Connections between librarianship, training-teaching-learning, innovation, and leadership continue to become increasingly obvious as we move further into R. David Lankes’s “New Librarianship Master Class”—a massive open online course (MOOC) under the auspices of the University of Syracuse School of Information Studies— and further into his book The Atlas of New Librarianship.
It’s that huge theme that Lori Reed and I explored in our ALA Editions book Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers, in which we proposed that all trainer-teacher-learners need to be taking leadership roles in the organizations and communities they serve. It’s a theme that colleagues and I continue to explore when we have face-to-face and online conversations. And it’s a theme that provides stronger foundations for the suggestion that library staff and others working in training-teaching-learning might even more effectively contribute to strengthening the communities we serve if we find ways to collaborate more regularly regardless of the type of organization we serve.
Lankes, in his course lecture on improving society though innovation and leadership, addresses his target audience—librarians—with words that are a call to action for anyone involved in training-teaching-learning: “Innovation and leadership are fundamental values [for us]…You are to be an innovator….You are to be a leader…It comes from this: We must model the positive change we want to see within our communities.”
He reminds us that the places in which we work, those places we provide (onsite and online libraries for libraries, any learning space in my extended view of what Lankes so aptly documents), “are places of constant learning and therefore constant change….Learning is change…[so] we must be constantly changing.” And leadership, he maintains, is part of the equation.
This is far from a utopian cry for ill-defined results. In connecting these assertions to a broader goal of “improving society,” Lankes helps us see that if we are focused and successful with our efforts, we are contributing to meeting an essential need within the individual communities and larger society we serve: facilitating the conversations and other learning opportunities that strengthen communities. It comes back to a theme running through the course and the book: we can make substantial positive contributions if we are part of the conversations taking place and affecting our communities, and if we are helping to facilitate positive change through implementation of the mission statement Lankes consistently promotes: “The Mission of Librarians is to Improve Society through Facilitating Knowledge Creation in their Communities”—a mission statement that can equally be applied to any trainer-teacher-learners and, again, that begs for collaborations between anyone involved in those endeavors within or outside of libraries.
Lankes does a wonderful job at emphasizing the importance of what we do collectively: “We can’t have one person in charge of innovation. Everyone must be in charge of it,” he reminds us, and I would extend that statement to say the same of leadership, of training-teaching-learning, and of the social media tools that so many of us are using to facilitate the conversations Lankes is promoting.
“Librarians are radical positive change agents,” he reminds us, just as any trainer-teacher-learner is a radical change agent—and the best are the ones who are not rolling out the same lesson plans year after year, or avoiding opportunities for innovation not only at the large-scale level that generally comes to mind when we talk about innovation, but also at the small, personal levels that each of us has the possibility of pursuing—if we view ourselves as potential positive change agents who must assume leadership roles whenever we can.
“We need to evangelize our profession,” Lankes adds near the end of his lecture on innovation and leadership. “We need to take every opportunity to tell people that we are here for them. And we’re not simply here waiting for them. We are here to make their world better, and we’re going to do it in an active way.”
And if all of us take the time to read The Atlas or view some of those wonderful lectures that will remain online long after the current course formally ends, we might be inspired to make magnificent strides for our communities, the organizations and clients we serve, our learners, and ourselves simply by reaching across the aisle and embracing collaborative opportunities with other trainer-teacher-learners with whom we haven’t yet collaborated.
N.B.: This is the sixth in a series of posts inspired by the New Librarianship MOOC.