Leadership Issues in the Information Literate School Community

Leadership Issues in the Information Literate School Community

Leadership Issues in the Information Literate School Community

Leadership Issues in the Information Literate School Community

Synopsis

Collection of essays identifies issues teacher librarians face in becoming leaders of the new worldwide school community.

Excerpt

James Henri and Marlene Asselin

Who Should Read this Book?

This book will be of interest to the many players and stakeholders who work in and/or conceptualize about modern schools including principals, teachers, teacher librarians, information technology coordinators, educators of teachers and teacher librarians and their students, as well as educational policy makers and parents.

The Context of this Book

The first significant work on the notion of information literate school communities (The Information Literate School Community 1999) argued for the leadership role of the teacher librarian within an emerging vision of schools in the 1990s - that of professional communities where physical and intellectual access to, and purposeful use of, information are critical foundations of teaching and learning. Rapid globalization, hastened by developments in information and communication technologies, means that these foundations for our schools have grown more complex (Adolescents and Literacies in a Digital World 2002, Bruce 2002, Bigum 2002, Learning for the Future 2002, Lankshear & Knobel 2003). Schools are running to catch up to directions from the last decade. For example, organizational structures have certainly begun to shift from hierarchies to communities, and core curriculum, especially that of literacy, has expanded to include some of the lower-level literacies of information. However the leadership role of the teacher librarian remains unrealized. Authors in this book tackle the issues teacher librarians must face to become leaders in the new emerging vision of schools.

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