CILIP recommends that the school recognizes the essential leadership role of the librarian and seeks to appoint a full-time chartered librarian with administrative support. This means that:

Introduction

The management of the school library will determine the impact the library has on achievement. Research has shown that where the school's senior management actively supports and endorses the librarian's leadership of the school library the librarian is more effective in supporting key educational objectives (Streatfield, Shaper and RaeScott, 2010; Streatfield and RaeScott, 2013). Williams, Wavell and Coles (2001) have also demonstrated that where a skilled librarian is empowered by management to collaborate effectively with teaching departments the impact on learning is optimized. However, a major factor in maximizing the impact of the library on the whole school is the individual school librarian. The learning librarian is a reflective practitioner: one who keeps up to date, seeks opportunities for professional development, is a member of professional organizations, understands teaching and learning and its development and knows the curriculum. Assuming that a learning librarian is in post, this chapter outlines the management responsibilities of the school librarian and defines how the role fits into the broader educational structure.

The school librarian within the school management structure

The management of the library must reflect and support school policies. To achieve this, librarians must be integrated into the school's management structure at a high enough level to have impact. Recognizing their professional knowledge and skills (CILIP, 2013c) they must be empowered to make decisions. The recent Ofsted (2013b) report on improving literacy states: ‘Where librarians are fully integrated into the management structure of the school, they have an opportunity to influence debate and to enhance the library's contribution to pupils’ progress.’