Table Of Content

All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address FEATURE usage requests to the ALA Office of Rights and Permissions. 54 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Ann M. Martin [email protected] Volume 45, No. 1 | September/October 2016 55 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Athletes strive to achieve “the Tip #1. Stay Connected to Federal and state agencies consider zone.” “It is that realm of Your National Professional AASL the authority when it comes play in which everything—skill, Association to learning standards and program training, and mental discipline— standards for school libraries. AASL members benefit from comes together, and players feel Each review and revision of AASL association leadership on issues themselves lifted to a level of peak standards is based on research with a related to intellectual freedom, performance in which limits nod to the future. School librarians information-technology policy, seem to fall away” (Cooper 2009). who are leaders use these standards advocacy, and legislative lobbying. Reaching the “leadership zone” to set the baseline for school library Resources such as the AASL Forum happens when librarians tap into programs. The well-developed provide members a means for the extraordinary skills lying implementation plans assist discussion of and action on problems within to overcome obstacles and librarians in leading instructional that arise in school libraries. For transform sometimes-difficult change that positively impacts example, when I needed to defend situations into meaningful student achievement. Through against a particularly contentious outcomes. Maturing into an relevant updates to standards and book challenge, comments and experienced leader who stays guidelines the association provides discussion on the AASL Forum in the leadership zone requires a solid framework for school suggested I contact the Office for knowledge, training, and librarians to be in the forefront Intellectual Freedom (OIF). This practice. This article provides of instructional trends and issues. tip was valuable. The OIF provided tactical leadership tips to assist Leaders integrate AASL guidelines me with legal cases and targeted in developing school librarians and learning strategies into students’ terminology to defend the county as leaders who have the mental learning experiences. review committee’s position to retain focus to guide their school the material. The knowledge OIF library programs through today’s AASL provides many more provided me was immediate and changing environment. resources to school librarians, effective. Association resources including a journal of current provide just-in-time information Embedded in the five leadership issues in the field, professional and assistance, enabling school tips that follow are actions to development opportunities, librarians to lead their learning practice. When an athlete is guidelines for best practices, communities through sometimes- directed by a coach, trainer, or and research on library-related difficult situations with confidence. pro to smooth out rough spots issues. Leaders seek information Confidence is an essential leadership in habits negatively impacting and guidance from AASL when trait. the athlete’s performance, the planning for their library programs. first homework assignment is The entire learning community Leaders benefit from networking to practice the new or refined ultimately benefits from a school with a community of professionals. technique. Leadership is no librarian whose practices are AASL provides social networking different. The desired change grounded by association research. and web-based connectivity for is for school librarians to members to meet. Opportunities make decisions and seamlessly Leadership Zone Actions to Practice to participate in webinars and other implement focused actions with professional development sessions • Attain increased confidence less stress and more success—and bring professionals together to by using association research practicing leadership strategies explore new ideas. AASL also solicits and resources to become makes these actions possible. members to become part of teams knowledgeable about school As you read each section, self- that work on association initiatives. library initiatives. assess your current status. Then take action by carrying out the When members participate in virtual • Volunteer for professional suggested tips. Soon you, too, will and face-to-face meetings, lasting association task forces and develop the confidence, courage, ties with colleagues in the library committee work to develop a and perseverance that define profession develop. The interactions network of professional contacts. among librarians are a continual leaders who work in the leadership • Implement the AASL learning source of inspiration and creativity. zone. standards and incorporate Leaders are involved in their them into every instructional association, serve on committees, experience. and work with colleagues virtually and face-to-face. 56 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Tip #2. Articulate a Library leaders, teachers, students, and Program Vision That Defines parents. the Future Once a leader is versed in the Leaders embrace a culture of benchmarks for change, a plan innovation and recognize that can be developed to systemati- adapting to societal changes helps cally embed innovative program the school library program remain improvements into the minds and relevant (Martin 2013, 155). To hearts of the learning community. encourage acceptance of these A good approach for assuring concepts, school librarians must success includes outlining the be willing to stand behind new vision, strategic goals, timeline, ideas and methods. Since a direct and budget in a one-page summary. relationship exists between words A leader positions the proposal in and actions, leaders understand such a way that implementation that making improvements and is achievable. If a major shift in updating the library program vision funding is needed, then a leader is a leader’s responsibility. Leaders figures out where that shift of create buy-in for a revised library dollars will come from. Providing vision each time they provide thoughtful consideration to any Association effective support for administrators, concerns administrators, teachers, teachers, and students. Seasoned and students may have can be resources provide leaders have an eye for relevance and achieved by asking each group for explain new initiatives in a language just-in-time input. Addressing the needs of each users understand. group will encourage acceptance of information changes. Leaders seek information about and assistance, emerging resources and update Effective leadership transforms the library vision. AASL revises enabling school current practices into a relevant the standards and guidelines every future. General Eric K. Shinseki, librarians to lead ten years, and school librarians a retired four-star United States who implement these revisions Army general, stated, “If you their learning have an edge over those who do not. don’t like change, you’re going to The modifications are the result communities like irrelevance even less” (Dao of committee members’ scanning and Shanker 2009). The gateway through the educational environment and to acceptance of innovation is considering many factors, including providing value and relevance to sometimes- student values, educational users. Using professional develop- methodology, and emerging difficult ment, leaders focus on skills and resource formats. AASL taps competencies that need updating situations with members to serve on a committee and then integrate changes into the to merge the research with evolving school library program. “School confidence. best practices. A leader incorporates librarians who are innovative these new initiatives developed by understand the direct relationship AASL into the library program between innovation and staying vision. Leadership is immersing relevant” (Martin 2013, 153). oneself in innovative language, processes, and programs through Leadership Zone Actions to Practice training via conferences, webinars, and professional articles. Often • Use AASL research and AASL training provides talking implementation strategies for points to use when introducing an revised learning standards and updated library vision to school guidelines to create a vision for the library program. Volume 45, No. 1 | September/October 2016 57 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. • Position the library vision in such a way that it is achievable. • Create value for users when launching innovative changes to the library program vision. Tip #3. Model the Skills and Practices of Effective Management Modeling is a powerful tool. Every action, reaction, and communication is an opportunity to demonstrate best practices. Whether leaders are making decisions, connecting to people in the organization, or planning next steps they have the opportunity to make each end result more or less effective. A good leader tackles situations constructively to turn them into positive initiatives for What if the school library program. Leaders model the thinking process something goes that goes into decision making. Some requests are simple and require an immediate response. Other requests wrong? Leaders impact scheduling or programing and deserve more thoughtful con- use missteps sideration. A brief pause provides time for librarians who are leaders to analyze what is being said, by whom, as training and for what purpose. Leaders thrive on stepping back before jumping to conclusions. School librarians can opportunities. practice pausing and giving themselves time to think through requests that impact their library programs. There is nothing wrong with saying, “Tell me about your need and let me get back to you by the end of the day.” The pause when answering programing requests is a decision-making skill that is critical for high-quality results. Communication is critical when creating a unified organization. Leaders intentionally engage in conversations with people in the organization. A school librarian who talks candidly with teachers and students creates understanding as needs surface during discussions. 58 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Understanding the perspective productivity, creativity, and sequential. Leaders know that group of users leads to mutually benefi- motivation. ownership is achieved when all cial solutions since colleagues and members contribute their skills to students own part of the solution. Tip #4. Empower Others projects. Empowerment is extremely When conveying information The biggest detriment to important to teamwork and sustains leaders use the right tool among the empowerment is lack of trust. the energy level in a library and many available—including e-mail, Reluctance to let go of control is a learning community. texting, blogs, memos, and formal problem that leaders must overcome documents—and then insert a to be successful. School librarians Leadership Zone Actions to Practice human element into each commu- who find it difficult to give tasks to • Develop respect and trust nication (Martin 2013, 77). This colleagues need to determine why. for colleagues’ skills and human element may come through Often leaders who are reluctant to competencies. follow-up discussions or surveys to turn over responsibility for tasks check for understanding. fear the job will be accomplished • When delegating work to others, break tasks into smaller goals with in a way that is unlike the way they Planning the next steps for the would have tackled the work. If the deadlines. school library program is a task is accomplished, then what • When entrusting others with tasks wonderful opportunity for librar- difference does it make if the path provide training in processes and ians to practice organizational to success is unlike the leader’s path? give clear directions that are easily skills. Just as librarians encourage Leaders respect results and trust understood and doable. students to self-assess their own colleagues’ skills, competencies, and work, leaders model how to analyze knowledge base. Tip #5. Sharpen Job Skills committee work to evaluate weak- Honing in on skills needed to be nesses and strengths. Leaders also What if something goes wrong? an exemplary librarian requires insist that colleagues share ideas, Leaders use missteps as training continuous effort. School provide opportunities for colleagues opportunities. To keep the project librarians are expected to be leaders, to work in groups, and help them moving forward, leaders take instructional partners, information manage and prioritize their time. time to guide colleagues through specialists, teachers, and program “Leaders are coaches of a team of an evaluation of the process and administrators. Within each of workers. They must display disposi- assist colleagues with reviewing the these roles are responsibilities that tions that they wish their colleagues plan. One way to ensure successful must be adapted as the educational to display. By instilling these same progress is to hold colleagues environment changes. attitudes in colleagues, leaders accountable for the work they create a foundation for an accom- perform. Just as school librarians Effective school librarians enroll plished organization” (Martin 2013, break research into steps for in professional development that 44). Effective management of the students, good leaders break down targets emerging technologies, school library program results when committee work and tasks into resources, and curriculum. Librar- librarians think before they act, smaller goals with specific deadlines. ians need these skills when “guiding communicate clearly, and provide learners to become engaged and efficient shared opportunities for Successful leaders achieve effective users of ideas and informa- others to be a part of library reform. empowerment by delegating tion, and to appreciate literature” responsibility gradually over time. (AASL 2010). Training enables Leadership Zone Actions to Practice Assigning work to others generates leaders to remain in the forefront • Before taking action pause to opportunities for those with specific of new educational initiatives. think through important requests skills to further the work of the Librarians are lifelong learners who that impact the library program. library program. Effective leaders embrace the intrinsic rewards that provide training and tools along result when knowledge and skills • Understand the perspective of with each increased responsibility. are extended. Failure to update colleagues and students by talking Leaders design templates, such library-related job skills such with coworkers and students. as a form for committee reports, as instructional methods, tech- • Identify and refine personal or develop a process for project niques for collaboration with other dispositions such as emotional management so that colleagues educators, and curriculum design resiliency, persistence, understand that their actions, results in stagnant leadership of any results, and efficiency are library program. Volume 45, No. 1 | September/October 2016 59 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. A major aspect of the school Leadership Zone Actions to Practice Ann M. Martin, librarian’s job is readers’ advisory. • Review the responsibilities of each AASL President To be a literacy leader, librarians of the roles of a school librarian 2008–2009, is a former must read new books from a diverse and identify two skills to update educational specialist for group of authors for the level of within a targeted timeframe. students they serve. It is amazing library services at Henrico • Commit to reading books and that librarians will offer students County Public Schools in Virginia. A member of getting to know diverse authors graphic novels without encouraging represented in the library AASL, she serves as the chair of the ALA BARC young readers to move into longer collection. (Budget Analysis and Review Committee). She powerful literature. When I moved from an elementary school to a • Examine your current technology was awarded the 2015 AASL Distinguished middle school I spent my first competencies and update one skill Service Award. She coauthored (with year bringing books home to read. by a specific milestone date. Suzanna L. Panter) the March/April 2015 Reading all those books enabled me to put the right book into the right Conclusion KQ article “The Paradox of Our Profession” students’ hands. Being a librarian and coauthored (with Kathleen R. Roberts) AASL operates in the leadership leader requires developing “strategic zone because it is an organization the January/February 2015 Principal readers who can comprehend, that taps into members’ article “Digital Native Does Not Equal analyze, and evaluate text in both extraordinary skills—skills that Digital Literacy.” She also wrote the book print and digital formats” (AASL can transform the future of school 2010). One way to foster this Empowering Leadership: Developing libraries. If AASL is a model of development is to be well versed in leadership, then school librarians Behaviors for Success (AASL 2013). the literature and familiar with the who practice leadership strategies work of authors currently writing are models for their learning for students. Students and parents communities. Being in the expect the school librarian to be leadership zone means focusing in familiar with literature for their Works Cited: on the skills, practices, and actions particular level and needs. In that bring energy and strength American Association of School addition, knowing the collection to your day and, consequently, to Librarians. 2010. “Position avoids problems resulting from an Statement on the School your library program. As you Librarian’s Role in Reading.” accidental referral of questionable concentrate on the many-faceted <www.ala.org/aasl/advocacy/ materials. aspects of leadership and infuse resources/statements/reading- role> (accessed May 11, 2016). the skills into your daily work you Analysis of the key competencies of Cooper, Andrew. 2009. “In the will achieve unity within. Your Zone: The Zen of Sports.” a school librarians’ job is essential mind and your actions will become <www.patheos.com/Resources/ to the future of the library program. automatic and go beyond what you Additional-Resources/In-the- Leaders self-assess their skills Zone> (accessed May 13, 2016). imagined possible. Keep track and make notes of the practices in of the exceptional experiences, Dao, James, and Thom Shanker. which they are proficient and those 2009. “No Longer a Soldier, breakthrough occurrences, and Shinseki Has a New Mission.” skills that need improvement. Next, personal revelations that just seem New York Times (November 10). leaders find the best method to to happen, but in actuality, are the <www.nytimes.com/2009/11/11/ renew and update their skills and us/politics/11vets.html?_r=0> result of your efforts to work in the (accessed May 4, 2016). use their new knowledge to create a leadership zone. Martin, Ann M. 2013. Empowering better library program. Leadership: Developing Behaviors for Success. Chicago: AASL. 60 Knowledge Quest | AASL’s 65th Anniversary