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