Running head: FOCUS ON SURVEYS 1

Instructor: Mathew Curtis
Week 10 Discussion 1: Focus on Surveys
Sheria Greene
USC Marshall School of Business
March 13, 2014

FOCUS ON SURVEYS 2 Focus On Surveys In “Libraries and Leadership: The Change We Seek,” researchers express deep concerns regarding library science programs’ effectiveness in preparing school librarians to become visionary leaders able to respond to rapid changes in the K-12 education system (Dotson & Jones, 2011). Young learners’ access to omnipresent information media and ever-evolving technology has resulted in changes in the way we teach and in the way children learn (Dotson & Jones, 2011). This in turn has created a greater demand for technology skilled school librarians, well adverse to various changes affecting their school communities (Dotson & Jones, 2011). High drop-out rates and highly removed school board officials is also cause for school librarians to re-evaluate their roles to effect positive changes beyond the confinements of the library (Dotson & Jones, 2011). Traditional school librarians’ roles were previously limited to promoting and provided relevant access to library resources, however, now, school librarians must be adamantly responsive in support of teachers’ and students’ information needs as well as the information needs of the broader community (Dotson & Jones, 2011). Such leadership is crucial in teaching students to search and analyze information effectively, and to collaborate with teachers and stakeholders on curriculum design and statewide initiatives. The failure to address the lack of leadership in schools today, and neglecting to equip our school librarians with the necessary tools and skills, severely disrupts student learning, teaching effectiveness, and the overall value and growth of our school communities (Dotson & Jones, 2011). In defining leadership, researchers assert that “Leadership is Influence” (Maxwell, 2007). The need to develop school library leaders is crucial to standing up for excellence, facilitating change, and integrating technology throughout 21st century schools (AASL, 2009; FOCUS ON SURVEYS 3 ISTE, 2010). Various attributes have been debated as to what is considered the identification and development of leadership competencies (Ammons-Stephens, Cole, Jenkins-Giggs, Riehie, & Weare, 2009; Loertscher, 2006; Shannon, 2002; Zmuda & Harada, 2008), however, the most commonly identified leadership attributes include: A Vision for the organization; Program administration; Assessment of information needs for the organization; Mentoring others; Modeling best practices and behaviors in the use of information and instructional technology; Communication; Staff development; and Advocacy. The shift from authority-centered leadership model to a more learning-centered model (Todd, Kuhlthau, Ohio Educational Library Media Association, 2004), demonstrates school-wide leadership is needed from today’s school librarians to initiate long lasting positive change and to model leadership skills among tomorrow’s future leaders. To examine the extent to which school librarians believe they were adequately prepared for leadership through their academic programs, researchers surveyed one hundred forty nine