Making the case for the leadership role of school librarians in technology integration

Abstract

PurposeThe purpose of this study is to determine the self‐perceived impact of technology training on the transformational leadership practices of pre‐service school librarians who participated in a Master's degree program in library and information studies focusing on leadership development.Design/methodology/approachA concurrent triangulation mixed method design was implemented using two paper‐based self‐administered surveys. The first survey measured transformational leadership behaviors. The second obtained demographic variables and the participants' perceptions of the skills they learned in each of the five transformational leadership dimensions.FindingsThe results indicate that the leadership curriculum taught the participants how to be transformational leaders by using technology. The participants also use technology in a way that is significantly different from other teachers in Florida. Moreover, it is important to teach practical applications for integrating technology.Research limitations/implicationsThis study was limited to a cohort of 30 pre‐service school library media specialists from six Florida counties.Social implicationsHowever, there are several practical implications. First, school library training programs can help change the perceptions of school librarians by teaching them to lead through technology integration. Next, school districts should support technology integration by developing infrastructures to support their success. Finally, project‐based experiences with feedback provide the best opportunities for teaching educators how to implement technology.Originality/valueThe results provide evidence that it is possible for degree programs to train school librarians to excel as technology integration leaders. Placing emphasis on this role can help change the perceptions of school librarians. These outcomes strengthen current knowledge of the technology integration role of school librarians.