Management Matters. Leadership Development, Library Style

by Kesha S. Valentine, October 2021

While many of us naturally think of literacy as reading, I'd like to offer the increasingly powerful, more complex view of other literacies students need as they become contributing citizens. The idea of multiliteracies considers the intricate elements required to make meaning of texts, encouraging the concept of literacy to go beyond print books and reading and incorporate all the ways students might take in information to give context to the words on the page (Sang 2017).

An old adage says experience is the best teacher. I agree. Our library programs strongly focus on developing students' information literacy skills because we are uniquely trained to do so; however, we also have the opportunity to help students learn much more. A great way to build some of those other literacies in our students is offering the opportunity to build leadership skills. I have seen such opportunities build skills in collaboration, planning, and time management, creating inclusive opportunities and the most important skill, in my opinion, self-advocacy. All of these skills prepare students for the next steps they will take in life and can enhance your library program too.

With you at their side, the library is a safe space for students to try on leadership roles. We can help students think of themselves as leaders even in the absence of a formal title. Our busy libraries are just the place to connect clubs and interest groups, while at the same time helping our students develop into leaders.

Here are a few examples of ways that you might incorporate leadership development.

Students' social-emotional learning (SEL) has become a top priority for educators. As indicated by the CASEL framework, there are five primary categories of SEL skills: self-awareness, self-management, social awareness, responsible decision making, and relationship skills (CASEL_. These skill connections are included in the examples above as a demonstration of how allowing students to become leaders in the library can support their social-emotional growth as well.

The sample ideas are most easily visualized with secondary students; however, they can be translated for younger students as well. One example might be inviting students to be responsible for distributing materials. This would work best with a quick discussion about what you expect, but students, no matter their age, will rise to the occasion.

When students come to the library, they get to learn and grow in so many ways. If we are lucky, we have the chance to witness their growth. At the same time, they have a special relationship with a trusted adult who encourages them to take a chance on themselves and demonstrate the skills that will take them to their next level.

Works Cited

Sang, Yuan. "Expanded Territories of 'Literacy': New Literacies and Multiliteracies." Journal of Education and Practice 8, no 8 (2017): 16–19.

CASEL - Collaborative for Academic, Social, and Emotional Learning. "CASEL Framework." CASEL. https://casel.org/sel-framework/.