One way library media specialists raise the profile of the school library program is
through active leadership roles. School library research connects effective school library
programs to library media specialists' active leadership in the school community, often in terms
of facilitating change. In Yetter's (1994) case study of library media specialists' participation in
the implementation of resource-based learning programs in Washington middle schools,
effective library media specialists considered themselves to be instructional leaders in their
schools, a view generally shared by administrative and teaching staff. Interviews from Yetter's
study revealed agreement among these three groups that an important role of the library media
specialist was as a teacher of teachers and a teacher of principals; they also viewed successful
library media specialists as creators of vision and agents of change (1994).
In an examination of leadership in a case study of four Louisiana library media teachers,
Underwood (2004) similarly reported that superintendents, principals, classroom teachers and
library supervisors saw library media specialists as innovators, motivators, and agents of change.
In Farwell's (1998) study of the collaborative process between library media specialists and
elementary and middle school classroom teachers, classroom teachers identified training of
classroom teachers as a critical role of the library media specialist; principals in the same study
identified instructional leadership as one of the library media specialist's important roles as
successful collaborators. Farwell (1998) concluded from this study that successful library media
specialists not only needed background knowledge in the library science, pedagogy, and a
school's curriculum, but also need to act as leaders and agents of change.
Other studies document leadership in terms of library media specialists' offers of training
and expertise. Mosqueda (1999) reported in her study of school library programs at National
Blue Ribbon schools in Florida that almost 90% of principals and library media specialists
Achterman, Douglas L.. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/. Accessed May 19, 2013.