INSIGHT ‘‘ SLG


From School to FE: Navigating the leap into further education


FTER a decade immersed in the world of secondary school libraries, 2024 marked the year I took a leap into the unknown. I transitioned from the familiar, often self- contained ecosystem of a school library to the expansive, fast-paced environment of Further Education (FE) as a Library Manager. FE is a unique sector; it is a post-16 environment serving a broad, diverse population. We often support students facing higher levels of disadvantage than those in traditional schools, and we operate under entirely different funding and governance structures. While it may seem like a small sectoral shift, 18 months in, I can confirm it feels like a different world entirely. This transition has required a fundamental recalibration of my professional approach.


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1. Scaling up: From single site to systems-first Moving from a small independent school of 400 students to a multi-site college serving over 13,000 required an immediate shift in mindset. In a small school, you can often survive on “heroics” – the librarian who knows every student’s name and every book on the shelf. In a multi-site FE college, success relies on robust, scalable digital systems. With four site libraries and a team of 10, many of whom work part-time, consistency is key. While each site possesses its own unique student personality, the service must feel seamless. I have spent a significant portion of my first year “listening and learning”—understanding the why behind our legacy processes before attempting to align them. Ensuring that workflows are documented and standards are high across different geographical locations is an ongoing challenge, but it is the only way to ensure equity of service for every student, regardless of which site they call home.


2. The pedagogical pivot: Vocational and technical depth The second major shift was moving away from a purely academic focus to embrace vocational and technical education. This was a steep learning curve. With over 200 courses spanning six national levels, understanding the resource needs of each “academy area” is a complex puzzle. In a school setting, the focus is often on literacy and a set curriculum (GCSE/A-Level). In FE, the requirements are vastly more specialised. Some technical qualifications require access to industry standards, specialist databases, and niche


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platforms. Conversely, our vocational courses often demand highly visual resources to support students for whom English is an additional language.


Furthermore, “Digital First” is a necessity. For our apprentices and distance learners, the physical library might be a place they never visit. We must proactively dismantle barriers to access, ensuring our systems work for those who may not regularly log on to college systems. Staying relevant means staying alert to the constant changes in industry requirements.


3. Stakeholder landscapes and strategic advocacy In my previous role, I knew almost everyone by name. Now, the library sits within the “Quality for Education” directorate. The focus has shifted toward ensuring that educators have the support they need to perform at their peak. This requires a different type of relationship building. I am no longer just focusing on the collections; I am a consultant to departments. We work horizontally across the organisation with learning support, student development, estates, and wellbeing teams. Navigating multiple layers of senior leadership and contributing to organisational performance reviews adds pressure, but it also provides a seat at the table. I have always enjoyed a strategic view, and aligning library priorities with the broader College Strategic Plan has been my primary focus. Interestingly, this is where the roles overlap most: whether in a school or a college, the librarian must be a tireless advocate for the service’s value.


4. Letting Go of the “Doer” Identity


Perhaps the biggest personal shift has been moving from a “doing” mindset to a “leading” one. In school libraries, you are often a solo act or part of a tiny team; you do everything from shelving to strategic planning. As a manager in FE, I’ve had to learn to let go.


I’ve had to trust the systems and invest in the team’s growth rather than jumping in to fix every small issue myself. By fostering a culture of curiosity — where staff feel comfortable sharing ideas and raising concerns — I have been able to shift my focus to the “big picture.”


As I look forward to continuing the development of the libraries at Derby College, I am reminded that whilst the “world” of FE is different, our mission remains the same: to empower and enrich our students’ lives through access to knowledge. IP


INFORMATION PROFESSIONAL 41


Moving from a small independent school of 400 students to a multi-site college serving over 13,000 required an immediate shift in mindset.


Rachel Huskisson, Library Services Manager at Derby College, is a Chartered Librarian and was recognised as a CILIP 125 Leader in 2023.


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