Leadership Education for Young Adult Librarians: A Research Study

This article was downloaded by: [University of Bath]On: 05 November 2014, At: 11:30Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Public Library QuarterlyPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/wplq20

Leadership Education for Young Adult Librarians: AResearch StudyMark D. Winston MLS and PhD a & Deborah Fisher MLS b ca School of Communication, Information, Rutgers University, Library Studies , 4 HuntingtonStreet, New Brunswick , NJ , 08902b School of Communication, Information, Rutgers University, Library Studies , NewBrunswick , NJc Rutgers Preparatory School , 135 Easton Avenue, Somerset , NJ , 08873Published online: 12 Oct 2012.

To cite this article: Mark D. Winston MLS and PhD & Deborah Fisher MLS (2003) Leadership Education for Young AdultLibrarians: A Research Study, Public Library Quarterly, 22:3, 23-35, DOI: 10.1300/J118v22n03_04

To link to this article: http://dx.doi.org/10.1300/J118v22n03_04

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

http://www.tandfonline.com/loi/wplq20

http://www.tandfonline.com/action/showCitFormats?doi=10.1300/J118v22n03_04

http://dx.doi.org/10.1300/J118v22n03_04

http://www.tandfonline.com/page/terms-and-conditions

http://www.tandfonline.com/page/terms-and-conditions

Leadership Educationfor Young Adult Librarians:

A Research Study

Mark D. WinstonDeborah Fisher

ABSTRACT. Young adult librarians play a critical role in the provisionof information services to an important and growing segment of the popu-lation. In defining the role of young adult librarians at the institutional andnational levels, it is necessary to consider the leadership role that is neces-sary to achieve the vision in the professional specialty in public libraries.The research presented here addresses the importance of the leadershiprole of young adult librarians and the extent to which graduate library andinformation science (LIS) programs provide the leadership educationneeded by young adult librarians. Generally, the research results indicatethat a small number of LIS programs offer coursework in leadership or re-quire those specializing in young adult services to take courses in the re-lated area of management. Thus, there is greater likelihood that few YAlibrarians will receive leadership education. And, there is the need to con-sider the extent to which they will be able to take on leadership roles in ful-filling the missions of their employing organizations. [Article copies avail-able for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH.E-mail address: <[email protected]> Website: <http://www.HaworthPress.com> © 2003 by The Haworth Press, Inc. All rights reserved.]

Mark D. Winston, MLS, PhD, is Assistant Professor, School of Communication,Information, and Library Studies, Rutgers University, 4 Huntington Street, NewBrunswick, NJ 08902.

Deborah Fisher, MLS, is a graduate student, School of Communication, Informa-tion, and Library Studies, Rutgers University, New Brunswick, NJ. She is also Librar-ian, Rutgers Preparatory School, 135 Easton Avenue, Somerset, NJ 08873.

Public Library Quarterly, Vol. 22(3) 2003http://www.haworthpress.com/store/product.asp?sku=J118

2003 by The Haworth Press, Inc. All rights reserved.10.1300/J118v22n03_04 23

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

KEYWORDS. Leadership, young adult services, public libraries, li-brary and information science education

INTRODUCTION

Young adults represent a large and growing segment of the U.S. pop-ulation, as well as an important component of the user population ofpublic libraries. In public libraries, generally, there is the need to iden-tify and provide educational opportunities for individuals who will takeon leadership roles and contribute to the success of their employing in-stitutions that are to fulfill many of the information and research needsof members of the public. In addition, there is the growing realizationthat leadership is needed at all levels within organizations, includingamong those who have primary responsibility for work with young peo-ple. However, there is the need to consider the extent to which thosewho fulfill the important responsibilities related to the development andprovision of library and information for young adults have received thetype and level of leadership education that prepares them for their rolesas leaders in public libraries.

LITERATURE REVIEW

Young Adult Services

According to U.S. Census Bureau data and estimates, the total num-ber of young people ages 10 to 19 is expected to grow from nearly 35million in 19901 to an estimated 43 million by 2020.2 In addition, the re-sults of a recent U.S. Department of Education report indicate that pub-lic high school enrollment is expected to increase by 13 percentbetween 1997 and 2007.3 At present, young adults comprise approxi-mately 25 percent of the public library’s clientele.4 And, given the Cen-sus statistics, that percentage is likely to increase in years to come.

It is on the basis of the size, expected growth, and importance of thissegment of the user population, as well as on the basis of the specific re-search and information needs of adolescents, that services in public li-braries targeting this age group are of concern. Thus, there is the need forleaders who possess vision, an understanding of the research and infor-mation needs of young adults, the expertise to design and provide appro-priate research and information services, and the ability to collaborate with

24 PUBLIC LIBRARY QUARTERLY

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

school librarians in communities that employ them. While the array of in-formation needs of young adults include homework and research assis-tance, as well as personal information, information regarding careers,colleges and universities, and pleasure reading/entertainment,5 evidencesuggests that young adult services are lacking in public libraries.

In 1994, the U.S. Department of Education conducted the first nationalsurvey of young adult services in public libraries. According to the re-search findings, which included the study of 1,615 public libraries, only11% of libraries nationwide employ a young adult librarian, and 11% ofpublic libraries have neither a young adult collection nor section of the li-brary. The survey also found that insufficient library staff is a primarybarrier in enhancing services and resources for young adults.6

Similarly, a review of the library literature indicates that other as-pects of public library information services, such as reference servicesfor adults and children’s services have been addressed to a far greaterextent than has been the case for young adult services in public libraries.This limited focus on research and practical discussion of young adultservices is unfortunate. However, it is important to note that the libraryliterature pertaining to young adults covers several areas of focus, in-cluding the history of young adult services,7 programming,8 discussionsof the organization and management of young adult departments,9 aswell as the evaluation of programs and services.10 There is little in theway of original research focusing on young adult services, with the ex-ception of studies of staffing levels among those who work primarilywith young adults and the types of services provided for young adults inpublic libraries. Generally, the research results indicate the lack of for-malization of young adult services in many libraries, as well as limitedstaffing and collections for this population.11 Thus, the research andpractice related to young adult services reflect the need for greater lead-ership in enhancing the focus on this important area of professional spe-cialty and this important user population.

Leadership Competencies

In recent years, research in organizational theory has included thestudy and identification of leadership competencies for those who areexpected to take on leadership roles in private sector organizations. Theresearch associated with leadership competencies has been designed to“identify a small set of attributes that successful leaders possess, articu-late them in ways that could be transferred across all leaders, and createleadership development experiences to ensure that future leaders pos-

Mark D. Winston and Deborah Fisher 25

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

sess these attributes.”12 Thus, the discussion of leadership competen-cies helps to define the nature of effective leadership, identify“leadership competency gaps for the . . . leadership team”13 in an organi-zation and identify components of leadership education and develop-ment, which are relevant to the needs of organizations. Leadershipcompetencies that are generally considered to be of importance include“adaptability, effective interpersonal communication, and good deci-sion making.”14 Others, which have been identified as important, butwhich have been described as potentially too general by some research-ers, include the ability “to act with integrity, set a vision, have energy,execute strategy, and energize others.”15

Recent literature on the topic of leadership competencies has focusedon the need to expand the focus to include global leadership competen-cies,16 such as renewed attention to understanding and valuing diversityand better understanding and “knowing customers.”17 In addition, thereis particular attention being paid to the development of leadership com-petency models that are organization-specific,18 including the uniqueorganizational requirements and strategies that have an impact on theleadership needs for the company in question.19

Leadership competencies are considered to be important in theachievement of organizational goals, particularly when the competen-cies are organization-specific, for a number of reasons:

1. They guide direction.2. They are measurable.3. Competencies can be learned.4. They can distinguish and differentiate the organization.5. They can help integrate management practices.20

In library and information science, there are a number of examples inwhich professional organizations have developed statements of compe-tencies for information professionals. This issue will be addressed ingreater detail below. In spite of the fact that the components of such astatement of leadership competencies are an important area of consider-ation for LIS practitioners, researchers, and educators, the developmentof a statement of leadership competencies for the profession, generally,or with regard to particular types of settings, such as public, academic orspecial libraries, has been addressed to a very limited extent.

To a large extent, the need for a statement of leadership competenciescan be articulated on the basis of various changes in the environmentexternal, as well as internal, to libraries. Issues such as increased ac-


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

countability to stakeholders and clients for all types of organizations,changing organizational structures, the proliferation of teams, increasedcompetition, the proliferation of technological applications in the provi-sion of information services, and the advent of the learning organizationmodel are associated with the need to focus on defining leadership com-petencies and identifying and preparing leaders who possess such com-petencies.21 Thus, the statements of professional competencies of anumber of professional organizations in library and information sciencehave begun to address the importance of leadership in an array of pro-fessional settings.

Leadership and Young Adult Librarians

On the national level, the Young Adult Library Services Association(YALSA) leadership advocates for quality library services for youngadults. The division’s overall mission is to advocate, promote, andstrengthen service to young adults as part of the continuum of total li-brary services. These services should be “provided by a staff that under-stands and respects the unique informational, educational, and recreationalneeds of teenagers.”22

In order to implement this vision, YALSA has developed a set of com-petencies for librarians serving young adults. First created in 1981, thesecompetencies are used to determine staffing needs, develop job descrip-tions, and create evaluation instruments. They are intended to guide li-brary directors, young adult librarians, educators, and graduate studentsin library and information science. According to YALSA, individualsmust demonstrate the knowledge and skills associated with the compe-tencies in order to provide quality service for teenagers over the next de-cade. The areas of competency include: leadership and professionalism(number one on the list), knowledge of the client group, effective com-munication and planning skills, and knowledge of materials. The compe-tencies state explicitly that a librarian serving teen patrons should be ableto: “develop and demonstrate leadership skills in articulating a programof excellence for young adults.”23 Certainly, young adult librarians arenot alone in identifying the centrality of leadership among the competen-cies of library and information science practitioners. For example, theSpecial Libraries Association’s “Competencies for Special Librarians ofthe 21st Century,” emphasizes the leadership role of the special librarian.Specifically, as a leader, the special librarian: “Learns about and culti-vates the qualities of a good leader and knows when to exercise leader-ship. Can share leadership with others or allow others to take the leader-


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

ship role. Exercises leadership within the library and as a member ofother teams or units within the organization. Acknowledges the contribu-tion of all members of the team.”24 In addition, leadership competencieshave been addressed by the Library Administration and Management As-sociation and the Public Library Association, among others. Generally,these competencies have come in the form of components of overallstatements of competencies for senior managers, which have includedleadership issues, as well as more specific managerial competencies, suchas budget management, personnel management, and planning.25 Thus, theconsideration of leadership competencies, roles and responsibilities issomewhat distinct with regard to those whose positions relate more directlyto the design and provision of information services. The research related toa similar segment of the profession, that of children’s librarians, indicatesthat the professional roles of children’s librarians require an increasinglevel of leadership responsibility.26

Within the public library community more broadly, there has been therealization that the many issues that face public libraries require effectiveleadership in terms of developing and promoting vision, identifying pri-orities, and providing information services needed by a changing, di-verse, and increasingly technologically savvy user population.27

Patricia Muller, former president of YALSA and author of its strategicplan, has identified some ways that young adult librarians might begin tosee themselves as leaders, and recruit future librarians into the profession.She argues that youth services librarians tend to be overly “task- or prob-lem-driven” in their planning, focusing on “what is” instead of “whatcould be.” Librarians need to think more about their overall vision, andthen develop a plan to make it happen. “By committing . . . to advancingthe national agenda, [librarians] are also committing to a leadership rolewithin the profession.”28 Since most young adult librarians are alreadyoverworked, she suggests that they use the time, energy, and effort al-ready invested at the national level to help guide them in planning pro-grams for young adults and setting local priorities. For example, YALSAadvocates promoting the profession to an increasing teen population thatis more ethnically diverse than in the past. Libraries with youth participa-tion groups could implement internship programs within their librar-ies–making sure to recruit teens from diverse backgrounds–to give teensinformation and encouragement about library science as a potential ca-reer choice. Such a plan benefits both the teens and the library. “Effectiveleadership begins with and is fueled by the idea and the vision of agrander tomorrow. Our leadership in the information age will come about


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

. . . through our success in articulating and acting upon a shared vision ofexcellence in young adult services.”29

Leadership Education

Although leadership is considered to be an essential core competencyfor librarians serving young adults, relatively few librarians have aca-demic preparation or professional training in leadership. There is an in-creasing number of leadership development programs designed forlibrarians, who are at various stages in their careers.30 However, in spiteof the crucial role played by these, generally, post-master’s degree pro-grams, the opportunities to participate are limited to a relatively smallnumber of individuals. The research related to children’s librarians in-dicates that in spite of increasing levels of leadership responsibility,children’s librarians identify a greater need for leadership and manage-ment education as a part of their masters of library and information sci-ence (MLIS) programs.31

Thus, the academic preparation of those who will take on the leader-ship roles and managerial responsibilities associated with young adultlibrary and information services is an important area of consideration.The research presented here addresses the extent to which the academicprograms of students specializing in young adult services in graduate li-brary and information science programs require or include electives re-lated to management and leadership and/or include course content inthese areas in courses related to young adult services.

METHODOLOGY

To gather data for this study, curricular and course content informa-tion for the American Library Association-accredited MLS (or MLIS)programs in the U.S. was used. The institutions and web addresses forthe forty-nine such programs were identified using the ALA list of ac-credited programs.32 The online curricular and course informationavailable via the program web pages was used in order to gather data re-lating to course offerings related to management, leadership and pro-gram requirements in program tracks or specializations in young adultor youth literature and services. Specifically, data was gathered with re-gard to course offerings in these areas, course content, and requirementsrelated to management and leadership, using the published program re-


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

quirements, course descriptions, and syllabi, when available online, asthe basis for the data analysis.

In order to address the fact that course content related to managementmight be covered in general management courses, which are morelikely to be offered in a higher percentage of the programs than wouldbe the case for specific, type-of-library courses in management, thesecourses were included in the data gathering and analysis, as were man-agement courses related to particular types of library settings, such asacademic library management and public library management. In otherwords, the availability of course offerings related to management, un-der either type of heading, was considered in determining whether suchcourses were available to students. In addition to data regarding pro-gram offerings and course content, it was important to determinewhether coursework related to management and leadership was notonly offered but required, increasing the number of graduates specializ-ing in young adult services who will have completed such coursework.Data related to whether such courses are required in the youth servicesor young adults services area of concentration was gathered, as was dataregarding whether such coursework is required of all students. Whilecourses in young adult services were more likely to include content re-lated to management or leadership than would be the case for courses inyoung adult literature, both types of courses were considered, in orderto account for differences in course titles and groupings of contentacross academic programs. The fact that course offerings in other aca-demic units, including those in subjects related to leadership and man-agement, might be available to be taken by students in MLIS programs,data was gathered with regard to whether such coursework could be ap-plied to the MLIS degrees.

Limitations of the study include the fact that curricular data availablevia academic program web pages served as the basis for the data analy-sis. As a result, although data regarding program requirements, coursetitles and descriptions was available, the more complete course contentdata included in course syllabi, for example, was not available in all in-stances. The data analysis reflects curricular information for forty-eightof the forty-nine ALA-accredited programs in the U.S. Thus, the analy-sis reflects data gathered from 97.9% of the institutions in the surveypopulation. And, the data is presented on the basis of one-hundred per-cent of the forty-eight LIS programs included in the study. In addition,the data analysis is based on the relationship between course offeringsand requirements related to young adult services and management andleadership. As there are graduates whose graduate coursework does not


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

reflect their eventual area of professional specialization, the assumptionis that it is ideal for those entering the professional specialty of youngadult services to have completed coursework in that area during theirgraduate educations.

FINDINGS AND DISCUSSION

The findings of this study and the future research that is needed inthis area reflect an analysis of data, based on the curricular offerings ofthe accredited programs, in the areas of young adult services, manage-ment and leadership.

Program Requirements

The extent to which required coursework for all students is includedin the LIS programs was considered in relation to overall requirementsand requirements within tracks or areas of concentration. In two-thirdsof the programs, there are core courses, which must be completed by allstudents in the MLIS degree program. In the remaining 31.3% of theprograms, there are both core requirements and requirements within thevarious areas of concentration, with 2.1% of the programs not identify-ing specific courses, which are required of all students.

Young Adult Services

The curricular information was analyzed in order to determine theextent to which courses in young adult or youth services are offered andare comprised of content related to management or leadership. In morethan two-thirds of the MLIS programs (68.8%), coursework in youngadult services is offered (see Table 1). However, it should be noted thatyoung adults services is identified as an area of concentration in lessthan 9.0% of the programs. In addition, courses in young adult literatureare offered in a greater percentage of the programs (93.8%).

However, in terms of the content of the courses, as specified in thecourse descriptions and in the syllabi, when available, management wasidentified as a component of the courses in only 12.5% of the cases.Leadership was identified as a component of the YA services courses inonly 2.1% of the courses. As would be expected, none of the youngadult literature courses include management or leadership within thecourse content.


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

Coursework in Management and Leadership

Coursework in management is offered in all of the programs in-cluded in the study. Specifically, 50.0% of the programs require a man-agement course for all students, while the remaining 50.0% includemanagement as a requirement in some areas of concentration or as anelective (see Table 2). However, management is required in the youngadult services area of concentration in only 4.2% of the programs. In thecase of leadership, such coursework is offered in only 10.4% of the pro-grams. And, it is not a required course in any of the programs.

Coursework in Other Academic Departments

With regard to the issue of whether students have the option of apply-ing electives from other departments toward the MLIS degree, therewere none of the programs for which there was an indication that suchan option is not available to students. In the case of 27.1% of the pro-grams, the option to take electives in other departments, presumably in-cluding those which would offer coursework related to management orleadership, was noted. While the remaining 72.9% did not specify thatsuch an option is available, it is not necessarily the case that students areunable to pursue these types of courses in the other programs consid-ered. Such an option was simply not identified explicitly.


TABLE 1. Coursework in Young Adult Services or Literature

Coursework orConcentration

% of ProgramsOffering Such

Courses

Management asa Component of

Courses

Leadership as aComponent of

Courses

Young AdultServices Courses

68.8% 12.5% 2.1%

Young AdultLiterature Courses

93.8% 0.0% 0.0%

TABLE 2. Management and Leadership as Components of the Curricula

Coursework Required of AllStudents% of Total

Required in CertainAreas of

Concentration or anElective

% of Total

Required in YoungAdult Services Area

of Concentration% of Total

Management 50.0% 50.0% 4.2%

Leadership 0.0% 10.4% 0.0%

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

CONCLUSION

There is clearly the need to consider the academic preparation appro-priate for the roles in young adult services in public libraries–positions,which encompass responsibilities and opportunities for leadership.

The research presented here considers the extent to which the graduatelibrary and information science coursework completed by those specializ-ing in young adult services addresses issues related to leadership, specifi-cally. In spite of the extensive course offerings related to young adultliterature and services, few such courses appear to include content relatedto leadership or the related area of management. In addition, while there arecurricular course offerings related to management in all of the accreditedLIS programs, leadership courses are far less common. And, managementand leadership courses, when offered, are not required for students special-izing in young adult services, in all instances. While it is certainly the casethat students might choose to or might be advised to take leadership ormanagement courses, although such courses are not required in their aca-demic programs or specializations, it seems likely that they may not chooseto do so. The issue that may be of even greater concern relates to the factthat the exclusion of such courses from the course sequences of students,who are preparing to enter the young adult services professional specialty,appears to suggest that librarians with such responsibilities do not need todevelop an understanding of leadership theory and practices. Certainly, theresearch related to children’s librarians, as well as the development ofstatements of leadership competencies among those in an array of profes-sional specialties in library and information science, including YALSAand the Public Library Association, would suggest otherwise.

Clearly, there is the need for further research related to the professionalroles and responsibilities of young adult librarians, in the context of lead-ership. In addition, there is the need to consider the perceptions of indi-viduals in the specialty and administrators, who hire and rely upon thecontributions of these individuals in the fulfillment of organizational vi-sions, with regard to the expectations related to leadership roles of youngadult librarians. However, the results of this research indicate that in spiteof the emerging realization that young adult librarians have leadershiproles at the institutional and national levels, the educational preparationthat they receive does not yet appear to coincide with their needs and re-sponsibilities as leaders in public libraries. The research and informationneeds of the growing and important user population for which they arelargely responsible would suggest that such a disconnect requires greaterattention on the part of those in the profession and those in LIS education.


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

NOTES

1. U.S. Census Bureau, Population Division, Population Estimates Program, Resi-dent Population Estimates of the United States by Age and Sex: April 1, 1990 to July 1,1999, http://www.census.gov/population/estimates/nation/intfile2-1.txt, Internet releasedate: October 25, 2000, Washington, D.C.

2. U.S. Census Bureau, Population Division, Population Projections Program,Projections of the Total Resident Population by 5-year Age Groups, and Sex with Spe-cial Age Categories: Middle Series, 2016 to 2020, http://www.census.gov/population/projections/nation/summary/np-t3-e.txt, Internet release date: January 13, 2000,Washington, D.C.

3. Young Adult Library Services Association (author). “Competencies For Li-brarians Serving Young Adults.” Teacher Librarian 27/4 (2000): 64-66.

4. Mary K. Chelton, ed., Excellence in Library Services to Young Adults: TheNation’s Top Programs. Chicago: American Library Association, 1997.

5. Mark Winston and Kimberly Paone, “Reference and Information Servicesfor Young Adults: A Research Study of Public Libraries in New Jersey,” Referenceand User Services Quarterly 41 (Fall 2001). In press.

6. U.S. Department of Education, Office of Educational Research and Improve-ment, National Center for Education Statistics, Services and Resources for Childrenand Young Adults in Public Libraries, Washington, D.C.: U.S. Government PrintingOffice, 1995.

7. Mary K. Chelton, “Young Adult Reference Services in the Public Library,”Reference Librarian 7/8 (Spring/Summer 1983): 31-45.

8. Mary K. Chelton, ed. Excellence in Library Services to Young Adults: The Na-tion’s Top Programs, Chicago, IL: American Library Association, 1994. Tom Hindman,“Dear Amy,” Voice of Youth Advocates 13 (June 1990): 91-2. Mildred G. Wallace,“Viewing Problems as Challenges,” Voice of Youth Advocates 13 (August 1990): 147-8.

9. Mary Anne Nichols and C. Allen Nichols, Young Adults and Public Li-braries: A Handbook of Materials and Services, Westport, CT: Greenwood Press,1998. Janis O’Driscoll, “A Recipe for Young Adult Spaces and Services,” Voice ofYouth Advocates 23 (April 2000): 27. Patrick Jones, Connecting Young Adults and Li-braries: A How-To-Do-It Manual, Second Edition, New York, NY: Neal-SchumanPublishers, Inc., 1998. Renée J. Vaillancourt, Bare Bones Young Adult Services: Tipsfor the Public Library Generalist, Chicago, IL: American Library Association, 2000.Young Adult Library Services Association, “Competencies for Librarians ServingYoung Adults,” Teacher Librarian 27 (April 2000): 64-6.

10. Carolyn Caywood, “Quality Reference Service,” School Library Journal 37(November 1991): 62. Evie Wilson-Lingbloom, Hangin’ Out at Rocky Creek: A Melo-drama in Basic Young Adult Services in Public Libraries, Metuchen, NJ: ScarecrowPress, 1994.

11. Michael Cart, “Young Adult Library Service Redux?–Some PreliminaryFindings,” Youth Services in Libraries 11 (Summer 1998): 391-5.

12. D. Ulrich, J. Zenger and N. Smallwood, “Building Your Leadership Brand,”Leader to Leader (Winter 2000): 40-46.

13. Robert Barner, “Five Steps to Leadership Competencies,” Training & Devel-opment 54 (March 2000): 51.

14. Barner, 51.


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

15. Jim Intagliata, Dave Ulrich, and Norm Smallwood, “Levering LeadershipCompetencies to Produce Leadership Brand: Creating Distinctiveness by Focusing onStrategy and Results,” Human Resource Planning 23 (2000). Cited April 30, 2001.Available at http://proquest.umi.com/pqdweb.

16. Christopher B. Bingham, Teppo Felin, and J. Stewart Black, “An Interviewwith John Pepper: What It Takes to be a Global Leader,” Human Resource Manage-ment 39 (Summer/Fall 2000): 287-292. Bill J. Bonnstetter, “The DNA of Global Lead-ership Competencies,” Thunderbird International Business Review 42 (March/April2000): 131-144.

17. Bingham, Felin, and Black, 287.18. Allen J. Morrison, “Developing a Global Leadership Model,” Human Re-

source Management 39 (Summer/Fall 2000): 117-131. Margaret E. Alldredge andKevin J. Nilan, “3M’s Leadership Competency Model: An Internally Developed Solu-tion,” 39 (Summer/Fall 2000): 133-145.

19. Barner, 48.20. Intagliata, Ulrich, and Smallwood, “Levering Leadership Competencies to

Produce Leadership Brand.”21. Mark Winston and Gretchen Ebeler, “Leadership Competencies in Library

and Information Science: Marketing as a Component of LIS Curricula,” Journal of Ed-ucation for Library and Information Science, Under consideration for publication.

22. Young Adult Library Services Association, Strategic Plan (June 1997). CitedSeptember 17, 2001. Available at http://www.ala.org/yalsa/yalsainfo/stratplan.pdf.

23. Young Adult Library Services Association (author). “Competencies For Li-brarians Serving Young Adults,” 64.

24. Special Libraries Association, Competencies for Special Librarians of the21st Century (1996). Cited May 1, 2001. Available at http://www.sla.org/content/professional/meaning/comp.cfm.

25. Suzanne H. Mahmoodi and Geraldine King, “Identifying Competencies andResponsibilities of Top Management Teams in Public Libraries,” Minnesota Libraries30 (Autumn/Winter 1991/1992): 28.

26. Mark Winston and Jennifer Dunne, “Children’s Librarians: A ResearchStudy of Diversity and Leadership,” Public Library Quarterly 19 (2001): 23-38.

27. Winston and Dunne, 27.28. Muller, 17.29. Muller, 17.30. “Leadership Development Programs: An Environmental Scan.” Washing-

ton, D.C.: Association of Research Libraries Office of Leadership and ManagementServices. Unpublished document, 1.

31. Winston and Dunne, 35-36.32. American Library Association, “Accredited LIS Master’s Programs.” (January

2001). Cited September 7, 2001. Available at http://www.ala.org/alaorg/oa/uslis.html.

Received: 08/21/02Revised: 10/17/02

Accepted: 12/01/02


Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

1:30

05

Nov

embe

r 20

14

Documents

Leadership Education for Young Adult Librarians: A Research Study