School Librarians as Leaders

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Titel
School Librarians as Leaders
verantwortlich
Kimberly Hirsh
veröffentlicht
2020
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Preprint
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LISSA
sid-179-col-lissa
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author_facet Kimberly Hirsh
Kimberly Hirsh
author Kimberly Hirsh
spellingShingle Kimberly Hirsh
School Librarians as Leaders
school librarians
Library and Information Science
leadership
bepress
Social and Behavioral Sciences
LIS Scholarship Archive
author_sort kimberly hirsh
spelling Kimberly Hirsh school librarians Library and Information Science leadership bepress Social and Behavioral Sciences LIS Scholarship Archive http://osf.io/uh9s2/ http://dx.doi.org/10.31229/OSF.IO/UH9S2 With the publication of Empowering Learners: Guidelines for School Library Media Programs in 2009, the American Association of School Librarians articulated a role that school librarians had not been expected to take on before: that of leader. Earlier guidelines documents had embedded a variety of leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator (American Association of School Librarians, 1988, 1998). Without the expectation of leadership clearly articulated in their guidelines, however, school librarians did not perceive themselves as leaders (Ishizuka, Minkel, & Lifer, 2002; McCracken, 2001; Shannon, 2004, 2008; Vansickle, 2000) and neither did the principals who supervised them (Hartzell, 2002). Since the release of Empowering Learners, some states have begun to require school librarians to demonstrate leadership to obtain or maintain their teacher certification and to retain their positions (Public Schools of North Carolina, 2013). The empirical literature surrounding school library leadership reflects this shift; in the era before the publication of Empowering Learners, few studies were published focusing on leadership in the school library, but since its release, several studies have been published. The literature surrounding school library leadership relies on leadership theories grounded in the concept of shared leadership. It addresses preservice leadership education for school librarians, their ability to implement professional guidelines and standards related to leadership, and their leadership capacity in specific facets of leadership such as collaboration, evidence-based practice, and technology integration. School Librarians as Leaders
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title School Librarians as Leaders
title_unstemmed School Librarians as Leaders
title_full School Librarians as Leaders
title_fullStr School Librarians as Leaders
title_full_unstemmed School Librarians as Leaders
title_short School Librarians as Leaders
title_sort school librarians as leaders
topic school librarians
Library and Information Science
leadership
bepress
Social and Behavioral Sciences
LIS Scholarship Archive
url http://osf.io/uh9s2/
http://dx.doi.org/10.31229/OSF.IO/UH9S2
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description With the publication of Empowering Learners: Guidelines for School Library Media Programs in 2009, the American Association of School Librarians articulated a role that school librarians had not been expected to take on before: that of leader. Earlier guidelines documents had embedded a variety of leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator (American Association of School Librarians, 1988, 1998). Without the expectation of leadership clearly articulated in their guidelines, however, school librarians did not perceive themselves as leaders (Ishizuka, Minkel, & Lifer, 2002; McCracken, 2001; Shannon, 2004, 2008; Vansickle, 2000) and neither did the principals who supervised them (Hartzell, 2002). Since the release of Empowering Learners, some states have begun to require school librarians to demonstrate leadership to obtain or maintain their teacher certification and to retain their positions (Public Schools of North Carolina, 2013). The empirical literature surrounding school library leadership reflects this shift; in the era before the publication of Empowering Learners, few studies were published focusing on leadership in the school library, but since its release, several studies have been published. The literature surrounding school library leadership relies on leadership theories grounded in the concept of shared leadership. It addresses preservice leadership education for school librarians, their ability to implement professional guidelines and standards related to leadership, and their leadership capacity in specific facets of leadership such as collaboration, evidence-based practice, and technology integration.
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description With the publication of Empowering Learners: Guidelines for School Library Media Programs in 2009, the American Association of School Librarians articulated a role that school librarians had not been expected to take on before: that of leader. Earlier guidelines documents had embedded a variety of leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator (American Association of School Librarians, 1988, 1998). Without the expectation of leadership clearly articulated in their guidelines, however, school librarians did not perceive themselves as leaders (Ishizuka, Minkel, & Lifer, 2002; McCracken, 2001; Shannon, 2004, 2008; Vansickle, 2000) and neither did the principals who supervised them (Hartzell, 2002). Since the release of Empowering Learners, some states have begun to require school librarians to demonstrate leadership to obtain or maintain their teacher certification and to retain their positions (Public Schools of North Carolina, 2013). The empirical literature surrounding school library leadership reflects this shift; in the era before the publication of Empowering Learners, few studies were published focusing on leadership in the school library, but since its release, several studies have been published. The literature surrounding school library leadership relies on leadership theories grounded in the concept of shared leadership. It addresses preservice leadership education for school librarians, their ability to implement professional guidelines and standards related to leadership, and their leadership capacity in specific facets of leadership such as collaboration, evidence-based practice, and technology integration.
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spelling Kimberly Hirsh school librarians Library and Information Science leadership bepress Social and Behavioral Sciences LIS Scholarship Archive http://osf.io/uh9s2/ http://dx.doi.org/10.31229/OSF.IO/UH9S2 With the publication of Empowering Learners: Guidelines for School Library Media Programs in 2009, the American Association of School Librarians articulated a role that school librarians had not been expected to take on before: that of leader. Earlier guidelines documents had embedded a variety of leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator (American Association of School Librarians, 1988, 1998). Without the expectation of leadership clearly articulated in their guidelines, however, school librarians did not perceive themselves as leaders (Ishizuka, Minkel, & Lifer, 2002; McCracken, 2001; Shannon, 2004, 2008; Vansickle, 2000) and neither did the principals who supervised them (Hartzell, 2002). Since the release of Empowering Learners, some states have begun to require school librarians to demonstrate leadership to obtain or maintain their teacher certification and to retain their positions (Public Schools of North Carolina, 2013). The empirical literature surrounding school library leadership reflects this shift; in the era before the publication of Empowering Learners, few studies were published focusing on leadership in the school library, but since its release, several studies have been published. The literature surrounding school library leadership relies on leadership theories grounded in the concept of shared leadership. It addresses preservice leadership education for school librarians, their ability to implement professional guidelines and standards related to leadership, and their leadership capacity in specific facets of leadership such as collaboration, evidence-based practice, and technology integration. School Librarians as Leaders
spellingShingle Kimberly Hirsh, School Librarians as Leaders, school librarians, Library and Information Science, leadership, bepress, Social and Behavioral Sciences, LIS Scholarship Archive
title School Librarians as Leaders
title_full School Librarians as Leaders
title_fullStr School Librarians as Leaders
title_full_unstemmed School Librarians as Leaders
title_short School Librarians as Leaders
title_sort school librarians as leaders
title_unstemmed School Librarians as Leaders
topic school librarians, Library and Information Science, leadership, bepress, Social and Behavioral Sciences, LIS Scholarship Archive
url http://osf.io/uh9s2/, http://dx.doi.org/10.31229/OSF.IO/UH9S2