Zmuda, Allison, and Violet H. Harada. "librarians as learning specialists: moving from the margins to the mainstream of school leadership." Teacher Librarian 36.1 (2008): 15-20. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 26 Nov. 2010.

The article discusses the problems facing schools regarding administrators' lack of understanding about the role of library media specialist/teacher-librarian. It is suggested that a more specific and focused job description for the teacher-librarian should be created as well as more collaboration as partners in school leadership. Student-focused learning, shared school-level leadership, the role of learning specialists, and teacher-librarians as learning specialists are discussed.

Barnett, Cassandra. "Turning a Vision into a Reality." Knowledge Quest 38.4 (2010): 6-8. Academic Search Complete. EBSCO. Web. 26 Nov. 2010.
"If we all find ways to tell our school library stories, together we can realize our vision of universal recognition of school library media specialists as indispensable educational leaders" (AASL 2OO5)."
The author brings up many important activities the school librarian can do to make this reality occur:
  • discuss issues on the AASL Blog
  • become a part of the AASL Community in Second Life, Facebook, and ALA Connect
  • be a leader in your school and district by offering professional development opportunities to teachers and administrators on collaboration and on integration of our standards into the curriculum
  • participate on school and district committees, and present to your school board to ensure that the school library program is visible
  • be active in your local and state teacher organizations, and take every opportunity to illustrate how the school library program can be a part of teaching and learning
  • offer to visit pre-service education classes at your state universities and colleges to talk about the role of the school librarian and the school library program
  • write articles for other educational publications promoting your school library program and highlight concerns

Harvey II, Carl A. "Being Tactical with Advocacy." Teacher Librarian 37.4 (2010): 89-90. Academic Search Complete. EBSCO. Web. 26 Nov. 2010.
The author has a concise plan of action by using the acronym "TACTICAL." His plan of action is similar to the above articles' advice for advocacy.

T=target your advocacy plan.
A=Action in a proactive way.
C=Communicate to reach out to those stakeholders.
T=taking the Time now to speak out for your program.
I=Involvement with other teacher-librarian professionals; end the isolation.
C=Change is for the best.
A=Attitude plays a major role in gaining advocates for the program.
L=Leadership: "The last element is probably one of the most important. We have to get out there and be leaders in our school. We need to serve on committees and chair them if possible. We need to be involved in the school improvement process. We need to be a part of curriculum development and professional development. Not only as attendees, but become part of the conversations in planning what our school needs and helping to implement it. When we reach out beyond our area, we expand our sphere of influence. When we become a leader in the building, it helps elevate our role in the school as a staff member who is important. We all know the leaders in our schools-those people administrators go to when they want advice and counsel, those people who teachers go to when they need support and encouragement, those people who are seen as dependable and get the job done. Teacher-librarians need to be seen as one of those leaders. Just like an administrator, we have that global perspective of the entire school. Our job requires us to work with all the students and teachers and to have a grasp of what is happening in the school. Such expertise makes us natural leaders in the school. We have the opportunity to make a huge impression for the school library program by becoming a leader."