ERIC Number: EJ886017
Record Type: Journal
Publication Date: 2010
Reference Count: 9
Culturally Responsive Leadership in School Libraries
Summers, Laura L.
Library Media Connection, v28 n5 p10-13 Mar-Apr 2010
Students need culturally responsive teacher-librarians who focus on 21st century skills for all students. Basic principles for culturally responsive leadership in school libraries are articulated by multicultural educators who know that social equity is more important than ever, as the number of diverse and underserved students increase each year. Since teacher-librarians interact with all students within a school, it is a natural fit to look toward the school library personnel to model culturally responsive leadership for educators within their schools and communities. School librarians can be a primary voice in promoting the importance of social equity for all students. School librarians must focus on enhancing their professional competencies and promote positive intercultural interactions between students in order to create the best learning environment in the 21st century. This article discusses four levels of multicultural curriculum reform that teacher-librarians can use to measure their effectiveness in helping all students be more successful in a culturally diverse society. As a role model for other colleagues, students, parents, and community members, a culturally responsive teacher-librarian can foster student achievement through the following proactive actions: (1) build trust; (2) value cultural awareness; (3) foster motivation; and (4) establish inclusion.
Descriptors: Curriculum Development, Role Models, Multicultural Education, Cultural Awareness, School Libraries, Educational Change, Librarians, Leadership, Librarian Teacher Cooperation, Cultural Pluralism, Academic Achievement, Ethnic Groups
Linworth Publishing, Inc. 480 East Wilson Bridge Road Suite L, Worthington, OH 43085. Tel: 614-436-7107; e-mail: email@example.com; Web site: http://www.linworth.com/lmc/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado