Name: Matthew Ives

Student Number: 11540700

Subject Code and Name: INF530 Concepts
and Practices for a Digital Age


Assessment Title: Assessment Item 4 -
Scholarly Book Review


Word Count: 1650

Matthew Ives 11540700 1
There is no denying the impact new digital technologies are having on our society. In Digital
Leadership: Changing Paradigms for Changing Times published by Corwin Press (2014) the
author, Eric Sheninger, advocates a rethought school leadership model for these changing times.
Sheninger believes the 21st centurys enhanced ability to connect, communicate, and collaborate
is an underutilized tool for modern leadership which if successfully harnessed can lead to
improved relationships and a stronger school culture.

The intention of the book is to provide principals, school leaders and teachers the tools and
knowledge to put into place what Sheninger calls The Pillars of Digital Leadership. These are
seven areas (ranging from specific to general) that can be enhanced via the opportunities new
digital technologies, in particular social media, enable. The book is not a thorough investigation
into leadership - Sheninger states that much of that knowledge, for example the Six Secrets of
Change framework (Fullan, 2008, as cited in Sheninger, 2014, p54), currently exists - but rather
a reimagining of the principles of effective leadership set amongst the connected, changing world
of today (Aungst, 2014).

The why and the how of this leadership model comprises the contents and forms to structure
the book. Roughly the first third provides context: the post-industrial world now, explaining why
change is complicated but essential. This is proceeded with the bulk of the book, the how -
The Seven Pillars of Digital Leadership, each pillar allocated a chapter.

As a self-confessed techno-sceptic turned social media expert (Welborn, 2014), Sheningers
journey (along with the school he is currently principal of - New Milford High School in Bergen
County, New Jersey) provides much of the evidence for the efficacy of his leadership
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framework. Indeed, this is a strength of the book - it is written by an author in the trenches, a
practising principal who has led change successfully, navigating the pitfalls and finding out what
works (Johansen, 2014). It also comprises a range of personal vignettes from teachers and
principals across the United States, and as such, Digital Leadership rings with an air of (US-
centric) authenticity, rather than that of a by-the-numbers, heavily analytical approach.

This review will critically analyse two core issues related to author intention: does the author
provide compelling reasons why change leadership is necessary? And, through the lense of social
media, are the practical steps the author suggests valid and useful in regards to addressing what
therefore needs to occur?

The Why

The premise for Sheningers assertion that we need to rethink leadership in our changing times,
is that, in fact, we do actually live in rapidly changing times (Sheninger, 2014, p17). This is a
difficult statement to dispute, and one which Sheninger provides evidence for through Pew
Internet and American Life Project (2010), Childwise (2013), and mobiThinking (2012)
research. As to the veracity of this data, The Pew Internet research Sheninger draws heavily from
was compiled from surveys of approximately 800 adolescents and 2 250 adults in late 2009, and
is considered an accurate, nonpartisan source of statistical data (Keeter, 2010).

Sheninger posits that of greater importance is that fact these shifts in society have not been
mirrored in schools (Sheninger, 2014, p5) - views which a range of reputable educational
thinkers confirm. The actual issue then is the fundamental disconnect between students and the
Matthew Ives 11540700 3
schools they attend (Kelly, McCain & Jukes, 2009, p9). This disconnect is an often heard lament,
with many suggesting that schools are stuck in an industrial age education paradigm (Robinson,
2006). A further exacerbation is the education reform movement focused on mass
standardisation and high-stakes testing. Together, these forces act as deep-rooted complicators,
generating negative side-effects such as the narrowing of curriculum and reducing of
achievement (Berliner, 2011, p288).

The opposition of this industrial age education and standardisation to what we understand as
required learning for current times is striking (Moravec, 2013, p44). It is a tension explored by
Andy Hargreaves who believes teachers are amidst a crisis of disturbing proportions - being
expected to be catalysts of learning in a world filled with opportunity, counterpoints for the
perceived threats of this same open world, as well as a casualties in the tug-of-war between
increasing educational expectations and mass-standardisation (Hargreaves, 2003, p10).

Sheningers claims as to the state of education, and why change is necessary, are not new - they
are well documented and can be seen in schools and heard in staff rooms the world over. In tying
all this together, he has been able to hit a nerve with the first section of the book - the why. It
provides an effective, widely understood raison d'etre for the existence of his Pillars of Digital
Leadership.

The How

The scene is set - so how then do school leaders begin to set in motion the change that needs to
occur? Sheninger offers The Seven Pillars of Digital Leadership (communication, public
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relations, branding, professional growth and development, increasing student engagement and
enhancing learning, rethinking learning environments and spaces, and discovering opportunity)
as the answer, based on his experiences and research.

Sheningers pillars are wide ranging, and to investigate every pillar thoroughly is outside the
scope of this review. A possible avenue with which to evaluate the framework is via a theme
evident throughout many of the pillars - the effective use of social media. This is also a current
issue of professional interest for my own school context therefore investigating the evidence
Sheninger uses to back his claims and where it aligns with current theory enables a meaningful
porthole into the success (or not) of the authors intentions.

To begin with the successes, it is clear Sheninger values the smart use of social media
(Sheninger, 2014, p69). This is a core strength of his pillars for two reasons: social networking is
free and readily available, making participation in such networks practical for time and cash
strapped leaders, and secondly utilising social networking propagates the kind of polyphonic
connections (Niels, 2012) which amplify learning, knowledge and understanding in the 21st
century (Siemens, 2004) for both teachers and students. This is evident throughout Sheningers
pillars of Communication, Public Relations and Professional Growth and Development.

Sheninger sees social networking as integral to fostering real, multi-directional communication
between home, school, and community - a central tenent of his Communication and Public
Relations pillars. Strengthening these ties in an ongoing, two-way manner is associated with
academic success (Bouffard, 2008) and leveraging social networks in pursuit of this is a logical
step. Considering the assertion made previously, that home and school life is growing further and
Matthew Ives 11540700 5
further apart, taking steps to bring these two closer together can become a central component of
communication efforts. In addition, with the knowledge that 73% of online adults use social
networking sites (Pew Internet and American Life Project, 2013) Sheningers assertion that
school leaders should become active on these networks is a valid one. In doing so, leaders and
teachers can deepen the relationship with their community and increase their ability to connect
students with learning agents. By spreading positive stories, social networking can also
precipitate a refocus on what a truly quality education for todays students in tomorrows world
entails.

A further area that leverages the power of the social network as its evidential basis is the
Professional Growth and Development pillar, which focuses on the development of a PLN
(Personal Learning Network). PLNs are not new - we have always relied on a network of friends,
family, coworkers and acquaintances to enlarge our knowledge of the world (Warlick, 2009,
p13). What is new is that digital technologies are giving us the opportunity to extend and
organise these connections on a massive scale. As leaders, teachers, and indeed students begin to
collaborate and construct knowledge together they enter a community of practice (Alderton,
Brunsell & Bariexca, 2011, p354) where people who share a concern or a passion for something
they do ... learn how to do it better as they interact regularly (Wenger, 2011, p1). Knowledge, in
these environments is fostered and maintained and allows participants to stay up to date in their
particular fields (Siemens, 2004). Sheninger asserts that this type of connectedness should be the
standard, not just an option.

In the assessment of the pillars above in terms of the related literature, it is clear that they hold
some veracity, as when social networks are used to propagate and enhance connections between
Matthew Ives 11540700 6
parents, stakeholders, and professionals they can generate powerful learning and powerful
change. In contrast to this, Sheningers chapter on Branding seems to differ from this theme. It
espouses an almost advertorial, one-way approach to establishing a schools brand presence in
order to publicise its culture. It is a concept based upon Sheningers own original ideas, not
referenced or backed by any particular educational research. It is a business-based notion
(Sheninger, 2014, p106), and one which could be interrogated as to its purpose - to encourage the
links and openness that Tim Berners-Lee (2009) suggests is required for the growth of this
connected world, or to encourage siloing and protection of the elements that define a schools
brand? An interesting concept amidst an otherwise well thought-out framework.

Summary

Digital Leadership: Changing Paradigms for Changing Times sets out to provide leaders with a
toolkit for effective leadership in the digital world of today. The strength of the book lies in
Sheningers ability to cross-reference our relatively new ability to connect and share and
collaborate on a massive scale via social networking with tried and true models of leadership.
Sheninger offers a model of school leadership that is practical, and for the most part, well
researched. When looked at in terms of a particular context - a particular school in a particular
part of the world - and when used as a guide, not a rulebook, Digital Leadership offers much to
contribute to a leadership strategy for effective school communication, relationship building and
professional learning.





Matthew Ives 11540700 7
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