| |
| |
Introduction | |
| |
| |
| |
| |
Leadership from the Middle: Building Influence for Change | |
| |
| |
| |
Leadership Is about Specific Competencies | |
| |
| |
Leadership Is about Specific Behaviors | |
| |
| |
Leadership Is about Relationships | |
| |
| |
Leadership Is about Influence | |
| |
| |
Above All, Leadership Is about You | |
| |
| |
Conclusion | |
| |
| |
| |
Librarians as Learning Leaders: Cultivating Cultures of Inquiry | |
| |
| |
| |
Critical Dimensions of Thoughtful Learning | |
| |
| |
Learning Is Not Just about Facts: It Encompasses More Than Cognitive Knowledge | |
| |
| |
Learning Goes Beyond Comprehension: It Requires Demonstration of Critical Understanding | |
| |
| |
Learning Should Be Hands On and Minds On: It Requires Active Intellectual Engagement | |
| |
| |
Learning Demands Connections: It Requires Construction of Knowledge That Is Personally Meaningful | |
| |
| |
Learning Is about Thinking Together: It Involves a Social Process of Making Meaning | |
| |
| |
Qualities and Dispositions of Learning Leaders | |
| |
| |
Learning Leaders Facilitate the Creation of a Shared Vision and Mission Regarding Student Learning | |
| |
| |
Learning Leaders Understand and Apply the Learning Theories That Serve as the Foundation for Their Vision | |
| |
| |
Learning Leaders Must Know the Research Underpinning Meaningful Learning | |
| |
| |
Learning Leaders Engage Students and Peers in Thoughtful Inquiry | |
| |
| |
Learning Leaders Believe in the Synergy and Power of Learning Communities and Teamwork | |
| |
| |
The Bottom Line: Learning Leaders Model the Behaviors and Attitudes They Wish to Inspire in Others | |
| |
| |
Librarians as Potential Leaders in Learning | |
| |
| |
| |
Librarian as a Model Teacher of Thinking Strategies | |
| |
| |
| |
Librarian as an Active Researcher | |
| |
| |
| |
Librarian as a Builder of Professional Learning Communities | |
| |
| |
| |
Librarian as an Advocate for Evidence-Based Practice of Student Learning | |
| |
| |
Conclusion | |
| |
| |
| |
The School Librarian as an Advocacy Leader | |
| |
| |
| |
What Is Advocacy? | |
| |
| |
Variations of Advocacy | |
| |
| |
Effective Advocacy | |
| |
| |
Advocacy with Administrators | |
| |
| |
Lack of Knowledge | |
| |
| |
The Role of the School Librarian | |
| |
| |
Background Knowledge Equals Impact | |
| |
| |
The Importance of Language | |
| |
| |
Advocacy in Action | |
| |
| |
Involving Others | |
| |
| |
Action Planning | |
| |
| |
Having a Web Presence | |
| |
| |
Grant Writing | |
| |
| |
Getting a Seat at the Table� | |
| |
| |
Evidence of Student Learning | |
| |
| |
Legislative Action | |
| |
| |
Waiting for the Tipping Point-Myth or Possibility? | |
| |
| |
Conclusion | |
| |
| |
| |
Intellectual Freedom: Leadership to Preserve Minors' Rights in School Library Media Programs | |
| |
| |
| |
Defining Leadership | |
| |
| |
Leadership to Provide Access to Information | |
| |
| |
The Selection Policy | |
| |
| |
Selection of Library Media Program Resources | |
| |
| |
Leadership to Protect Access to Information | |
| |
| |
Preparing for a Challenge | |
| |
| |
Oral Complaints | |
| |
| |
When a Challenge Occurs | |
| |
| |
Other Responsibilities during a Challenge | |
| |
| |
The Reconsideration Committee | |
| |
| |
Soliciting Support for Retention of the Library Resource | |
| |
| |
Managing Media Coverage | |
| |
| |
When the Challenge Is Over | |
| |
| |
Other Barriers to Access | |
| |
| |
Intellectual Freedom Online | |
| |
| |
Building Support for Less Restrictive Filtering | |
| |
| |
Privacy | |
| |
| |
Advocacy @ Your School Library | |
| |
| |
Advocacy with Principals | |
| |
| |
Teaching Teachers about Intellectual Freedom | |
| |
| |
Educating Students about Intellectual Freedom | |
| |
| |
Reaching Out to Families | |
| |
| |
Conclusion | |
| |
| |
| |
Literacy Leadership and the School Library | |
| |
| |
| |
| |
Creating and Communicating a Vision for Literacy | |
| |
| |
| |
Modeling and Promoting a Love of Reading | |
| |
| |
| |
Remembering Ranganathan: Collecting for your Population and Creating a System That Works for Students and Staff | |
| |
| |
Books Are for Use | |
| |
| |
Every Reader His Book | |
| |
| |
| |
Working with the School Site and District to Create Complementary Goals | |
| |
| |
| |
Becoming a Literacy Expert and Sharing Knowledge with Staff | |
| |
| |
| |
Collaborating with Teachers to Plan, Teach, and Evaluate Lessons That Promote Literacy | |
| |
| |
| |
Deepening Our Understanding of How Literacy Is Changing | |
| |
| |
Conclusion | |
| |
| |
| |
The Teacher-Librarian as a Curriculum Leader | |
| |
| |
| |
Introduction | |
| |
| |
Leadership-Initial Thoughts | |
| |
| |
What is Curriculum? | |
| |
| |
Information Specialist-Curriculum Content | |
| |
| |
Information Specialist-Curriculum Mapping | |
| |
| |
Curriculum Mapping-Horizontal | |
| |
| |
Curriculum Mapping-Vertical (Scope and Sequence) | |
| |
| |
Information Specialist-Collection Mapping | |
| |
| |
Information Specialist-Additional Considerations | |
| |
| |
Instructional Partner | |
| |
| |
Instructional Partner-Curriculum Planning | |
| |
| |
Instructional Partner-Inquiry-Based Learning | |
| |
| |
Curriculum Responsibilities at the District, State, and National Levels | |
| |
| |
Leadership Revisited | |
| |
| |
Leadership Qualities | |
| |
| |
Leadership Skills-Information Specialist | |
| |
| |
Leadership Skills-Instructional Partner | |
| |
| |
Conclusion | |
| |
| |
| |
Pride and Prejudice and Technology Leadership | |
| |
| |
| |
Prologue | |
| |
| |
My Perspective | |
| |
| |
Changing the Paradigm | |
| |
| |
Keeping Up | |
| |
| |
Gathering Diverse Perspectives | |
| |
| |
Questioning | |
| |
| |
Empathy and Interconnectedness | |
| |
| |
Walking the Tightrope between Responsible Innovation and Foolish Risk | |
| |
| |
Embracing Flexible Thinking | |
| |
| |
Keeping the "Educational" in Educational Technology | |
| |
| |
Saving Time for Self-Reflection | |
| |
| |
Conclusion | |
| |
| |
| |
Staff Development-Teacher-Librarians as Learning Leaders | |
| |
| |
| |
Unique Role of Teacher-Librarians | |
| |
| |
Leading Professional Learning Communities | |
| |
| |
Teaching Teachers: Teacher-Librarian as Learning Leader | |
| |
| |
Technology Trainer | |
| |
| |
Practical Tips for Teacher-Librarians When Presenting to Colleagues | |
| |
| |
| |
Leadership and Your Professional School Library Association | |
| |
| |
| |
Training to Be Leaders | |
| |
| |
Places for Leadership Practice in Associations | |
| |
| |
Finding a Mentor | |
| |
| |
Achieving Your Role in Association Leadership | |
| |
| |
Working as a Committee Member | |
| |
| |
Working as an Officer | |
| |
| |
Attending Conferences | |
| |
| |
Legislative Efforts of Associations | |
| |
| |
| |
Shifting Our Vision for Our Futures: Leadership as a Foundational Element for Teacher-Librarians | |
| |
| |
| |
Index | |
| |
| |
About the Editor and Contributors | |