Forging information literate school communities: A case study of teacher librarians’ perceptions of their influence in the workplace

Abstract

As a professional group, teacher librarians are often regarded as very innovative and proactive, even as influential. Recent studies have identified the relationship between the principal and the teacher librarian as a catalyst for influence. But how do teacher librarians perceive themselves? Do they regard the pursuit of influence as a positive thing and how do they achieve influence within their schools? This case study of six Australian teacher librarians provides some answers.

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