The implication of our role as an information specialist in both education, librarianship and technology assumes an enhanced and leadership role we play. Interestingly, I am beginning to see the fruit of successful interactions with my school executive last week in a discussion about the new library. My discussions were supported by clear objectives, sound research based on our schools needs and resource use and a vision of how to integrate technology with the school's vision for future growth. I did encounter limited resistance by a non-teaching colleague who displayed an acute sense of lack of knowledge as to library process and pedagogy. Diffusing and articulating an argument based on student outcomes appeared to flow easily and drew upon the support of the Principal. Henri (1999) would have been pleased!! My subconscious has been able to process the learning and apply it to situations that depend upon leadership skills. Why this is important for me is that I have been able to draw upon my readings and knowledge on leadership (Fullan) and apply these to my understanding of the role. I am learning to address the responsibilities of my role and promote the role of collaborator across leadership and pedagogical domains. For me this is real, transference of knowledge. Now, the challenge is to enthuse and collaborate with the remainder of the staff who are reluctant to engage or is it they find it difficult to afford time. Gibbs' solution of structural change (meetings designated for collaboration) may be an area I will address with the school executive. At this point I will continue to be active and seek them out!!! So far, I have had success with the SOSE and English faculties in collaboration, although this has been piecemeal- RFF, sourcing Resources, and Lit circles. My aim is to incorporate a greater degree of Information Literacy within these KLA's.
Last week I was asked to brief the school's architect on my vision for the new library. A number of proposals were
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