Annotated Bibliography

Collaboration
Garmston, R. J. (2005). Group wise: Create a culture of inquiry and develop productive groups. Retrieved June 4, 2005 from the National Staff Development Council Web site: http://www.nsdc.org/library/publications/jsd/garmston262.cfm
This article discusses the three factors that differentiate schools that create a culture of inquiry from those that do not. Leaders in these schools continuously communicate a clear, compelling rationale for their initiatives while they model the practices being studied/under revision. Leaders/principals arrange for teacher collaboration and regularly include instructional practice conversations in faculty meeting agendas. Teachers and principals in culture of inquiry schools engage in high-quality self-reflection after professional development activities.

Pitcher, S. M. & Mackey, B. (2004). Collaborating for real literacy: Librarian, teacher, and principal. Worthington, OH: Linworth.
Pitcher and Mackey's formula is Librarian + Teacher + Principal = Literacy. This practical approach book, with an elementary school reading and writing focus, suggests specific roles and responsibilities for the stakeholders in school-wide collaborations based on theory and research. If your principal is someone who does not initiate school-wide projects, this book would make a great gift. (Example teacher-librarian as teacher leader: On page 39, there is a scenario that involves a t-l modeling literacy centers for classroom teachers.)

Data
Miller, N. A. S. (2003). IMPACT! Documenting the LMC program for accountability. Spring, TX: Hi Willow Research & Publishing.
This software product will help you prove your worth to your administrator. "A template for Microsoft Excel (PC or Mac, Office '97 or higher required), this amazing computer software tracks the contribution of the LMC program in three essential areas: collaborative planning, information literacy, and links to state standards. By spending five minutes a day recording what units of instruction and teaching you have been doing, this template then transforms what you do into amazing charts, diagrams, and tells both you and administrators where the emphasis of the LMC program lies." Available from Library Media Center Source: http://lmcsource.com/

Instruction
Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
This was Emily's suggestion for essential instructional strategies reading. Thank you, Emily.

Leadership
Association for Supervision and Curriculum Development Smart Brief - a daily news blast that your principal (and you) could be receiving. (Thank you to the person who suggested this option to joining ASCD.)

Educational Leadership: Supporting new educators 62(8). May, 2005. (entire journal)

Gardner, H. (1995). Leading minds: An anatomy of leadership. New York: BasicBooks.
Howard Gardner talks about leadership in terms of storytelling. He says effective leaders relate and embody three kinds of stories: who I [the leader] am, who we are, and where we are going and how we'll get there. A leader's effectiveness is based on her/his ability to align these three stories and help others see themselves in these stories.

Hartzell, G. (2002). What's it take? White House conference on school libraries. Retrieved June 8, 2005, from http://www.imls.gov/pubs/whitehouse0602/garyhartzell.htm
Gary Hartzell points out the weakness in classroom teacher and administrator preparation programs as well as features of school library work and our own failure to reach our colleagues through publication and presentations.

North Central Regional Educational Laboratory. (2005). Leadership. Retrieved June 4, 2005, from the NCREL Web site: http://www.ncrel.org/sdrs/areas/le0cont.htm
Share these Web pages with your principal. Any teacher-librarian who wishes to pursue partnership with the administrator in her/his school community will benefit from knowing this research-based information on leadership.

Principal Support
McGhee, M. W. & Jansen, B. A. (2005). The principal's guide to a powerful library media program. Worthington, OH: Linworth.
Although I have not yet read it, this book intrigues me because the authors have served in one or more of these roles: teacher-librarian, principal, and university educator. This title includes anecdotes as well as best practices in school library programs that will result in student achievement. According to a review, the principal's role in managing the library media center is highlighted.

Oberg, D. (1995). Principal support: What does it mean to teacher-librarians? Retrieved June 6 2005, from http://www.ualberta.ca/~doberg/prcsup.htm
In this study, Oberg learned that experienced teacher-librarians are assertive in asking for communication with principals and are not hesitant about educating their principals about their library program and the critical role of the teacher-librarian in instruction. Experienced t-ls are clear about their professional needs and about the goals of the school library program. The study found experienced t-ls were more perceptive of and accepting of their principals' views, and they were more patient and accepting of the evolution of the library program within the school culture.

Specifically for Teacher-Librarians
Everhart, N. (2003). Controversial issues in school librarianship: divergent perspectives. Worthington, OH: Linworth.
Nancy Everhart provides various perspectives on topics such as professional preparation, professional image, staffing, standards, collection development, computerized reading programs, scheduling, facilities, and virtual/digital school libraries. School librarians who wrestle with making distinctions between the teacher and librarian roles may benefit from the repartee between Keith Swigger and Michael Eisenberg regarding the teaching role of t-ls (pp. 9-14).

Farmer, L. S. J. (1995). Leadership within the school library and beyond. Worthington, OH: Linworth.
Leslie Farmer uses the archetypes and conventions of folklore to describe the leadership role of teacher-librarians in learning communities. Using the metaphor of "the rings," she positions t-ls in roles of increasing impact from leading in the library to the school, the community, and the profession. Her thoughtful conclusion notes that followers are apprentices of leaders.

Woolls, B. & Loertscher, D. (Eds.) (2005). The whole school library handbook. Chicago: American Library Association.
This book contains readings about everything you can think of related to teacher-librarianship. Excerpts from books published by ALA, Libraries Unlimited, and Linworth publishers, articles from Knowledge Quest, Teacher Librarian, Library Media Connection and other school library focused journals make this the book-of-2005 for all teacher-librarians.

Teacher Leaders
Carter, G. R. (2004). Supporting teacher leadership and professional growth. ASCD Report. May 2004.
ASCD Executive Director Carter wrote about Jennifer Morrison, the ASCD Outstanding Young Educator of the Year (2004). He described her as someone who creates professional development experiences in her daily work. Her classroom is a "living laboratory." (Extremely long URL - Search the site.)

Collaborative teacher leadership: Some ideas to get you started. TLN Voices IV. Retrieved
June 6, 2005, from the Teacher Leaders Web site: http://www.teacherleaders.org/
Tips: Work toward one common goal. Accept other people's strengths; eliminate competition. Go to the administration with a plan (rather than with a problem). Don't be easily discouraged. Accept roles in which you are effective.

Technology

Arizona School Library Web Pages: https://storytrail.com/azschoollibwebs.htm

Harris, F. J. (2003). Building learning communities with technology. In B. K. Stripling and S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 171-187). Westport, CN: Libraries Unlimited.
Francis Jacob Harris shares a great deal of provocative information and many useful strategies to support t-ls as they bring information, technology and people together in uniquely powerful and productive ways. The opening scenario in this chapter is worth sharing with your principal, faculty and/or a team of teachers.

IASL - International Association of School Librarianship - This page includes information and resources for creating a school library Web site.

Last updated: 12 June 2005