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The article discusses the changes undergone by school library programs and in the role played by school librarians, with "Information Power: Standards for School Library Programs" by American Association of School Librarians (AASL) setting the context for school library programs. Topics discussed include school librarians expected to propose instructional reform and lead implementation, change in leadership role of school librarians, and organizational improvement strategies.

The author discusses the Knapp Foundation in North Carolina also known as the Knapp School Library Project in which participants identified the skills and structures needed for schools to build and staff the libraries that students needed. She claims that the program started the transformation of school librarians to essential leaders of multimedia project-based centers of learning. She notes that the profession is looking for a project to incorporate electronic-resources and mobile learning.

The article discusses the appropriate moves that must be taken by school librarians as the American Association of School Librarians (AASL) release new guidelines in the U.S. in April 2009. It mentions that librarians must not incorporate the guidelines into old programs but form new programs around the new guidelines. It is hoped that the guidelines would articulate the program required to completely implement the learning standards.

The article discusses the results of a survey in which school librarians were asked how they have changed their approaches because of the Common Core State Standards for education in the U.S. The author notes that over half the librarians answered that they have changed collection development in order to support the curriculum, and that only a third of respondents have changed what they teach to students.

The article offers the author's insights regarding the school librarians who often get surprised when their students excel in information fluency skills and responsibilities. Topics discussed include perception of school administrators regarding the value of librarians, school innovation, and student learning.

The article offers the author's view on the qualities that school librarians in the U.S. need to succeed. The author states that they should have strong classroom management skills, eye for curriculum integration, and ability to deliver instruction. The author notes that they have to collaborate with teachers in content areas and teaching strengths. The author mentions that they should encourage the use of technology, teaching practices, and advocate for school library programs.

The article focuses on a survey regarding the contractual obligations of school librarians. It states that 61 percent of the 694 survey participants says that their contract are similar to those of school teachers. It adds that 30 percent of the respondents are being paid to work on extra days either during summers or before or after school year.

The article offers the author's insights related to the motivation and development of students in schools through the provision of more electronic books (e-books) and books by school principals as being asked by librarians. The author mentions that work of Henry Ford, founder of the automobile company Ford Motor Co., which relates to the provision of the basic needs of people.

The article provides information on a survey of school librarians conducted by the journal which examined the use of software applications (apps) on personal mobile devices such as smartphones and tablet computers. According to the survey, a majority of librarians use apps for recreational purposes as well as for personal productivity and work productivity. A chart based on the results is presented.

The author discusses school library advocacy, noting the difficulties in creating a committed group of supporters that can help lead to increased funding and job stability. Particular attention is given to the importance of collaboration and group work among school librarians in managing libraries as the author suggests a similar approach be used in advocacy.

The author reflects on the workload of school librarians. She warns of the dangers of multitasking too much, stating that librarians can become overwhelmed by working on multiple projects at once. In response, she suggests that librarians prioritize the largest issues first, especially at the start of a new school year.

A chart is presented of responses from school librarians regarding what kind of electronic devices they use for electronic book (ebook) distribution, such as library computers, Kindle electronic readers, and iPod music players in 2013.

The article examines the results of a survey asking school librarians about their responsibilities during back-to-school night in which parents meet with teachers. A majority of respondents indicated that they are actively working in the library during these events, as some noted they met with parents, held book fairs, and provided resources on library policies and procedures. A chart is included with information on survey answers.

The author reflects on how a school library program connects to the curriculum. She states that various descriptions of the program as enriching, reflecting, and supporting school and state curricula are not entirely accurate due to connotations that devalue the role of librarians. Instead, she argues that school librarians work to strengthen the teaching and learning process, improve the connection between curricula and student achievement, and increase the use of information resources.

The article discusses the best practices for school librarians in terms of staying in the library or visiting teachers and students in their classrooms. Results from a school librarian survey are included, which found that a majority are likely to work outside of the library. The author suggests that librarians use face-to-face communication to promote library learning in subject content and that they meet with school administrators on how to become more visible outside the library.

The author reflects on the motivation of school librarians. She states that despite typical challenges such as a lack of resources, budget cuts, and work load, many school librarians still enjoy going to work and performing their responsibilities. The poem "And Still I Rise" by Maya Angelou is discussed, as are job benefits related to school librarianship such as sharing books with students, providing access to digital technologies, and relationships with teachers.

The article discusses traits of high-quality school librarians, including acceptance of challenges, planning skills, and confidence in judgment, using the analogy of sailors navigating oceans. Cuts to state education budgets and school funding and their effects on school, public, and academic libraries are explored.

The author presents her views on the state of school libraries as of March 2012. Her discussion covers topics including how librarians tend to be negatively stereotyped as quiet and unsocial, the idea that both librarians and libraries are outdated, and her desire for school librarians to be appreciated as much as other educators. She believes that if librarians are more outgoing and proud of their field, people will start to realize their value again.

The article discusses the results of a survey of school librarians who were asked if they would be retiring within the next two years as of January/February 2012. The majority of people responded that they will not be retiring because they are too young, while 13% reported that they would be retiring. The graph showing the results is also presented.

The article reports on the results of the survey conducted on school librarians on how they selected their library collections in the U.S.

The author reflects on the joy of being a school librarian. She quotes George Bernard Shaw concerning the true joy in life, which she relates to individuals who have chosen librarianship as their field of purpose. She notes some school librarians are said to be concerned more on returning the books on the shelves than they are in the hands of users. She mentions that librarians do not have the comfort to see the same students in the same classroom everyday.

The article reports on the findings of the March 2010 LMC One-Question Survey of school librarians concerning their use of social networking tools such as Twitter, Facebook, wikis, or blogs in the U.S. Accordingly, 48% of respondents reported on using the social networking technology for personal use only. Another 10.2% of respondents reported on using the tools as an instructional tool, and 11.7% of respondents maintaining social networking sites as part of their virtual library programs.

The author reflects on the importance of the school libraries. He notes that school libraries provide true learning as well as an opportunity for students to decide what they want to learn and how they want to learn it. He argues that the school librarians encourage independent inquiry and work hard to remove barriers such as fighting for the rights and privileges of the students to have equitable access to the resources and services they need.

The article presents a survey on the significance of getting an administrator certification in the U.S. Survey shows that nearly 10 percent of the respondents achieved or are working on this certification, while more than 20 percent of them considered it. It considers school librarianship as a perfect training ground for the administrators. It points out that good librarians manage complex programs in schools.

The article offers the author's view concerning the confusion of the message brought by the school librarian profession which makes people have multiple names for the profession's services. The author views that the first step in advocacy is to clarify the message, noting the need to change the work itself which has become more integrated, active, and related to student learning. The author notes that the final clarification should determine who the school librarians are.