Dispositions in the twenty-first century school library profession

Abstract

Within the school library profession there is an emerging focus on dispositions, defined as "a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal" (Katz, 1993). Directed focus groups of practicing school librarians were asked to articulate their vision for school libraries of the future. Data from these groups informed development of six dispositional continua to guide both school library education and school librarianship in the 21stcentury.This study clarifies the dispositions needed by school librarians in the future.

“Single Threads Woven Together in a Tapestry”

“…Each disposition in the continua is presented with representative quotations from the participants' interviews to explore what dispositions these TL leaders bring to and demonstrate in their leadership roles. Kimmel et al's (2012) first disposition, From Expertise to Advocacy, was highlighted by several of the participants in this study. Advocacy took many forms, including creating presentations and booklets, as well as daily informal conversations with school leaders to highlight the role of the teacher-librarian and the value a TL brings to the school.…”

“…This paper specifically addresses the second question and presents findings from six in-depth interviews with teacher-librarian leaders (TL Leaders) who are currently working in a variety of formal leadership roles. Findings are organized and presented based on the leadership dispositions identified by Kimmel et al (2012) in their Dispositional Continua. Each disposition in the continua is presented with representative quotations from the participants' interviews to explore what dispositions these TL leaders bring to and demonstrate in their leadership roles.…”

“…Within these three categories, dispositions such as lifelong learner, flexible, creative thinker, problem-solver, building relationships, and creating motivating PD were identified as important (Jones & Long, 2019, p. 18). Kimmel et al (2012) examined dispositions by conducting research with three focus groups of seventy-one practicing school librarians. They found through their analysis a Dispositional Continua as seen below:…”

“…All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders.…”

What's Working?

“…They are change agents, risk takers, and invested in school reform (Shannon, 2002). Kimmel et al (2012) identified dispositions of TL leadership which includes embracing diversity, willing to change, being proactive, and curious. Shannon's (2002) literature review on the competencies of TLs, found that strong interpersonal and communications skills are foundational to all aspects school library work.…”