Assessment Item Four – Evaluative Report

A) Evaluative Statement

On completion of INF506 I have explored a variety of social networking technologies and created new accounts with LinkedIn, Second Life and Delicious which have broadened my experience as a social networker. The following OLJ entries show I have developed a thorough understanding of the issues and theories that surround social networking within an information environment and I am able to identify how these tools can be utilised to meet user information needs in a variety of information environments.

As evidence of meeting the learning objectives for INF506, the following OLJ posts have been selected:

Critical evaluation of ASUL achieving the 4c’s of social media critical evaluation

Creating an Online Personal Learning Network

Critical evaluation of ASUL achieving the 4c’s of social media

As an example of social networking technologies within a library context, ASUL successfully apply the 4Cs of social media – ‘collaboration, conversation, community and content creation’ (Hay, Wallis, O’Connell & Crease, 2014) which has allowed the institution to promote services and collections in many ways but also to ascertain critical characteristics of their audience (Mathews, 2009). Knowing what motivates their users, the ‘Library Minute’ videos via YouTube are tailored to deliver relevant information with a succinct and entertaining method – perfect for time poor students.

Critically examining the features and functionality of ASUL’s social networking tools such as Facebook, Twitter and Vimeo it is easy to observe how these tools satisfy the informational and collaborative needs of the tertiary community. ASUL promotes participatory library services by providing ample opportunity for user content creation and participation via online feedback, open collaboration and encouraged to post comments and images via Facebook.

By exploring ASUL’s site, I am able to understand the practice of Library 2.0 as ASUL has embraced the trend towards utilising Web 2.0 (Lamb, 2012) technologies to enhance their services and recruit new users or ‘crowd source’ (Hay et al., 2014). ASUL’s professional practice indicates that they have carefully considered the lifestyle of users and how the library fits into their world (Mathews, 2009) which has ensured that ASUL will remain the information hub of the university. critical evaluation

Becoming a member of Delicious proved to be a valuable exercise. New to social bookmarking, I explored the platform and adapted quickly to collecting noteworthy resources online and effectively storing, tagging and disseminating information within my small but professional network. Although I found the features and functionality to be sound, Delicious has been subject to negative reviews (Naone, 2011). Considering this, I will also experiment with ‘Reddit’ or ‘StumbleUpon‘ to better support my need to organise sources that have potential for future application in workplaces.  As a personal exercise, I was able to streamline my learning resources rather than adding to a long favourites list of websites and recommended readings for INF506.

Delicious highlighted the importance of ‘tag literacy’ (Redden, 2010) and reasons tag terms must be appropriate in order for tools such as Delicious to be functional and meet the information needs of users. Although Delicious assists with the issue of broken links, the management issue of ongoing maintenance to ensure up to date additions and to add members to the online Delicious community still exist (Redden, 2010).

Creating an Online Personal Learning Network

Up until this point, my personal use of social networking technologies had not evolved to include professional relationships and was merely as ‘spectator’ (Bernoff, 2010). Creating a map of my personal learning network (PLN) helped to identify gaps and according to Utecht’s stages of PLN adoption (2008) my use needed to be better planned if any professional development was to be gained (Cooke, 2011).

This activity proved to be useful in enabling professional development opportunities as well as facilitating collaboration that would not have otherwise been feasible (Cooke, 2011) given I do not currently work full time in an information environment. By information professionals establishing a PLN they are able to contribute when developing library 2.0 participatory services (Casey, 2007; Sodt & Summey, 2009) as they are better aligned with client needs (Farkas, 2009). Similarly, by becoming aware of my PLN, I have broadened my expertise for understanding user experiences and making informed recommendations (Lamb, 2012).

It has been valuable to engage with social networking technologies and note best practice of institutions implementing their use to improve services. Critically examining the features of these technologies has shown that not all social networking tools are beneficial to users and libraries must ascertain which tools are best suited to supporting information needs and providing access to services.

As a continuous project, my OLJ shows that I have gained an understanding of how libraries can utilise Web 2.0 social networking tools to gain educational and collaborative benefits as well as achieving INF506 course objectives.


B) Reflective Statement

The INF506 journey has benefited me both professionally and personally with a deeper understanding of social networking tools and their variety of uses. As a social networker, I have evolved from mindlessly possessing many unused accounts to regularly maintaining a few which contribute to my development as an information professional now and in the future. At present I have progressed to a ‘collector’ level (Bernoff, 2010) and dabble as a content creator contributing to feedback and blog posting. However, I am yet to reach a ‘conversational’ level as I lack confidence when contributing to academic forums given that I am not working in a full time position. However, I fully intend to participate in the ongoing learning process to benefit any future positions I may hold as an information professional.

Information gleaned from INF506 modules was able to be applied to a variety of situations that helped me to extend and improve my using of social media. For example, I was not aware of the importance of a personal learning network (PLN) for current and ongoing professional development. Due to negative personal experiences, I had shied away from social networking as a professional. Half way through the course, it was clear in OLJ that I was still fearful and struggling with the online exposure however once I separated personal and professional profiles, I felt confident to increase my interactions with tools such as Facebook.

Assessment item three gave me great insight into the continually changing and controversial media surrounding social networking in a school setting. In an attempt to quell cyber-bullying and increase net safety, New South Wales government schools ban all social networking access. Even so, school administration still struggle to remain abreast of mobile access which allows access at any point. In addition to state government policy, school administration considers views of parents as well as achieving educational goals. It is certainly a difficult balancing act that is taking some time to manage. In the meantime, young people are losing the opportunity to learn social media skills which will benefit future employment opportunities not to mention awareness of issues such as a lasting digital footprint or copyright. On completing the report, the importance of written policy, planning and evaluation are clear. Given the constant change social technologies, solid social media policies are essential to guide staff and for the protection for of organisation (Kooy & Steiner, 2010).

Looking back at my first post it was my goal to understand how to use social media beyond a superficial level. I believe this has been achieved in that I now realise that information professionals must be organised and deliberate in their use of social media. For example, Farkas (2007) stresses the importance of knowing users. This may seem obvious, however professionals need to gather this information from a variety of sources and apply findings when developing market strategies. Further, Farkas (2007) highlights how a user centered focus coupled with ongoing evaluation is essential in creating and maintaining a library 2.0 information environment. I have bookmarked various sources authored by Farkas which have been valuable to my understanding of libraries and Web 2.0.

At various stages throughout INF506 I was forced beyond my comfort zone, in particular in my attempts to access ‘Second Life. As stated in my OLJ, I had a myriad of problems with the software and program crashes however I was able to experience the program vicariously via YouTube clips. This activity added a whole other dimension to user access. I had never imagined the possibility of communicating via an avatar or users learning as characters and the possibilities for isolated users are endless. Attempting to master the technology was challenging (Luo, 2009) however I will be attempting to revisit Second Life at a later date.

Certainly, INF506 has increased my awareness of social media however it has also become clear that there are many more resources and social media technologies that I have not yet encountered. The realm of social media is being broadened further with apps gaining popularity and providing new spaces where libraries will need a presence. Even so, INF506 has provided me with confidence to explore these new areas and to implement new tools to assist in the organisation of my professional development. When I secure a full time librarian position, I will feel competent in utilising these tools to improve library services, reaching out to users and keeping the library services relevant to new and prospective users.


Bernoff, J. (2010). Social technographics: Conversationalists get onto the ladder. Retrieved from

Casey, M.E. (2007). Maintaining the momentum. In Library 2.0: A guide to participatory library service. pp. 119-132. New Jersey: Information Today.

Farkas, M. (2007, November 2). Building Academic Library 2.0.[Video file]. Retrieved from

Hay, L., Wallis, J., O’Connell, J. & Crease, R. (2014). Library 2.0 and participatory library services. Librarian 2.0. [INF506]. Retrieved from Charles Sturt University

Mathews, B. (2009). Marketing today’s academic library: A bold new approach to communicating with students: Blurb Chicago: American Library Association. Retrieved from

Naone, E. (2011). Are social bookmarks still delicious? Retrieved from

Kooy, B. K., & Steiner, S. K. (2010). Protection, Not Barriers Using Social Software Policies to Guide and Safeguard Students and Employees. Reference & User Services Quarterly, 50(1), 59-71. Retrieved from

Lamb, A. (2012). Audience analysis. In Eduscapes, Marketing 4 Libraries. Retrieved from

Redden, C.S. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship. 36 (3) pp. 219-227. Retrieved from

Sodt, J. & Summey, T. (2009). Beyond the library’s walls: Using library 2.0 tools to reach out to all users. Journal of Library Administration, 49, pp. 97-109. Retrieved from EBSCOhost Education Research database.

Utecht, J. (2008). Stages of PLN Adoption. Retrieved from


OLJ – Critical evaluation of ASUL achieving the 4c’s of social media

Arizona State University Libraries (ASUL) have created an interesting and informative page. Easy to navigate, I was motivated to explore the various services offered by this institution.The Library Minute YouTube collection and use of web 2.0 social tools certainly promoted and achieved the 4c’s of social media – Collaboration, Conversation, Community, and Content-Creation. Web 2.0 technologies utilised included Facebook, RSS Feed, Twitter, YouTube and also a presence on Instagram and iTunesU. The one minute videos highlighted various library services and resources such as location of academic articles and audio-visual materials. Further, clips also addressed library exhibits and media issues.

Conversation and community

Certainly an attempt at conversation via ASUL’s Facebook and Twitter pages was encouraged with regular posts and tweets.  Although Twitter as a community seems to be favoured by students with 2,547 followers as opposed to 594 likes on Facebook. A reason to explain such a difference may be that ASUL tweets contain useful and practical information such as links to the university’s feed and last minute changes whereas Facebook is more promotional, mentioning future events such as ‘Education Week’.


There was very little collaboration between library and users. Most Facebook posts had less than five likes and there was very rarely a comment. However, I do not feel the library is at fault, the option for suggestion, comment or feedback exists. Perhaps actually inviting opinions or comments may remedy this.

Content creation

The majority of content existing is created by ASUL staff and this may deter users from creating new content.  The promotion of Instagram may reduce feelings of vulnerability with users tagging images rather than having one’s name exposed such as on Facebook. The library’s Instagram account is successfully adding a human element in that the culture of is not perfect (Farkas, 2008) and constantly changing as shown with informal and fun photos. Pictures show librarians as Star Wars characters, cleaning up of big rubbish, working with students, big smiles and funny faces – all visually communicating that the library is alive, amongst the user community and working behind the scenes to improve.

Clips viewed:

The Library Minute: LIB 101 ASU Libraries Introduction. Retrieved 1st May 2014.

Important Library Minute: Mobile Security

The Library Minute: Interlibrary Loan Document

The Library Minute: Study Spaces Video

Access Week Continues!


Farkas, M.G. (2008). The essence of library 2.0. In Information Wants To Be Free. Retrieved from

Half Way – Social Media Reflections

It is quite some time since I have published anything on this blog. I have kept up with my OLJ, module activities and assignment submission however I haven’t been comfortable participating as a social networker.

I find being an active contributer to social networks quite confronting. I didn’t realise that I had deliberately hidden myself from followers on Facebook, Twitter and Instagram. Perhaps this stems from a lack of self esteem, although being stalked by crazy family members certainly is a driving factor. I feel uncomfortable that my old real estate agent knew within a few hours that I had registered with LinkedIn. Also, I’m reluctant to post or comment on the INF506 Facebook group – what if I write something incorrect? My previous comments have not been ‘liked’, do my contributions add value to the conversation?

I have, however, realised the essential part social networking has to play in libraries. Living in a rural area, I’ve seen first hand the number of people that depend on the virtual connection between user and librarian. Online catalogues, reserving books and asking questions are all services well used through the local library. Our council library is seen as a hub of the community I believe because it markets itself online so efficiently. If there is any community activities happening, the library has the details and extra resources to go with. Any feedback is encouraged and the librarians always seem eager to help. The dialogue fostered through social media has helped this perception.

At present I do not work full-time within a library, but I think I will enjoy working with social media much more when it has a professional purpose. I can see the point and the value of using social networking to engage with users, develop marketing strategies and connecting with other institutions or resources.

OLJ – Developing a draft marketing strategy

Using the readings and concepts presented in Module 4 as a guide, a draft social marketing strategy (SMS) can be developed for a secondary school library in which I am visiting. The following points are considered:

* Establish goals for the SMS (weekly and yearly) and use these to define the process. Keeping a written record of these goals assists in maintaining focus. Goals will be specific, realistic and be in-line with the relevant policies of the school.

*Ensure adequate time is allocated during the initial stages of social media development and selection of tools. Ongoing attention is needed to maintain an adequate social presence. Time and responsibility needs to be negotiated with members of staff.

*Evaluate the target audience. Teachers, students and parents will all be engaging with the social network therefore it is these groups that will need to find the topics relevant and useful. Further, reading levels, maintaining interest and appealing to a variety of age groups would also need consideration.

* The library budget must meet the ongoing needs of maintaining a social media presence. Whilst the start-up software may not incur a cost, the ongoing maintenance in terms of staff time do need to be included in the strategy.

*Library management will then decide which social media sites to use and what services will be promoted. Most students utilise Facebook therefore this is where the library will reach the greatest number of student users. The library is also able to ensure ‘likes’ rather than ‘friends’, this way updates will reach students via newsfeeds and students do not fear school administration viewing their personal activities.

* Review and assessment is essential in maintaining an effective marketing tool that is responsive to needs and interests across the school. Listening to and engaging with the users will yield valuable feedback that can be utilised when reflecting and reviewing the SMS.

OLJ – critical evaluation

Arranged as a folksonomy (Allen, 2011), is an online tool used to save and organise web links. Classifying links using tags and subject stacks, a user can keep many links as well as view other public link lists.

Creating a account was relatively quick and easy. Instructions and functions of the site are clear. This was possible due to the simple lay out of the site and few advertisements or pop-ups. Before INF506 I had not experienced and had struggled with an impossibly huge favourites list. Keeping an online collection of bookmarked links seemed risky given many links were essential to research and assessment. However, it seemed users can access bookmarks regardless of online location.

Finding and tagging links proved to also be a simple process. I was able to record information about each link such as date linked, comments regarding nature of link and tags to categorise each link – something that was not possible with home bookmarking. From here, my links could be organised and I could search other lists held by members of this strong community. is an incredibly simple way for organisations such as libraries or universities to engage with users and develop an online collection of resources. Value is again given when such institutions have access to further lists from any other organisation. This arrangement or collaboration means professionals, educators and students have access to organised resources and are not having to re-research already discovered information about a particular topic. Lists or stacks of such extent would, however, need to be monitored for out of date or broken links to ensure all sources remain current.


Allen, A. (2011). Taxonomies and folksonomies. Retrieved from


OLJ – Comparison of three libraries


Why should libraries have a presence within social media?

With over 62 per cent (Australian Interactive Media Association, 2011: Foreword) of Australian Internet users accessing some sort of social media at least three times a week, it would seem wise that libraries tap into this audience. To name a few, Twitter, Facebook or YouTube all present a low budget and relatively easy avenue to immediately access users and maintain a constant presence. Extending from the points mentioned in the above comparative table specific reasons include:

  • Increase access and improve services

All three libraries provide ‘live help’ during business hours or maintain a social networking presence. This allows information professionals to respond promptly to inquiries, comments or criticisms. Charles Sturt University (2014) notes that by making their library services more accessible portrays that the University is committed to users and improving services.

  • Encouraging valuable conversation

Social networking sites allow direct engagement with users. From these conversations, libraries may glean valuable information such as collection feedback, improvements, praise, warnings or general comments that portray the library as maintaining a human element. Via their Facebook site, Clarence Valley Library (2014) posts regular updates regarding the re-location of the library. Users are invited to suggest ideas for the new library design and contribute information about the new site. Such participation means the library is seen as a part of the local community and all input is answered and valued.

  • Showing that the library is the information hub of the community

In addition to conversing with users, social media allows the library to extend resources beyond a physical collection. Sydney City Library tweets and posts to Facebook about community events such as  ‘Earth Hour’ or local protest marches. Such efforts ensure that new users are attracted to the library as a hub of information and the library maintains a relevant place within the local community.


Australian Interactive Media Industry. (2011). Sensis: Social media report. Retrieved from


Assignment One


a) What is social networking?

Social networking may take place in person although in an online environment, social networking is simply communicating with other users via websites. Usually these users share a purpose or an interest.

b) Which social networking technologies do I already use?

Facebook – study

Flickr (personal) + study

pinterest (personal)

Ravelry (personal)

LinkedIn + study

Delicious + study

c) What do I expect to learn from INF506?

At present I use various networking sites for personal reasons and whilst this satisfies a social purpose I struggle to understand the technology beyond a superficial level. Given that I live in a rural area, I would like to learn how to use these sites with professional purpose and explore ways in which social media may be utilised to bridge the gaps between metropolitan and rural professionals. Further, I want insight into the younger users of these sites – their social needs, information seeking habits and ways of communicating. I anticipate this subject will increase my understanding about the world of young information seekers and hopefully to remain one step ahead!

Assessment Item 5 – Part B – Critical Comparison

As a teacher turned librarian, this subject was a mere formality, an update to prepare myself for return to the workforce. I predicted ETL401 as a simple focus on technologies and perhaps an analysis of information seeking behaviours of students – easy marks! Needless to say, the first iceberg graphic required for analysis (Combes, 2013a) quickly jolted my shallow predictions and so began the unravelling of my current perceptions and a reinvention of my professional identity.

Deconstructing stereotypes

Online learning journal (OLJ) entries show that I was ill informed and driven by stereotypes when considering the role of teacher librarian (TL) (OLJ, May 5, 2013). Previous experience had lead me to understand TLs as introverted, isolated (Fourie, 2004) and without a teaching component. Despite collaboration being considered excellent TL practice (Herring, 2007; Eisenberg, 2008; Kuhlthau & Maniotes, 2010; Lamb & Johnson, 2012), I was not familiar with the concept. Anxiety grew – the thought of collaborating with some of my previous colleagues seemed impossible. More than comfortable with their professional arrangement (OLJ, April 25, 2013), the thought that a TL could support classroom teachers in the design of innovative curriculum that embedded information literacy (Combes, 2012) seemed preposterous.

I will be honest, I cried. For me, doom was on the horizon – I was holding tight to tweed skirts, and working in isolation – and I liked covering books! (Luthman, 2007). However, as my reading widened, it became obvious that I was drawing from a narrow range of past experiences and making inaccurate judgements about the modern role of the TL (Hartzell, 2002).

 The role of TL – a slippery concept.

I found it difficult to pin point the role of a TL. I grappled with the concept of professional identity (Doskatch, 2003) which had been clear when I was purely a classroom teacher. Not currently employed within a school library, I spoke with various school librarians to gain authentic insight (OLJ, March 11, 2013) and discovered that each had a unique role depending on context although I was able to glean some common aspects. It was obvious that the role of TL is complex and at base level involves teaching generic skills across the curriculum as well as information literacy and literacy skills development (Coatney, 2008).

The unpredictable nature of the TL role does not seem so daunting if a written policy is established to guide practice and provide a clear framework. As well as articulating job role and the place of the library within the school (Combes, 2008), policies help provide consistent services (Sanders, 2004) and provide a focus for developing goals that align with the school’s mission (Combes, 2008).

Identifying and confronting fears

The concept of collaboration was a foreign concept to me. My past employers were very traditional in approach and my colleagues viewed inquiry based learning as a chance for discipline issues to arise (OLJ, April 25, 2013). With regard to teaching practice, there had been no change of method for many years and any suggestion of doing so was resisted. Sanders (2004, p.16), encourages professionals to recognise why such resistance might occur. Regarding my previous situations, teachers may have felt their status, expertise (Sanders, 2004) or autonomy was threatened (Hartzell, 2003) and thus were not welcoming of any assistance or support from the TL.

Accessing Hartzell (2003) was a pivotal point concerning my professional development.  This author presented strategies that empower the TL when dealing with resistant characters. For example, techniques for communicating effectively would hopefully reduce resistance to change. In such environments, it will take time and commitment to reshape perceptions however with Hartzell’s plan of attack, I feel well equipped to cope with organisational politics (which I had previously avoided) and able to contribute to the school by working smarter, not harder. 

The principal – key to success

Staff can hardly be expected to embrace change if the principal himself does not value or see the contribution of the TL. Time again, the literature stresses the support of the principal as imperative to the success of any library program (Oberg, 1995; Hartzell, 2003; Haycock 2007; McGuinness, 2011) and without the support of this powerful sponsor the value of a qualified TL will be overlooked during budget and staff allocation (Hartzell, 2003). Sadly, TLs suffer from ‘occupational invisibility’ (Hartzell, 2003, p.7) therefore it is imperative that people perceive the TL as making a significant contribution to the accomplishment of the School’s goals and student learning outcomes (Combes, 2012).

I had stated that I did not believe that TLs were an endangered species (OLJ, March 12, 2013) although on reflection, I would now flip my answer. Drawing on previous experience, some TLs do not market themselves effectively and resulting in principals hiring librarians or aides rather than qualified TLs as a cost cutting decision (Combes, 2013b).  Although a TL may contribute significantly to the core business of a school, they will not be treated as an equal partner in curriculum design and teaching of students (Combes, 2013b) unless key players are aware of their effort, value and contribution.

This subject has been a difficult journey. Deconstructing stereotypes and confronting my behaviour of avoiding certain characters in the workplace was challenging. Even so, I have drawn on the literature to inform my role and practice as TL and establish a palette of techniques that I may keep for future reference.



Coatney, S. (2008). Library media specialist – Not a good job for the faint of heart. Teacher      Librarian, 35(3), 57.

Combes, B. (2008). Challenges for teacher librarianship in the 21st century: Part 2 – Time and workload. Schools Catalogue information service: Connections, 67. Retrieved from““`anship_pt_2.html

Combes, B. (2012). Practical curriculum opportunities and the library catalogue. In Schools Catalogue Information Service: Connections, 82. Retrieved from

Combes, B. (2013a). The internet and the WWW. [iceberg web graphic]. Retrieved from

Combes, B. (2013b, April 4). Pulling it all together [Online forum comment]. Retrieved from

Doskatch, I. (2003). Perceptions and perplexities of the faculty librarian partnership: an Australian perspective. Reference Services Review, 31(2), 111-121.

Eisenberg, M.B. (2008). Information literacy: Skills for the information age. DESIDOC Journal of Library and Information Technology, 28(2), 39-47.

Fourie, I. (2004). Librarians and the claiming of new roles: how can we try to make a difference? Aslib Proceedings, 56(1), 62-74.

Hartzell, G. (2002). The principal’s perceptions and teacher-librarians. School Libraries Worldwide. 8(1), 92-110.

Hartzell, G.N. (2003). Building influence for the school librarian: Tenet, targets and tactics. (2nd ed.). Worthington, Ohio: Linworth Publishing.

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.). Libraries in the twenty-first century: Charting new directions in information. (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Kuhlthau, C.K. & Maniotes, L.K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, XXVI(5), 18-21.

Lamb, A. & Johnson, L. (2012). Overview: The school library media specialist. In Eduscapes. Retrieved from

Lancaster, R. (2013, April 25). Implementing guided inquiry. [Blog post]. Retrieved from

Lancaster, R. (2013, April 25). Collaboration: The accepted norm? [Blog post]. Retrieved from

Lancaster, R. (2013, March 11). The role of teacher librarian: Professional statements. [Blog post]. Retrieved from

 Lancaster, R. (2013, March 12). Topic 2: The school librarian, an endangered species?. [Blog post]. Retrieved from

Luthman, A. (2007). Librarians, professionalism and image: Stereotype and reality. Library Review, 56(9), 773-780.

McGuinness, C. (2011). Becoming confident teachers: A guide for academic librarians. Oxford: Chandas Publishing.

Oberg, D. (2007). Taking the library out of the library into the school. School Libraries Worldwide, 13(2), i-ii.

Sanders, R. (2004). Australian library supervision and management (2nd ed.). Wagga Wagga: Charles Sturt University Centre for Information Studies.

How do we do it all?

Certainly, the TL can take on more than is manageable. As a teacher and library manager, it is easy to become caught up in the emergencies that present throughout the day – even if they do not concern the TL. For example, last minute unplanned lesson by a teacher, broken computers, re-shelving out of hand and so on. It may seem that there is no chance of ever reaching the core tasks of the TL which are achieving learning outcomes.

How to decide on allocated time

All plans and roles of the TL will differ according to context however the TL has to get tough, pin pointing their exact role and what jobs need doing. They must be realistic and decide what they will tolerate when giving away their time. This would involve turning away unorganised teachers or persisting with maintenance crews about broken equipment.

The ability to delegate and preserve sanity

In this activity, I’m assuming there is at least one teacher aide assigned to the library therefore some housekeeping tasks can be assigned to this person and the TL can take a monitoring role. The TL can then prioritise tasks that need attention and then they may concentrate on their role as a planner, manager, support to teachers and providing resources to promote learning. Prioritising can involve staff, empowering them with responsibility.