the demands of an evolving profession.
You
may spend your library media career working in a single library or
dozens of different schools. How do you keep your mind open to new
possibilities? How do you maintain the thirst for learning? The key
is to embrace change.
In the 1980s and 1990s, many articles and books were written about change, the change process, and dealing with change. In the new century, it seems that change has become the standard rather than the exception.
Most library media specialists have found that if they don't change, they risk having their budgets cut or their positions eliminated. Rather than protest, most media professionals have chosen to become leaders of change. As a change agent, a teacher librarian is in control of his or her future.
According to Peter Drucker (1999) in his book Management Challenges for the 21st Century, "to thrive in the new millennium, managers must do more than adapt to change: they have to lead it."
Drucker points out that being a change leader "requires the willingness and ability to change what is already being done just as much as the ability to do new and different things. It requires policies and procedures that make the present create the future."
Read Teacher-Librarianship
and Change: Why Institutionalization has Failed by R. Oldford
from Teacher Librarian, 29(3), Feb 2002. Fewer teacher-librarians
are using a school-based continuum of information skills and strategies
as a reference point for collaboration with teachers. Institutionalization
has failed because of a lack of support. Here are suggestions for
improving the situation.
Also read The
Emerging School Library Media Center: From the Past into the Future by
B. Morris. Knowledge Quest; May/June 2005; 33. The author proposes
changes that are in store for future school libarians or as she prefers
"cybrarians." Use the article as a basis for considering what changes
you expect to see in the next decades. What is your vision for the
future?
How do you facilitate change?
It's not easy to implement a program that involves changing current practice. How do you convince teachers to get involved with new progams and projects? Why are they so resistant to change?
Read Change?
Who Me? by G. Hartzell in School Library Journal,
March 2003; 49(3), 41. Learn why it's not uncommon for educators
to resist innovations.
Read Irresistably
Yours by G. Hartzell in School Library Journal, April
2003; 49(4), 43. Explore proven strategies to overcome opposition to
change.
Read Taking
the Initiative by G. Hartzell in School Library Journal,
June 2003; 49(6), 39. Learn five proactive strategies for expanding your
influence.
(Access
for all requires login)
Where do you find innovative ideas?
As you gain experiences, it's likely that you'll win and lose battles with teachers and administrators. You'll work hard for grants and manage successful projects. However after a few months or years, it's easy to get in a rut. How do you find innovative ideas?
Many innovative programs start with an idea or thought based on an article you read or a conference session you attend. You may model your activity on this innovative program or adapt the idea for your situation.
Read The
Honor System by P. Davis in School Library Journal,
March 2004; 50(3), 41. (Access requires login) This library
that encourages kids to take books without checking them out. What
do you think? Which would be harder for you: (a) changing the checkout
policy, or (b) starting a new program?
Also read A
Jolt of Java @ Your Library and Jolt
of Java - Revisited at D. Johnson's blog: The Blue Skunk
Blog.
Words of Wisdom
Check Your Understanding
Information Power: Learning and Teaching - Principle 3. The library media program provides a climate that is conducive to learning.
Make It Real
Read The
Honor System by P. Davis in School
Library Journal, March 2004; 50(3), 41. (Access
requires login)
This library encourages kids to take books without checking them
out. What do you think? Which would be harder for you: (a) changing
the checkout policy, or (b) starting a new program?
Is it harder for you to change the way you do something now or try something new? This idea has tremendous implications for your ability to be a leader of change. What are your hopes and fears related to change in the library media center.
Write about a "far out" idea for any aspect of the library media program. Think "big". Think "radical." What program policies and procedures might be impacted by your program? What do you see as your personal barriers to change? What are the barriers you see for administration, teachers, and students? How would you address these concerns and convince them that this innovative idea will work?
Along with the idea, you need to provide a professional connection. Is your idea based on an article, conference session, or maybe a personal experience? Which of the "notable" people on our list do you think would support your idea? Why? What evidence in the literature supports your approach?
You'll only get 2 points if your idea is truly innovative.
Read More About It
Drucker, P.F. The New Commandments of Change.
Inc. Magazine, Jun 1999.
http://www.inc.com/magazine/19990601/804.html
In an excerpt from his book, "Management Challenges for the 21st Century," Peter
F. Drucker suggests that to thrive in the new millennium, managers
must do more than adapt to change: they have to lead it.
Edwards, C. & Walton, G. Change
and the Academic Library: Understanding, Managing and Coping.
http://online.northumbria.ac.uk/faculties/...
Fullan, M.G. & Miles, M.B. Getting
Reform Right: What Works and What Doesn't. Phi Delta Kappan; 73(10),
745-752, 1992.
http://www.enc.org/professional/...
This article, reproduced with permission from Phi Delta Kappan, details seven interwoven reasons why typical approaches to change do not work. Reform that endures must be systemic and based on knowledge of the change process. The authors offer seven propositions that they feel will lead to substantial educational improvement. References are included.
Kibbler, A. Reaching Out: School Library Mission Expands, Links Classroom to World. Herald-Times, Bloomington, IN., Feb. 2003.
http://www.slis.indiana.edu/news/story.php?story_id=558
Kanter, R.M. The Enduring Skills of Change
Leaders. Leader to Leader Institute, 13,Summer 1999.
http://www.pfdf.org/leaderbooks/l2l/summer99/kanter.html
Loucks-Horsley, S. Managing Change: An Integrated Part of Staff Development. In Staff Development: A Handbook of Effective Practices. Oxford, OH: National Staff Development Council, 1998.
http://www.enc.org/professional/...
Reproduced with permission, this chapter from the book describes key ideas for staff developers in their role of managers of change. The author defines characteristics of successfully implemented new practices, explains how mandates can positively contribute to the change process, and emphasizes the need for teacher support during all phases of the change process. References are included.
McKenzie, J. Beware the Visionary. From Now On, April 2002.
http://www.fno.org/apr02/visionaries.html
McKenzie, J. Making Good Change Happen. From Now On, June 2000.
http://www.fno.org/jun00/goodchange.html
Chapter One of Planning Good Change.
McKenzie, J. Beware the Shallow Waters! The Dangers of Ignoring History and the Research on Change in Schools. From Now On, June 1999.
http://www.fno.org/jun99/teach.html
McKenzie, J. The Breaking Edge of Change. From Now On, October 1995.
http://www.fno.org/fnooct95.html
McKenzie, J. The Chum Artist Cometh. From Now On, Novemeber 2003.
http://www.fno.org/nov03/churnartists.html
McNamara, C. Overview of Organizational
Change. The Management Assistance Program for Nonprofits
http://www.mapnp.org/library/org_chng/org_chng.htm
Information attempts to provide some basic perspective about the concept of organizational change.
Overview of the Change Process (1998).
http://www.change-management.net/chgmodel.htm
This change model is eclectic, drawing on many of the best thinkers in the field of change management: William Bridges, John Kotter, Kurt Lewin, Tom Peters, and Douglas Smith, among others.
Paulson, T.L. Change has Never Been Easy
http://www.changecentral.com/articlepaulson2.html
We think change is difficult now, but change has never been easy. This article provides some historical examples.
Sanborn, M. Mastering Change: Why Organizational Change Fails.
http://www.changecentral.com/changeperspecmastering.html
Some of the most common reasons why organizational change fails.
Wagner, T. Leadership for Learning: An Action
Theory of School Change. Phi Delta Kappan, 82(5), 2001.
http://www.pdkintl.org/kappan/k0101wag.htm
Today's successful educational leaders understand that they cannot make change alone or by edict, Mr. Wagner notes. They motivate groups to learn and to solve problems together by asking tough questions and naming the big problems while refusing to offer easy answers.
Webber, A.M. Learning for a Change.
Fast Company, 24, 178, May 1999.
http://www.fastcompany.com/online/24/senge.html
Ten years ago, Peter Senge introduced the idea of the "learning organization." Now he says that for big companies to change, we need to stop thinking like mechanics and to start acting like gardeners.
Related Websites to Explore:
Chaos Thinksite
http://www.orgmind.com/chaos.html
MacNamara, C. Introduction to Management. The Management Assistance Program for Nonprofits.
http://www.mapnp.org/library/mng_thry/mng_thry.htm
MacNamara, C. Introduction to U.S. Business Organizations (For-profit and nonprofit). The Management Assistance Program for Nonprofits.
http://www.mapnp.org/library/org_thry/org_thry.htm
Case Study:
Walter, V.A. Lindbergh Takes Off.
School Library Journal, Jan 2002; 48(1), 46. (Access
requires login)
http://search.epnet.com.proxy.ulib.iupui.edu/login.aspx?direct=true&AuthT
. . .
Thanks to librarian Helen Cox, Lindbergh Middle School's media center is the nation's most improved library serving young people