WELCOME

International Society for Technology in Education
Technology Facilitation Standard VIII

Home

About Me

Article Critique

Resume

Learning Beliefs

Leadership and vision is a role of the media specialist. Wools (1997) states the librarian has two visions. The first vision is to help students obtain full potential. School librarians help students reach their full potential by creating a school-wide atmosphere that is responsive to the needs of students. The second vision is for the library to be the center of a school's resources, a true school library. To obtain the second vision the librarian must create a library where all the "school's resources are integrated through all the classrooms," and through all the assignments that are given (Wools, 1997).

"School librarians natuarlly lead" (Wools, 1997). Librarians leadership shines through the skills that are provided. Providing access to information for student and teacher use is the a skill librarians provide in their leadership role. Media specialists challenge the school community to access information through CDROM references, listserves, online references, Internet access, e-mail, and much more (Wools, 1997). Another skill librarians have is using a variety of technology and formats to aid teachers in designing instruction that implements technology (Wools, 1997).

Media specialist contiue to be leaders as funding for new teachnology is needed. Librarians help secure funding to implement new technology to create an effective teaching envirnoment. Also, media specialist create plans for implementing technology into the classroom and curriculum. Leadership in purchashing, maintaining, and upgrading technology is also the role of the school librarian. Encouraging staff members to use technology and promote inservices that continue technology growth is another leadership role of the media specialist (Wools, 1997).

Wools (1997) states there are ten leadership steps for a librarian to implement instructional design into a learning environment. Writing a rational for the course which states objectives and student needs is step one. The next step, is determining the audience for the course, perhaps by selecting a grade level or topic. Third step, is to generate ideas where eveyone has a chance to make suggestions. Step four, is stating a learning outcome of what will be expected of students. The fifth step is identifying anticipated skill development where students will expand their research skills. Sixth, is developing a tentative outline of the unit where teacher and librarian can meet in groups to discuss strategies. The seventh is selecting teaching strategies where learning styles that meet student needs is discussed. Eighth, is reviewing the learning which allows for outcomes to be examined to determine if student needs are being met. The ninth is collecting the necessary resources where enough resources are available. The last is review the course outline and learning objectives to make sure materials are available to support the content and assignment (Wools, 1997)

Wools, B. (1997). Helping teachers sustain the vision: a leadership role. Emergency Librarian, 25.

Program of Study