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This modified case study examines how the members of the British Columbia Teacher-Librarians' Association (BCTLA), a Provincial Specialist Association (PSA) of the British Columbia Teachers' Federation (BCTF), work together to advocate for strong school library programs headed by a credentialed school librarian. Since 2002, despite nullification of a collective bargaining agreement that mandated a ratio of school librarians to students, the province has maintained 70 percent of its school librarian positions. The researcher found that the BCTF provides the structure and megaphone for advocacy, while the members of BCTLA are responsible for the "boots on the ground" advocacy. Members of BCTLA are passionate about the role of school librarians despite significant challenges. Two-way communication between BCTF and BCTLA is vital. Additionally, a strong personal connection exists among BCTLA members. However, despite consistent advocacy efforts made by BCTLA and BCTF, the organizations face an uphill battle in terms of having their efforts impact policy. Librarian interest groups can use the structure of the union to promote school library issues. If a union is not available, school librarians can use influence-building techniques and professional associations to effectively advocate for strong school libraries. Union activity in support of school libraries offers a promising opportunity for library advocates.

The number of U.S. school librarians has greatly diminished despite advocacy efforts on the local and national level. This case study investigated the factors that led governing board members in a mid-size urban high school district to retain certified school librarian positions despite a major economic crisis. Data were collected through school district documents and interviews with the district superintendent, a governing board member, the director of finance, a school administrator, and a librarian. Using an organizational decision-making framework, the researcher constructed the following values-oriented themes contributing to the retention of librarians: employee involvement, transparency in communication, trust between district leadership and the governing board, a commitment to the district's core values, and the value placed on the school library program by the district's stakeholders. Findings indicated that practitioners can advocate on the basis of organizational factors that contribute to school librarian retention. Future research should investigate additional school districts' decision-making processes in the retention of school librarian positions. All locations and names used in this study are pseudonyms. (Contains 1 figure.)

A worldview is composed of beliefs, values, and perceptions. It creates a lens through which individuals, organizations, and institutions analyze and evaluate their experiences and the world around them. As the authors think beyond their individual perceptions, they wonder about the worldview of their profession. They have wondered aloud (on more than one occasion) about whether or not there is (or should be) a teacher-librarian worldview. If there is one, of what beliefs and values does it consist? How do they learn it, and how do they pass it on to the next generation? How does it influence the way they perceive the world, and how does it influence their practice of teacher-librarianship? The have come to the conclusion that they do share a worldview that they believe may be unique to teacher-librarians. It includes a set of beliefs that originate in their philosophies of teaching and librarianship, beliefs that influence their practices and their involvement in their professional associations. With acknowledgment of the National Public Radio framework "This We Believe," the authors share what they believe about a teacher-librarian worldview in this article.

In today's knowledge economy, both high school and university educators must ensure that students are equipped with the proficiencies needed to transition from high school to college and, ultimately, from college to the workplace. As librarians at Arizona State University (ASU), the authors sought to develop a local program that would support this goal. The Collaboration and Connection project teams ASU Libraries, ASU's Writing Programs, and ASU's Academic Success programs with area high school English teachers and librarians. The authors' goal was simple: Provide a forum that allows high school and university educators to engage in a dialog about how best to prepare students for university-level research and writing. In their area, few opportunities exist for high school and university faculty and librarians to get together and talk about student success across the "grade 12-13 gap." The Collaboration and Connection project creates that opportunity.

As a result of eliminations in school librarian positions due to funding reductions in schools and school districts across the United States, library associations encourage school librarians to advocate for the profession. A U.S. national survey of 381 school librarians investigated present advocacy efforts, needs, obstacles, and successful methods. An overwhelming majority of school librarians believe that advocacy for the profession is important. Only half of the respondents reported engaging in advocacy activities. Respondents who reported position or funding threats were more likely to advocate and perceive a greater level of success in their advocacy efforts. The most frequent obstacles to advocacy were lack of time and lack of awareness. Future research should investigate advocacy impact on decision-making. Library associations are challenged to motivate school librarians to engage in the process of advocacy. [ABSTRACT FROM AUTHOR]