Abstract
ELEMENTARY SCHOOL PRINCIPALS’ PERCEPTIONS OF THE INSTRUCTIONAL ROLE OF THE SCHOOL LIBRARY MEDIA SPECIALIST By Audrey P. Church, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2007 Director: Dr. Michael D. Davis, Professor, School of Education Studies conducted in numerous states by various researchers demonstrate that library media specialists who take an active role in the instructional process positively impact student achievement in their schools. Principals are the instructional leaders of their schools, yet the research indicates that they are not knowledgeable regarding the role of the library media specialist. This study explored Virginia elementary school principals’ perceptions of the instructional role of the library media specialist, the effect of library schedule on these perceptions, and the origin of these perceptions. Principals who responded to the study strongly endorsed the role of library media specialist as teacher of information literacy skills and as instructional partner. There was no statistically significant difference in perceptions based on the type of library schedule in place—fixed, flexible, or mixed/combination. Respondents indicated that they learn about the instructional role of
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