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Forging information literateschool communities: A casestudy of teacher librarians’perceptions of their influencein the workplaceJames Henri a & Suzette Boyd ba Senior Program Director, The School ofProfessional and Continuing Education , Universityof Hong Kong , E-mail:b Head of Library and Information Services , ScotchCollege , Hawthorn, Victoria, Australia E-mail:Published online: 01 Jul 2009.

To cite this article: James Henri & Suzette Boyd (2001) Forging information literateschool communities: A case study of teacher librarians’ perceptions of theirinfluence in the workplace, New Review of Children's Literature and Librarianship,7:1, 93-103, DOI: 10.1080/13614540109510646

To link to this article: http://dx.doi.org/10.1080/13614540109510646

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Forging information literate schoolcommunities: a case study of teacherlibrarians' perceptions of their influence inthe workplaceJames HenriSenior Program Director, The School of Professional and ContinuingEducation, University of Hong Konge-mail: james@cite.hku.hk

Suzette BoydHead of Library and Information Services, Scotch College, Hawthorn,Victoria, Australiae-mail: suzetteboyd@hotmail.com

As a professional group, teacher librarians are often regarded as very innovative and proactive,even as influential. Recent studies have identified the relationship between the principal and theteacher librarian as a catalyst for influence. But how do teacher librarians perceive themselves? Dothey regard the pursuit of influence as a positive thing and how do they achieve influence withintheir schools? This case study of six Australian teacher librarians provides some answers.

BACKGROUND TO THE STUDY

Since the late 1960s when school libraries gained credibility andattracted funding to enable the development of quality school libraryservices, Australia's teacher librarians have focused on a bright

vision of resource based learning within an information literate schoolcommunity (1,2). The fact is, however, that while the teacher librarianshave been following a bright star they have had to be very aware that evenbright stars can fall from the sky. The best teacher librarians look to thefuture while making sure their back is protected. By nature their positionand its centrality to the building of quality schools teacher librarians shouldfocus their attention squarely on those issues that help and hinder thecrafting of quality teaching and learning. The actions of the teacherlibrarian ought to make a positive difference to teaching and learningoutcomes. Because teacher librarians work collaboratively with colleaguesit is not so easy to measure the impact that the teacher librarian is having.In some cases, the teacher librarian has done such a good job of being apartner that his or her influence is almost seamless.

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Informal discussion with 'prominent' teacher librarians about theirinfluence often involves some comment about looking over one's shoulderand to the need to build alliances. The thesis that inspired the researchunder discussion is that teacher librarians must ensure that they are credibleand they must seek influence. That is they must seek to fashion goodpedagogy and good politics. It is not enough to be influential within aprofession; teacher librarians must be influential within their schools.

How teacher librarians see themselves is a significant starting point intesting their potential for power and influence. To be influential requiresteacher librarians to be visible and to engage with the people with whomthey work - the students, the library staff, the teachers, the principal andthe wider community. It is assumed that successful teacher librariansengage in school politics and build influence. But is the influence theyexperience within their profession, transferred to their wider schoolcommunities? Indeed, how do they regard themselves? This research studyattempted to provide some insight into these questions.

THE RESEARCH QUESTIONThe question that was investigated and reported on here was 'do teacherlibrarians who are regarded as influential by their peers believe that theyare influential within their workplace?' How do these teacher librariansbelieve they engage with their community; what are their: spheres ofinfluence, strategies for engagement, involvement in politics, and how dothey build influence through engagement in activities outside 'the library'.

METHODOLOGYAdvice was sought informally from professional networks for the names ofteacher librarians who were regarded as influential within the profession. Apanel of people who were active within the profession of teacherlibrarianship were then polled as to the suitability of the suggestedcandidates. Six teacher librarians, who gained unanimous support from thepanel, were selected for the study. Three of the respondents worked inboy's schools and three in girl's schools. Five of the six were from theindependent system. One worked in New South Wales, one in WesternAustralia, and four worked in Victoria. All respondents are female.

An open-ended questionnaire was used as the primary data-gatheringinstrument. The instrument was administered electronically and, wherenecessary, telephone and email was used as a follow-up to gain clarificationon an issue or to fill holes in the responses. Responses were grouped intothemes and analysed inductively.

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THE RESPONDENTSTo ensure anonymity the respondents will be identified as A, B, C, D, Eand F. Each of those surveyed had between 16 and 30 years experience asteacher librarian, so there was a wealth of background experiences onwhich to build influence. It is worth noting that two of the respondents Dand F have been in their schools under 2 years, B and E over 6 years and Aand C over 18 years. Four of the six respondents worked in prestigiousindependent schools, the fifth worked in a small independent school andthe sixth worked in a prestigious state school.

In response to a request for their Myers Briggs personality type, only C andF responded. C indicated that library staff had been 'given the opportunity'to undertake professional development, perhaps indicating a lack of focuson the attributes of influential people. On the other hand respondent Findicated that she had personally undertaken an Myers Briggs (MBTI)workshop at her own expense and was 'impressed with the insights that itgave me'. She 'decided to organise' an in-service session for her librarystaff, so they could all have the opportunity to better understand their ownand others' preferred ways of operating.

The responses to question 17 provide a better clue to the respondent'spersonalities. Two respondents were non-committal about how they wereperceived by both the Principal and students. A mentioned that sheassumed the Principal was happy because she was always supportive of thelibrary. Referring to the Principal's perceptions C suggested that she wasseen as energetic and capable and that she made the Principal consideralternative ways of thinking. D indicated that she was known by thePrincipal as a 'dynamo'.

Respondent E was able to quote from a reference written by the Principalin which it was stated that she was; talented, creative, highly organised;developed a team of staff who work alongside her. ...as a Public Speakershe is able to encourage and to provide the vision that most would aspireto.

Respondent F noted that the Principal would describe her as 'determinedand innovative, a people person, and a good communicator'.

The language used by the respondents to comment on the way they wereperceived by students was informative. Descriptions included: C helpful,approachable, and trustworthy; D knows a lot about computers; E friendly,helpful, encouraging, a supporter, empathetic; F good fun, enthusiastic,keen to help.

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The language used by the two respondents C and F seems to indicate that Fis more proactive as she 'decided to organise', while C was 'given theopportunity'. It would appear that F does have some influence with theprofessional development people in her school, as she was able to provide aschool-funded MBTI training opportunity for her staff. In reviewingquestions 14 and 15 about the influences on respondents, F has includedthe Director of Research and Development as both someone whoinfluences her and someone she influences.

QUESTIONAIRE RESULTSHow influential do teacher librarians think they are?The teacher librarians were asked: 'How do you demonstrateinfluence?'(Ql), 'What are your spheres of influence outside the library?'(Q4), 'Are you the chair of any groups within the school?' (Q9), 'What doyou do to become personally visible in the school?' (Ql 1).

How do these teacher librarians demonstrate influence? The answers to thisquestion ranged from the importance of being on committees, which wasperceived as 'having a voice' (A) to 'I ask the hard questions' and there is'the perception that the teacher librarian is knowledgeable' (B). Aninteresting and vital clue to B's influence was her comment that she 'plots apath to keep my agenda in the limelight'. She believes her 'support of staffwith technology and information skills is also a way of demonstratinginfluence. C added that she 'attends functions and events'. 'Attend'however, would not normally be regarded as a term of influence. If she had'organised' or 'initiated' activities, her influence would probably beperceived to be greater. D's responses were lengthy and detailed, usingterms like 'future directions', 'modelling', describing herself as an'outspoken member of committees'. She certainly practised engagement.Respondent E was aware of the language of influence by using words like'proactive', 'working closely' (implying equal partnerships), 'on the ball',about her information literacy agenda. In contrast, F included personalityelements in her response to question 1. She said she was 'liked by thestudents', 'respected by the staff, was 'asked advice by the teachers' andwas 'invited to join committees'. F believed the above happened becauseshe was 'organised, efficient and knowledgeable'. Interestingly F was therespondent who valued the MBTI as a tool.

What are the respondents' spheres of influence outside the library? Mostlisted a series of successful activities in which they had been involved,ranging from mentoring programmes and supporting the PEEL program(B), integrating technology into the curriculum (C), virtual classroom

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programs (E) to naming individuals who are influenced by them (D and F).There was a wide cross-section of spheres of influence: IT, professionaldevelopment, department heads, and curriculum coordinators, with only Dincluding the Principal in her sphere of influence.

Which committees do teacher librarians chair? Four of the six teacherlibrarians chaired committees, which must give them considerableinfluence in those spheres at least.

Respondent A chaired 'Copyright and Archives', possibly not seen as apowerful committee by others within the school. C chaired the 'CurriculumResources Development Group', which includes some powerful membersof the school community, including the Principal. D chaired the ITCommittee, and F was convenor of the school-wide Literature FestivalCommittee.

How do these teacher librarians become personally visible? Some of therespondents focussed on their professional or 'library' visibility, whichresulted in answers that were similar to the responses to question 1.Respondents A and C included references to activities outside the library,which for A was the annual concert when the library staff put on 'an Act'.Respondent B considers herself 'outrageous', while C has been 'schoolmusical director', 'editor of the school magazine' and 'speaks at staffmeetings and curriculum days'. Like B, D focuses on appearance andpersonality, citing her liking for 'wearing loud colours'. 'Sending emails'and 'attending subject meetings' are considered by E to add up to personalvisibility. Respondent F believes that being 'gregarious, warm, up-frontand direct' is important. She also mentions 'talking to students and talkingto everyone', along with 'going to happy hours' and 'attending assemblies'as important. F also places importance on appearance, citing 'dressing asan individual' as an element in her personal visibility. These teacherlibrarians are indicating that their presence at school events, while 'dressedto be noticed' are strategies for increasing their visibility.

What strategies do teacher librarians use to build influence?Question 3 asked the respondents about '...strategies they have put in placeto ensure that there is a minimum of indifference towards informationservices or the library'. Again, many of the responses were similar to theanswers given in question 1. However there were some different anglesworth noting. Respondent A believes that a 'library presence on theInternet' and 'library skills classes', are strategies which 'result in a fulllibrary' and ensure minimum indifference. Of course, surveying theteaching staff can only test these assumptions. One of the respondents is

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'working to overcome indifference', by building her own credibility, evenif other library staff may lack it. Teacher librarian C appears to be moreproactive when it comes to avoiding indifference. Her language changesfrom the passive, 'attends meetings', 'on committees' to the proactivelanguage of influence. She 'established a global learning centre in thelibrary' and 'initiates discussion about use of this space'. Respondent D is'rebuilding professional respect' and 'advocating far and wide'. F believesrunning 'efficient systems', having an 'inclusive student-centred service',and 'encouraging and supporting the library staff to be friendly andapproachable' will ensure minimum indifference. All of these show adifferent approach and say more about the personality of the people beingsurveyed than they do about their professionalism.

Interestingly all six respondents answered question five positively and withgreat detail when asked if they 'had ever written an article for publicationin a non-library journal, or spoken at a non-library conference?' Fourrespondents have presented at conferences with other teachers. Two ofthese respondents have presented jointly and two had written articlesjointly with their Principals.

The responses to the question 'What tactics do you use to influenceteachers?' fell into 3 groups: (a) modelling, (b) leading and (c) cooperatingand providing. Respondent A modelled by 'showing the benefits of usingthe library', while D cited 'guiding', 'showing', 'telling', 'doing' asstrategies she used. E also models as she 'demonstrates educationalbenefits for students'. B and F both appeared to prefer leading strategies,using the language of influence. B said she 'lead by example'. F used theterms 'surprising them with new initiatives' and 'introduces', suggesting aproactive approach to influence. F also used cooperating and providingstrategies 'working through the Principal and the senior committee', as didC, who 'works alongside teachers'.

When looking at influence in schools, the parent body must never beoverlooked. Question 13 asked the participants 'what have you done tocapture the support of parents?' All of the respondents were active in thisarea. They speak at parent meetings, write for their newsletters, organise'friends of the library' (A, B, C and F). Respondents A, B, E and F haveinitiated activities for parents in the evenings. This group of teacherlibrarians has acknowledged the importance of parents, but they do notappear to have used the depth of influence that is at their disposal.

There are three possible reasons that could explain the lack of innovation ingaining the support of parents amongst this particular group of teacher

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librarians; cultural factors, the surveyed group is primarily from theindependent system which has a different demographic, or simply, parentsare currently being overlooked as potential sources of influence by teacherlibrarians.

Administering a Needs Analysis Survey is one way of raising the profile ofinformation services and a useful way of gathering information aboutperceptions. Respondents A and F had conducted a formal survey andfound this a positive way to increase visibility. Respondent F did make theadditional comment that the Principal had not addressed the issues from thereport that demonstrated a need for increased resourcing of informationservices. Respondents B and C had not conducted a survey of this typewhile D and E had made use of more informal approaches to gatheringfeedback on the needs of particular groups.

How do teacher librarians see their relationship with their Principal?Many writers have looked at the significance of the Principal's relationshipwith the teacher librarian. Haycock (3, 4) suggested that without Principalsupport teacher librarians were unlikely to get to first base. Henri (5)believes that 'teacher librarians thrive upon the leadership of energetic,supportive, visionary administrators'. Hay and Henri in 1995 (6) (see also7) continued this theme, going so far as to suggest that the teacher librarianshould share the 'world view' of the Principal and have broad basedsupport within the school. What is the view amongst the surveyed group ofteacher librarians?

Of the 6 people surveyed, only three respondents believed that thePrincipal was aware of the nature of their job. Those who answered 'Yes',described the Principal as 'sending me articles about good libraries, so hemust know what I do' A. C who has presented at a conference with herPrincipal believes he knows what she does. Recent conversations that Ehas had with her Principal indicate that 'she is now more aware'.

The three respondents, who answered 'No', include the two teacherlibrarians who have been in their schools under 2 years. Both indicated thatthey were being proactive in informing the Principal. F sends him copies oflibrary meeting minutes and articles she writes. He gives feedback, so sheknows he reads them.

All but one of the teacher librarians feels that they get positive feedbackfrom their Principals. They give written and verbal support; they listen toideas and 'seem to enjoy discussions'. They 'showcase the library tovisitors' and are 'generous with positive comments'. This is clearly not a

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group of teacher librarians without influence with their Principals.However, in question 14 and 15, in the second part of the survey, A, C, D,E, F all listed the Principal as one of five people who influence them intheir schools, but only D indicated that she had any influence over thePrincipal in answer to question 15.

Only one of the six respondents had scheduled meetings with her Principal,but all indicated that there was regular official and unofficial contact in thestaff room, at recess, by email and that meetings were arranged as required.Most of the teacher librarians, when responding to the question, 'How doesthe Principal support the library?' cited budgets, staffing, professionaldevelopment opportunities, speaking positively about the library andencouragement. F went a step further, noting more personal support fromthe Principal by mentioning that there was 'autonomy, trust, faith, respect'.Hay and Henri's initial findings from their 1995 study (8), found thatPrincipals 'rely on the professional judgement of the teacher librarian, solong as the teacher librarian demonstrates that trust is warranted'. If thesurvey had phrased the question more personally there may have beenmore enlightening responses.

What strategies then do these teacher librarians use to get Principalsupport. They present solutions, not problems (A, F), use correct channels,try to influence the real decision-makers (B), focus on benefits for students(C), support arguments with examples and statistics (C, F), have constantdialogue (D), share initiatives (E, F), give him articles about education,learning and libraries (F).

Did the respondents accept the claim made by Hay and Henri? This wasexplored in question 7. Each of the respondents supported the claim with Bsuggesting that it was self-evident. Comments were:

'If you do not have a Principal who sees the benefits of a developing, pro-active, exciting libraryand progress is a constant battle without top level support the teacher librarian's task is made somuch more difficult. If you want to do something and can fully justify your actions then youshould have the full support of the Principal. If not you have a problem.' (A)

'The vision needs to be directed towards curriculum improvement if the teaching and learningpotential of a teacher librarian role is to be really effective in impacting on what happens inclassrooms. I think some principals may have a PR vision rather than a teaching and learningvision.' (B)

'A supportive administration is critical to the success of the teacher librarian in a variety of ways -in the provision of human and financial resources and especially in underlining and reinforcing thevalue of the teacher librarian to the school community. A visionary administrator would be a bonus- especially if (s)he is prepared to listen to the teacher librarian's visions.' (C)

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'When teacher librarians are given a mandate, and unqualified support, by the leader then creativethings begin to happen.' (D)

'The support of an administrator for the teacher librarian is vital, due to the often confused regardfellow colleagues have of their role. If the administrator is seen to support what the teacherlibrarian is trying to implement, then colleagues tend to take notice along the lines of what thatperson is doing in her/his role must be important to this organisation because the Principal thinksso. Teacher librarians will tend to thrive in this environment because they have a cushion ofsupport, support to implement and trial educational concepts dear to their heart.' (E)

'Under a visionary leader we increased the teacher librarians from one to six and there was a senseof 'there's nothing we can't do". The Principal loved the challenges we were offering and seemedto expect demands, surprises and sometimes confrontation. We all thrived in that dynamicatmosphere and pushed the boundaries for one another." (F)

The respondents suggested a couple of cautions:• the teacher librarian must be able to live up to all this• there is often a period of training the visionary leader to understand

what is possible of course.

Are teacher librarians political?One of the surprising outcomes was the lack of awareness oracknowledgement that politics is part of building influence for teacherlibrarians. In question 6 the participants were asked 'Do you take part ininternal school politics?' They were also asked if they were comfortablewith this? Three answered 'Yes' B, D and F, three answered 'No' A, C andE. The 'No' respondents said 'I am politically naive', 'I avoid it', 'No, butI am well informed'. The 'Yes' respondents added 'to increaseopportunities for collaboration' D, 'influence is enhanced if aware ofpolitics' and 'it is most important to find out whom to try and influence' F.Hartzell (9) claims that every organisation is political and counsels theacknowledgment of the reality of politics and the reality of being part ofthe process. Even if the teacher librarian does not see her actions aspolitical, others might.

LIMITATIONSThe original questionnaire had rested on the presumption that therespondents would all wish to be influential within their school. However,the responses to question 8, 'What would be different if you had moreinfluence?' were diffident. It was surprising to see a lack of interest in thispossibility. C would have 'more impact on teaching, learning andcurriculum planning'. D said 'everything would be different'. E indicated a'voice on information literacy would be on all the curriculum documents'.F would be 'part of the senior executive' and 'we would be an informationliterate school community. This led the researchers to go back to the

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respondents with an additional question, which explored the fundamentalissue and sought ideas about how influence might be used.

Four of the respondents were quite clear that they wanted to be influentialand offered the following reasons:

• 'You do need influence so you can get your ideas across. People must believe in youand feel that you will support them if they are going to accept your ideas and try newthings. They must believe the library is essential to their courses and want their studentsto use the library.'

• 'I believe I do have influence in my school, I'm on the school council, the curriculumcommittee and 1 chair the Curriculum Resources Development Group (all of which havethe Principal involved). I try to use this influence to promote the value of informationliteracy, in particular, and the library and its resources in general.'

• 'I believe that I am already influential by reputation and by constantly producing results.What am I doing with the influence? - trying to change the world - actually. Trying tohave a positive impact on student's lives, teachers' daily practice, and the culture of thisschool.'

• 'I would like to be listened to as an experienced educator, and one who understands theneeds of students to be engaged and own their own learning. I would like to beconsulted by teachers when setting out to introduce new units of research to theirclasses.'

The two respondents B and E who were not so sure about wanting to beinfluential commented:

• 'What I want is to feel excited and involved in school learning.'

• 'I want to be respected for what I do and for what I promote in the pursuit of academicexcellence and personal development. If this makes me influential, I would hope thatsome of what I preach and practice rubs off onto the students to make them independentlearners and resilient people. If this also rubs off onto my colleagues in a way thatassists them with their work, this would make me feel satisfied too. This influencecould then be used to work towards achieving sound student learning outcomes.'

CONCLUSIONLangford (10) argued that influence was about credibility and aboutunderstanding and using the power of heuristics. The teacher librarians inthis study are certainly aware of the importance of credibility, but as agroup are not using the language of Hartzell's heuristics of influentialpeople; that is likeability, expertise, sensitivity, a controlled ego andfocussed energy and effort.

Most of the respondents indicated that the Principal, teachers and students,and indeed the parents, valued them. Their self-esteem, their credibility andtheir expertise were all intact. People want to be involved with a teacherlibrarian with a high profile. Therefore their potential for influence washuge and perhaps under-utilised.

Finally it is worth considering the view that invisible teacher librarians are

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vulnerable. This view suggest that in the end it is not a question of howgood teacher librarians make teachers look but rather a question of whomakes the teacher librarian look good!

REFERENCES1. HENRI, J. The school curriculum. Wagga Wagga, New South Wales: Centre for Library

Studies, RMIHE, 1988.

2. HENRI, J. The information literate school community: Exploring a fuzzy concept. Scan, 14(3), 1995, 25-28.

3. HAYCOCK, K. Getting to first base: developing support from school principals. SchoolLibraries in Canada 1 (3), 1981, 17-18.

4. HAYCOCK, K. Fostering collaboration, leadership and information literacy: Commonbehaviors of uncommon principals and faculties. NASSP Bulletin. 83 (605), 1999, 82-87.

5. HENRI, 1988, op cit.

6. HAY, L. and HENRI, J. Leadership for collaboration: making vision work. Paper presented atthe IFLA Conference, School Libraries Programme Session, Istanbul, Turkey, 1995.

http://www.ifla.org/IV/ifla61.61-hayl.htm

7. HAY, L. HENRI, J. and OBERG, D. The role of the principal in an information literate schoolcommunity: Think global, act local. In Henri, J. and Bonanno, K. The information literateschool community: best practice. Wagga Wagga, New South Wales: CIS, 1999. 121-147.

8. HAY, L. and HENRI, J. op cit.

9. HARTZELL, G. Building influence for the school librarian. Worthington, OH: Linworth,1994.

10. LANGFORD, L. Power is not a naughty word: reconfiguring relationships in your workplace.2000http://golum.csu.edu.au/-llangfor/papers/paper10.html

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