Introduction

As discussed in Chapter 3, several Indicators have been proposed for the 169 Targets for the 17 SDGs, and consequently different types of metadata, terminologies and guidelines have been developed for gathering and sharing of the relevant data. However, it is evident that given the diversity of the SDGs and their associated Targets, the Indicators are also quite diverse. Given the fact that every country in the world is required to gather data for measuring success in the diverse set of SDG Targets, it is quite evident that the Indicators are based on the established measurement methods and data availability – in particular, time series – and data consistency (Spangenberg, 2019).

This chapter discusses different SDG Indicators, with some examples to demonstrate the diverse sets of data required for measuring success. Achievements of success in different SDGs are also discussed and appropriate sources for full reports on achievements in the SDGs are also provided for the further understanding of the reader. Specific challenges associated with data quality, data completion, data aggregation and so on are also discussed, to demonstrate how data and information form the foundation of the SDGs and their Targets. This chapter also discusses various challenges associated with data collection, data sharing and use for some Indicators. The differences amongst countries and regions in terms of data availability vis-a-vis achievements in specific SDG Targets are also discussed. The discussions in this chapter demonstrate the needs for co-operation and collaboration at inter - national level, and also the need for understanding of various social and human issues that are associated with data collection, data sharing and data use.

Metadata and the FAIR principles

The FAIR (Findable, Accessible, Interoperable, and Reusable) data principles were proposed in 2016 to promote data sharing (Wilkinson et al., 2016). These principles have since been adopted by research institutions worldwide in order to support knowledge discovery and innovation, as well as data and knowledge integration, and to promote sharing and reuse of data. The FAIR principles help data and metadata to be machine-readable, supporting new discoveries through the harvesting and analysis of multiple datasets (CGIAR, n.d.).

Working effectively with our teachers, as we have seen in Chapter 7, is an essential element of the school librarian's role if we want to exploit our services to the maximum and to demonstrate the effect we can have on teaching and learning, wellbeing and skills for life. However, no matter how well we collaborate, we may not enjoy success unless senior leaders, governors and even inspectors endorse what we suggest and value our contributions. Again, we can face difficulties when the school librarian role is deemed to be non-teaching and yet we need to be involved in education, not merely resource provision and curation. By investing in teamwork with those responsible for the management and vision for the school we can show the full extent of our role and highlight our professionalism and specialist knowledge as key drivers of our impact on the whole school community.

Senior leadership teams

A SLT typically consists of the headteacher or principal, deputy head - teacher(s) or vice-principal(s), assistant headteacher(s) and other senior staff members, such as the school finance manager or bursar, and maybe the school network manager and marketing manager. The role and responsibilities of a SLT vary, depending on the institution, but in general the SLT is responsible for the overall leadership and management of the school, setting the strategic direction and ensuring that the school meets its educational and operational objectives. Overall, the SLT plays a crucial role in ensuring that the school provides a safe, supportive and high-quality learning environment for its students. These are important people to work with – they are the game changers, the influencers and hold the key to the budget! However, experiences of working with a SLT vary, and sometimes depend on SLT's members understanding of our role as school librarians.

Back in 1944, Linderman first pointed out:

Our autonomous role as school librarians requires us to form teams and communicate with a host of other school staff. We may need to engage with SENDCos, teaching assistants, learning mentors, cover supervisors, technicians or counsellors regarding teaching and learning and student welfare. Moreillon (2018) emphasises the importance of partnerships between school librarians and support staff to promote reading and literacy throughout the school. Similarly, we may be involved with support staff such as the finance officer, building maintenance and facilities team, caterers, compliance officers and IT network managers and technicians so our service runs smoothly.

If we can develop a shared vision and understanding of the roles and responsibilities of support staff, we can devise strategies for building relationships and communicating effectively to improve the library service we offer. Support staff can have a valuable role in advocacy and demonstrate to their networks the value of the school library and librarian. We can apply some general principles in our approach to these employees no matter what their role or the connections we seek. If we build relationships with support staff we will create a positive and inclusive work environment for everyone. By collaborating with support staff to establish routines and procedures for managing the library space, resources and equipment, and for assisting in student welfare and achievement, all members of the teams we develop are likely to feel valued and respected. In doing so we can develop clear expectations, roles and responsibilities for each team member, and establish regular meetings to discuss progress, challenges and opportunities for improvement. It is vital that we acknowledge and show appreciation for the hard work and dedication of support staff through formal and informal means, such as by giving them awards or thank you notes, or by making public announcements.

Working with support staff for student achievement and wellbeing

A variety of staff work with students to raise academic standards, attitudes to work and self-esteem, and to promote wellbeing. Some such as SENDCos may be qualified teachers but lead a team of support staff specialist assistants.

The need for school librarians to interact with parents, guardians and carers has become more important since the COVID pandemic in 2020. Many librarians devised a home-based service for resources and/or delivered lessons online when schools were closed (BMG Research, 2023). But how can we devise both virtual and face to face initiatives through effective commun - ication and team development? Some parents may be hard to reach, and others can be in contact all the time – how do we maintain a balance and what strategies can we put into place? As we have seen, effective communication, including use of social media and meetings in person, is key in team development. In this chapter we will explore ways in which to engage with parents and look at how they might act as our advocates. School librarians can act as networking agents and help parents understand and access community resources such as public libraries, too.

Why is it important to work with parents, guardians and carers?

The National College for Leadership of Schools and Children's Services (2010) report Leadership for Parental Engagement stated, ‘The greater the involvement of parents in their children's education the greater the impact.’ The researchers for this report found that schools that engaged parents well created a culture that encourages collaboration between school staff and parents, in preference to one where teachers dictate how they wish parents to be involved in school life. The report argued that creating a strong vision for a school underpinned by clear core values enabled school staff to develop a strategy and practice that is sustainable and mainstream, not just peripheral, and where parents would be keen to become involved in any decision making. The research also highlighted the need for strong leadership of parental engagement through a robust school policy encouraging participation.

More recently, the authors of a guidance report by the Education Endowment Foundation (2019b) listed four criteria they considered essential for senior leaders and school teachers to consider to foster good relations and buy-in from parents:

• ■ Critically review how you work with parents.

• ■ Provide practical strategies to support learning at home.

• ■ Tailor school communications to encourage positive dialogue about learning.

• ■ Offer more sustained and intensive support where needed.

The Oxford English Dictionary (2023) defines communication as ‘The transmission or exchange of information, knowledge, or ideas, by means of speech, writing, mechanical or electronic media.’

Essentially, communication involves a transaction between a sender and at least one recipient. It should be straightforward, but as we will see in this chapter there are many ways in which the communication process can be affected which influeance the outcome of the interaction.

The process of communication begins with the sender who decides on the means of delivery (oral, written, visual, digital etc.) and conveys (encodes) the message according to their own values. The recipient then understands (decodes) the message and may themselves become a sender giving feedback and beginning a dialogue. There are many issues that can arise here. Maybe the method of delivery causes difficulties in reception or interpretation of the message. Maybe multiple recipients understand the message differently because it is ambiguous. Maybe recipients are angered, disappointed, saddened or frustrated by the message and allow their emotions to cloud their response. There are so many opportunities for this simple process to fail to achieve its goals.

Choosing the correct communication channel

These days, we have much choice in how we deliver our messages to other members of a team. We can still just speak to others but in general we may need to record our conversation in some way as a reference. This might include minute taking in a meeting, or sending an e-mail acknowledging a transaction and any agreements made following a chance conversation in the staff room, corridor or library, for example. We can write reports or academic papers, or we could take to social media to post our thoughts or compose a blog. Maybe we can construct a library website or have a page dedicated to our services on the main school website. Sometimes, if the subject is complex or technical, we may use a diagram, an infographic or even a physical model to convey our meaning. To ensure we choose the correct form of communication, we should think about how the recipients will respond best and what barriers we need to overcome to be certain our message is understood in the way we intend.

In today's interconnected world, the role of a school librarian extends far beyond managing books and resources. We have transitioned from being mere custodians of books to becoming facilitators of knowledge, information literacy and innovation. We hold a pivotal position in fostering connections, collaboration and co-creation across the entire school community and beyond. Whether you are a solo librarian or a line manager, in this book we will discover the value of these endeavours and find practical insights and strategies to help us develop along the pathway to becoming a networked librarian.

One of the primary focuses of the book is the importance of collaboration and team building. It recognises that school librarians can accomplish far more when they form effective teams, whether they are working alone or leading a group. By harnessing the power of collaboration, we can tap into the diverse strengths of team members, resulting in enhanced creativity, improved problem solving, and a more enriched learning environment for students. Collaboration is the key to unlocking the full potential of the school library and its services! The impact of effective team building extends beyond our library, as it fosters a culture of partnerships throughout the school. Our students benefit from interdisciplinary projects and a holistic approach to education, while our teachers gain access to additional resources and support, leading to innovative teaching practices and improved student outcomes.

Drawing on the theory of group dynamics, team roles and dysfunctions through vignettes and real-life examples, we see how these models manifest within a school library context in practice. By identifying these aspects and effectively managing situations that arise, we can navigate the challenges and foster positive outcomes to create great teams with real impact on teaching and learning. Even a solo school librarian is deeply involved in teamwork. We partner and interact with various individuals and teams across the school. We may lead or be part of a library team. This book takes a comprehensive approach by exploring the perspectives of librarians as both leaders and members within different teams. There is something for everyone.

These days librarians often find themselves in leadership roles, whether leading a team of library staff or chairing committees within the school. Being a leader is not the same as being a manager, as this book will illustrate.

Leadership in school libraries can involve leading a team of other library workers or leading a team of other members of the wider school community. In this chapter we consider both scenarios. Leaders in either situation will deal with similar challenges.

Harland (2019) suggests that school librarian leadership goes beyond the traditional role of managing a library service in that it requires integration within the school community and culture, flexibility in scheduling, and access to educational technology. She argues that our cross-curricular role and expertise in information resources and pedagogy make us well positioned to have leadership roles. Our leadership potential is not solely dependent on specific skills or tools acquired in our professional training but is rooted in interpersonal and intrapersonal skills, working with others, teaching, learning and building relationships. Thus we are not separate from the rest of the school but should understand and be a part of the school's culture. We should align our work with the values and needs of the school community to succeed as leaders. While we might take risks, it is important to share our vulnerability. Leadership is complex and contextual, and views on leadership, available supports and the ever-changing climate in which we operate vary in different schools.

There is very little research around the topic of school librarian leadership and most school library leaders base their approach to their work on the wealth of theories and models for leadership roles within education, mostly directed at the SLT, including head teachers. In 2016, Everhart and Johnston (2016) proposed a model to illustrate what school librarian leadership might look like in practice. They concluded: ‘At the core of school librarian leadership are the concepts of confidence, communication, and relationships.’

Earlier research by Johnston (2012) suggested that a key to opening the door to being recognised as a leader was to be an advocate and expert in the rapidly changing world of technology. Everhart and Johnston's 2016 model builds on this theory, suggesting that technology is an enabler for leadership. Other identified enablers were intellectual rather than technical competencies such as willingness and ability to engage in a leadership role and assume responsibilities, beliefs, values, desire to learn and grow professionally, and the confidence to support other educators in leadership endeavours.

Change is an inevitable part of life, and in the ever-evolving landscape of education, school librarians often find ourselves at the forefront of change initiatives. Whether we are experiencing a change ourselves or are a librarian responsible for implementing a change, having a solid understanding of change management principles and strategies is crucial to navigate these transitions successfully.

Changes in school libraries come in many forms: new technologies, evolving curriculum requirements, changing line management, differing task assignments or shifting student needs. Adapting to these changes can be both exciting and challenging. If we are tasked with creating a change, we play a critical role in driving innovation, improving services, and enhancing the overall learning environment for all our stakeholders.

In this chapter we will explore the principles of change management enabling us to be aware of stages we will experience in the change process and how we can use models to mitigate resistance and create a culture that embraces forward planning. By embracing change management principles and adopting a proactive mindset, we can transform challenges into opportunities for growth, innovation and improved student outcomes. As school librarians, we have the power to shape the future of education through our adaptability, creativity and commitment to continuous improvement.

Adapting to change

Changes in school management or policy can have a significant emotional impact on us as they can be challenging and stressful. We may experience feelings of uncertainty, fear and anxiety as we navigate the changes and adapt to new roles and responsibilities. We may also feel a sense of loss or grief as we say goodbye to familiar ways of doing things and adjust to the new normal. In addition, we may undergo emotional strain if we are required to take on new responsibilities or are asked to give up familiar tasks. How often do we feel a sense of isolation if we are not included in the decision-making process or if we feel that our ideas and opinions are not being heard?

From time to time, we all must deal with challenging situations. As school librarians we may face disagreements with students, teachers, other staff, parents, line managers, senior leaders and even members of our own library team. In this chapter we will explore how to defuse such situations and find resolutions that are mutually beneficial and safeguard us, as best we can, against similar incidences in the future.

What is challenging behaviour and why does it arise?

When friction, distrust or lack of empathy between individual team members comes to the fore we describe it as conflict. This does not necessarily constitute entirely negative behaviour as when dealt with properly it can result in increased understanding and cohesion, and improved knowledge. We explored in Chapter 1 how teams evolve, and ‘storming’ is part of that natural process. However, if conflicts are managed in the wrong way, real and legitimate differences between people can quickly spiral out of control.

As we learned in Chapter 3, the key to success in teamwork is open communication. The difficulties arise when, if faced with a challenging situation, we make assumptions rather than acting on factual information. As Colleen Kettenhofen (2008), a workplace coach, says: ‘When managing difficult people, most of us know what to do. We just don't always “do” with what we know.’

In part this is due to the Dunning-Kruger (Kruger and Dunning, 1999) effect where we believe we are better at a task than we are in practice. For example, we may consider ourselves better at resolving conflict than our peers. Yet we can see from the communication skills outlined in Chapter 3 how important it is to understand ourselves and our limitations.

There are many reasons for disagreements to arise when we work in teams. Chief is probably poor communication, or none at all, which leads to a misunderstanding. Our non-verbal communication and tone of voice might send an unintended subliminal message to the other person(s). Sometimes, we may feel we are being singled out or treated differently from our peers, or we are giving out signals of favouritism to a student for example. This can cause conflict through competition.

In Chapter 1 we first investigated the power of collaboration. But what do we mean by collaboration in the context of working with subject teachers in our schools? Callison (2003) describes collaboration between a school librarian and a classroom teacher as a joint approach that includes enforcing standards from both disciplines as a ‘curriculum think tank’. He claims that by using the school librarian's knowledge of resources and the plans provided by the teacher, the team together is more equipped to teach lessons. However, the better known approach to partnership between librarians and teachers was developed by Montiel-Overall (2005) who defines collaboration as:

Montiel-Overall's continuum of collaborative practices, known as the Teacher and Librarian Collaboration (TLC) Model, is a theoretical framework that describes different levels of collaboration between professionals and families in the context of early childhood intervention, but it can be applied to school librarians working with teaching staff too. Eri (2018) gives examples of this in practice.

The TLC Model is divided into five levels, showing the extent of partner - ship between professionals and families, ranging from least collaborative to most collaborative:

• 1 parallel practices – professionals and families work independently of each other, with minimal interaction or co-ordination

• 2 consultative practices – professionals offer advice and guidance to families, but ultimately professionals make any decisions

• 3 co-operative practices – professionals and families work together in a more equal partnership, with shared decision making and a mutual understanding of goals and objectives

• 4 collaborative practices – professionals and families work together as equal partners, with shared decision making, joint problem solving, and a commitment to achieving common goals

• 5 integrated practices – professionals and families work together seamlessly as a team, with a shared understanding of each other's roles and responsibilities and a deep level of trust and respect.

Collaboration is back on the agenda for school librarians, but with a new look and feel. Networks and networking are the keys to success for the school librarian in the 21st century. Sarah Pavey's new book is a timely reminder that the service model for libraries has changed and so have the core competencies of library work. Librarianship today involves more than developing collections, organising information, delivering services and managing facilities. Our profession is all about making connections, designing interactions, building trust and forming partnerships – in other words, librarianship is about facilitating and managing relationships. But librarians in education must now engage in these activities on a much larger stage than before, working across institutional boundaries, reaching out to local communities and putting relationships with learners, colleagues and other allies at the centre of their practice. The Networked Librarian gives us the blueprint for success in a continually evolving educational landscape.

Collaboration is often claimed as a core value of librarianship. University librarian Jim Neal says, ‘Cooperation is part of the professional DNA of libraries’ (2022). And indeed we have a long history of libraries and librarians co-operating through resource-sharing and information networks. In the past our culture of collaboration was a strategy of last resort when there was no other way to get hold of hard-to-find material. Then we found there were everyday tasks that could be performed at a higher standard and lower cost by working with others via co-operative cataloguing and purchasing consortia. Librarians in education also realised the benefits of collaborating with subject teachers, and not just in support roles as reference specialists or information consultants – teaching librarians expect to be accepted as professional peers and equal partners in the learning process from curriculum design to classroom instruction and assignment help.

A huge amount has been written on teacher−librarian collaboration with work published in magazines, books, journals, conferences and other outlets. The literature contains notable scholarship that has gained attention beyond the school library arena, particularly the taxonomies and models of David Loertscher and Patricia Montiel-Overall, which have evolved and developed over several decades with support from professional associations and government agencies (Loertscher and Zepnik, 2019; Montiel-Overall and Grimes, 2013).

In this first chapter we will consider what we mean by a team and how we can work with others using some theoretical models. We will discover what these models look like in practice and what steps we can take to implement them for effective outcomes.

Defining teams

As school librarians we may belong to a variety of teams, including:

• ■ the school's administrative team

• ■ the school's curriculum development or teaching and learning team

• ■ the school's technology integration team

• ■ a professional association for school librarians

• ■ a local or regional network of school librarians.

All this in addition to the teams we form with students, staff and members of the wider school community.

So, what is a team? A team can be defined as:

Even if we are a solo librarian in our school, it is important for us to be part of a team for several reasons. Being part of a team allows us to collaborate with other educators and professionals to improve student learning and support the overall mission of the school. Team working can provide opportunities for professional development, such as learning new skills and best practices from colleagues. When we work alone, it can be very daunting and team membership can provide emotional and practical support, which can be especially valuable in a challenging work environment. Working with others helps us to make better decisions as it allows us to share and discuss different perspectives, ideas and experiences which aid making a more informed decision. Budgets are often tight in schools, but as part of a team, we can maybe leverage the resources of the subject departments and the library to provide a more comprehensive and effective service to students and teachers.

In this final chapter we delve into the expansive outreach of our role as school librarians, to every corner of the wider school community. We explore the practical application of our unique skills, to become networking agents by fostering connections between individuals both within the school and beyond, as they embark on their own quests for information and discovery. This interconnectedness brings about immense benefits for the school, and for us as school librarians. We often find ourselves at the heart of these valuable connections.

As we delve into our multifaceted role, we serve as gatekeepers, influencers and introducers, facilitating meaningful interactions that enrich the educational landscape. Drawing on the knowledge accumulated throughout this journey, we reflect on its practical implementation in our daily practices. This chapter serves as a culmination of our exploration, underscoring the significant importance of the school librarian as a catalyst for knowledge dissemination and collaboration.

Competencies for networking

School librarians are often well suited to network with others as we have several key attributes:

• ■ We are information and literacy specialists, possessing a vast wealth of knowledge about resources for study and recreation. This expertise allows us to connect with other professionals in the field, facilitating the sharing of information and knowledge.

• ■ By the intrinsic nature of our job we are skilled communicators, trained to engage effectively with the various users of our services – students, staff and community members. Our strong communication skills enable us to build relationships and establish connections with ease.

• ■ We are inherently collaborative, accustomed to working in teams and recognising the significance of co-operation, collaboration and co-design. This enables us to network effortlessly and form partnerships in pursuit of common goals.

• ■ We have a strong community orientation, possessing deep holistic insights into the needs of the school community we serve. Unlike many other members of staff we have a cross-curricular approach to our work, which enables us to identify and connect with other school employees and external organisations that can support the school, such as university or public libraries, and local businesses.

Webb and Powis (2005) commented that ‘One of the most distinctive features of the teaching undertaken by information professionals is that we most often work with strangers, running one-off and impromptu sessions.’

School librarians rarely achieve the continuity with classes that our teaching colleagues enjoy, which makes it more difficult for us to work productively in teams with students. In this chapter we will explore some practical ways to overcome the barriers we face in engaging with students. It is useful to consider other differences between teachers and librarians as this gives an understanding of our ways of communicating. As we discovered in chapters 3 and 4, our style of interaction with others can influence the response we receive from others. While both school librarians and classroom teacher communicate with students, our approaches, format and emphasis may differ depending on our role and responsibilities. Librarians explain library services to students in whole classes, small groups or at an individual level in lessons and leisure time. We focus on explaining how to find resources for reading for pleasure or information and teach them research skills. Hence, we impart knowledge that tends to be informational and advisory. In contrast a class teacher works with a specific set of students, and in secondary schools on the content of a particular subject in the curriculum. So, a teacher's communication style is more directive and evaluative than that of a school librarian.

Although school librarians play an important role in supporting student learning, we may face some unique challenges in communicating with students owing to the nature of our role and the library environment. These might include:

• ■ limited time with individual students, as we need to serve large numbers of library users and at the same time manage the library's resources and services

• ■ communicating with a diverse student body with many different backgrounds, abilities and learning styles

• ■ limited subject expertise in comparison with a classroom teacher, making it more difficult to provide information and support on specific curriculum topics

• ■ limited control over the learning environment as the space is more fluid than a classroom and used in leisure time, which can make it more difficult to maintain discipline and manage disruptive behaviour