Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgements
- PART 1 WHO IS THE LIBRARIAN?
- PART 2 YOUR COMMUNITY: FROM PERCEPTIONS TO PRACTICE
- PART 3 MOVING FORWARD
- 7 Inspiration
- 8 Becoming integral to teaching and learning
- 9 Innovation
- Appendix 1 Levels of education
- Appendix 2 School library self-evaluation questions
- Appendix 3 An example of a completed self-evaluation summary sheet
- Appendix 4 SWOT analysis
- Appendix 5 Choosing priorities in development planning: sample grid
- Appendix 6 Example of a force field analysis: a tool for managing change
- Appendix 7 Managing change: process and principles
- References
- Index
7 - Inspiration
from PART 3 - MOVING FORWARD
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Preface
- Acknowledgements
- PART 1 WHO IS THE LIBRARIAN?
- PART 2 YOUR COMMUNITY: FROM PERCEPTIONS TO PRACTICE
- PART 3 MOVING FORWARD
- 7 Inspiration
- 8 Becoming integral to teaching and learning
- 9 Innovation
- Appendix 1 Levels of education
- Appendix 2 School library self-evaluation questions
- Appendix 3 An example of a completed self-evaluation summary sheet
- Appendix 4 SWOT analysis
- Appendix 5 Choosing priorities in development planning: sample grid
- Appendix 6 Example of a force field analysis: a tool for managing change
- Appendix 7 Managing change: process and principles
- References
- Index
Summary
Do one thing every day that scares you.
Schmich, 2008What is inspiration?
Inspiration can be a frightening word to use. It implies passion, creativity, imagination and enthusiasm. To be inspired suggests being endowed with vision and insight, having the confidence to take ideas forward to action and perhaps transforming practice (e.g., Reynolds, 2008). People who are inspired brim with excitement and motivation and are prepared to take risks. We believe that most of us have vast potential; we can do extraordinary things if we have the confidence to take risks.
Why is inspiration important to school librarianship?
A tale of two librarians
Annabel, a qualified librarian working in a high achieving girls’ grammar school, has a large library with a stock of around 15,000 volumes, predominantly less than ten years old. She has had outstanding inspection reports praising the use of the library by staff and students and the efficiency and professionalism with which she and her assistant run it. However the library is never mentioned in school publicity and Annabel does not engage in any activity outside the library – not even exchanging views with other librarians. Annabel feels comfortable in her work and she responds efficiently to requests. As the years pass Annabel continues to be very capable but finds it increasingly difficult to relate to the younger students. The library is still seen as a ‘good thing’ inside the school but the teachers don't stop to talk or think about it very much. When a new head teacher arrives and the budget is under pressure, the library is the first target to be looked at for cuts.
Saleha has worked in her school library for ten years. She is now increasingly conscious of the need to explore new possibilities and find inspiration in order to keep herself fresh and to drive the library forward. She wants to ensure that she maintains an identifiable place in her community. She has a well stocked, efficiently run library, which is fully used by staff and students alike; she feels that she has the respect of her colleagues. She enjoys her job but still she constantly looks for more. What drives this?
- Type
- Chapter
- Information
- The Innovative School Librarian , pp. 107 - 128Publisher: FacetPrint publication year: 2016