Librarians as learning leaders: cultivating cultures of inquiry

Abstract

What is the business of libraries if not to cultivate learning? Having raised this rhetorical question, I hasten to add that the challenge for librarians to assume the mantle of leadership requires serious thinking about what this really means. Let me begin by identifying several core beliefs that I share with respected educators. These beliefs frame my reflections in this chapter: <ul> <li>Learning is not about raising test scores. It is about building a foundation of responsible, reflective, rigorous, and resilient thinking (Costa 2008; Marzano, Waters and McNulty 2005). </li> <li>Accountability includes the actions of adults, not merely the grades and scores of students. This requires a critical examination of what we offer students and how we offer it as a community of providers (Reeves 2006). </li> <li>Leadership is not an isolated or isolating activity. It succeeds only in a culture of team-ness (Fullan 2003, Elmore 2000).</li> </ul> In this chapter, I expand on the following major points with the hope that my comments generate spirited and meaningful dialogue amongst readers: <ul> <li>Critical dimensions of thoughtful learning </li> <li>Qualities and dispositions of learning leaders</li> <li>Librarians as potential leaders in learning</li> </ul>