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Phase II: Professional Development for Leadership
Phase II: Professional Development for Leadership
Advisors, A. (2015). Cultivating global library leadership: A review of leadership training programs for librarians worldwide.
Abstract: The role of libraries and librarians has dramatically changed with the advent of new technologies and increased access to digital information. Libraries have become central places for learning, innovation, and community and need strong library leaders equipped to embrace risk and innovation as they manage change in their libraries. Research conducted by Arabella Advisors identifies 30 leadership programs around the world that together have played a critical role in cultivating over 6,000 library leaders. The research shows that access to leadership training is limited, particularly in less economically developed regions, that significant variation exists in program structure and content, and that programs and participants are not well connected, limiting the opportunities to learn from one another. Recommendations include increasing access to virtual training opportunities, identifying successful models to scale, and increasing training on library advocacy and impact measurement.
Available from: http://hdl.handle.net/1773/27331
Arnold, J., Nickel, L. T., & Williams, L. (2008). Creating the next generation of library leaders. New Library World, 109(9/10), 444-456.
Abstract:
Purpose: The paper aims to answer the question: “Where is our profession going and who is leading us there?”
Design/methodology/approach: The article presents results of a survey directed to leadership institute attendees and attempts to determine the impact of such institutes on librarians' careers, and their willingness to move into administrative positions (department head, director, etc.) or leadership roles (project leader, committee chair). This paper was developed from the poster session, “Follow Me! Are Leadership Institutes Creating the Next Generation of Library Leaders?” presented at the American Library Association's Annual Conference in Washington, DC, June 24, 2007. Survey questions allowed data collection on the nature and impact of the leadership institute experience, attendees' supervisory and administrative experience, and their future professional goals. The role of leadership mentors and the potential of mentorship to increase the number of library leaders was also considered.
Findings: Librarians who attended leadership institutes felt it had a direct impact on their careers because they are more willing to move into leadership, management, and administrative roles. The majority of attendees find their leadership institute experience professionally valuable and would recommend it to others. Additionally, survey findings reveal the importance of professional mentors.
Research limitations/implications: The survey was limited to librarians who attended a leadership institute. Approximately 75 percent of respondents were female, with only 25 percent male, which reflects the general demographics of the profession as a whole.
Practical implications: Leadership institutes should be developed to focus on particular constituencies. A variety of formats – retreats, year‐long – will also help address different needs among potential attendees. Current library and institutional administrators should encourage librarians to develop their leadership potential.
Originality/value: This paper addresses the insufficient number of librarians both willing and prepared to take on leadership roles both within individual libraries and the profession at large, which is a growing concern to the library profession.
Davis, H., & Macauley, P. (2011). Taking library leadership personally. The Australian library journal, 60(1), 41-53.
Abstract: This paper outlines the emerging trends for leadership in the knowledge era. It discusses these within the context of leading, creating and sustaining the performance development cultures that libraries require. The first step is to recognise that we all need to take leadership personally no matter whether we see ourselves as leaders or followers. Leadership literacies for the knowledge era are relationship based and require us all to be aware of and surface underlying values, assumptions and ideologies that are in play and to understand how leadership and followership practices affect production in a knowledge-intensive economy.
Deeds, L. R., & Bennett, M. The American Theological Library Association’s Creating the Leaders of Tomorrow Program. In I.M.H. Herold (Ed.) Creating leaders: An examination of academic and research library leadership institutes, 35-47.
Abstract: The Creating the Leaders of Tomorrow Program (CLTP) is a yearlong leadership development program developed and sponsored by the American Theological Library Association (ATLA), “a professional association providing support of theological and religious studies libraries and librarians.” The program began in 2012 with a cohort of nine librarians. ATLA’s program seeks to give librarians with a possible interest in library leadership—in particular, library director positions at seminaries or other theological libraries—an opportunity for extended conversations about and reflections on both the theoretical and the practical aspects of leadership.
Available from: https://openworks.wooster.edu/cgi/viewcontent.cgi?article=1195&context=facpub#page=43
Dotson, K., & Jones, J. (2011). Librarians and leadership: The change we seek. School Libraries Worldwide, 17(2), 78-85.
Abstract: School librarian preparation programs must prepare the twenty-first century school librarian to confront the evolving changes that are facing our profession. The need for change in our traditional roles to meet demands of our profession is evident, and we have opportunity to shape the change we seek by developing emergent school library leaders during their pre-service library education programs. In this study, the researchers surveyed a sample group of school librarians about their perceptions of leadership development within their graduate education program. The results of the study suggested that increased emphasis on leadership development in graduate school library programs will more effectively prepare school librarians for service as educational leaders, change agents in the curriculum and instructional process, and partners at both the local school and wider global communities.
Galbraith, Q., Smith, S. D., & Walker, B. (2012). A case for succession planning: How academic libraries are responding to the need to prepare future leaders. Library management, 33(4/5), 221-240.
Abstract:
Purpose: The purpose of this paper is to argue the importance of succession planning within academic libraries backed up by original research documenting current succession planning practices.
Design/methodology/approach: A survey was completed by 34 ARL institutions, which included 25 questions regarding the ages of library leaders, hiring practices, and opinions about the importance and practice of specific succession planning principles. These results are compared with an extensive literature review.
Findings: The survey results show that there is a gap between the perceived importance of various principles of succession planning and how well the principles are practiced. In addition, the age demographics of library leaders clearly show a need to prepare future leaders.
Practical implications: From this research it was found that many libraries are not prepared to fill the vacancies of library leadership positions.
Originality/value: This original research provides data that may be lacking within the field in regards to the need for succession planning.
Harris, C. S. (2016). What academic library leadership lacks: Leadership skills directors are least likely to develop, and which positions offer development opportunity. The Journal of Academic Librarianship, 42(4), 313-318.
Abstract: Though research into academic library director leadership has established a list of leadership skills required for success, little research has been done to establish which skills are more difficult to acquire than others, and which library positions best help aspiring library directors to acquire those skills. This research surveyed academic library directors at American Master's granting institutions about leadership skill development in their previous academic library positions. In particular, the leadership skills academic library directors indicated they had least opportunity to develop included fundraising and donor relations, school safety issues, legal issues, compliance issues, and facilities planning. For these leadership skills, data indicate that development opportunities are perceived to be limited to the academic library positions of director, assistant director, and positions where one is the head of multiple academic library departments.
Janes, J. (Ed.). (2013). Library 2020: Today's leading visionaries describe tomorrow's library. Scarecrow Press.
From the Publisher: Thinking about the future of libraries, librarianship and the work librarians do is as old as libraries themselves. (No doubt seminars were organized by the Alexandria Librarians Association on the future of the scroll and what to do about the rising barbarian tide.) At no time in our memory, though, have these discussions and conversations been so profound and critical.
Here one of today’s leading thinkers and speakers about the future of libraries brings together 30 leaders from all types of libraries and from outside librarianship to describe their vision of what the library will be in 2020. Contributors including Stephen Abram, Susan Hildreth, Marie Radford, Clifford Lynch, and Library Journal’s The Annoyed Librarian were asked to describe the “library of 2020,” in whatever terms they wanted, either a specific library or situation or libraries in general. They were told: “be bold, be inspirational, be hopeful, be true, be provocative, be realistic, be depressing, be light-hearted, be thoughtful, be fun...be yourself, and for heaven’s sake, don’t be boring.” Not that they could be.
Broadly representative of important perspectives and aspects within the profession as well as featuring important voices beyond the professional realm, Library 2020 presents thought-provoking and illuminating visions from many points of view. It is both required reading for library leaders and trustees as well as an ideal supplemental text for LIS classes looking at the future of the profession.
Jurow, S. (1990). Preparing for library leadership. Journal of Library Administration, 12(2), 57-74.
Abstract: The task of finding and developing potential leaders from within the library profession requires an understanding of what a leader is, as well as the challen es that librarianship will face as it enters the twenty-first century. ~ f i s article explores five fundamen- tal leadership competencies: vision, communication, trust, risk-tak- ing and em owerment and examines how individuals learn from personal an ! organizational experiences. It sug ests ways of incor- porating programs and activities into the workp k ace that support the development of leadership skills. If everyone within the library community assumes responsibility for recognizing untapped talent and providing developmental opportunities for it to mature, it will ensure that the library field has a pool of competent, confident, com- mitted leaders for the future.
Kwan, D., & Shen, L. (2015). Senior librarians’ perceptions of successful leadership skills. In Advances in Library Administration and Organization (pp. 89-134). Emerald Group Publishing Limited.
Abstract: The purpose of this case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. The data gathered from 10 senior library leaders consisted of demographic information and responses to six open-ended interview questions. From the NVivo 10 analysis, several significant themes emerged regarding successful library leadership skills in the 21st century at two levels: foundational and interpersonal. At the foundational level, technical and knowledge skills form the building blocks for the next level of interpersonal skills. Persuasion and collaborative skills are interwoven with these interpersonal skills, both of which are at the core of the postindustrial paradigm of leadership. These two levels of skills, with an emphasis on persuasion skills, should form the basis of succession planning programs for next generation librarians. Implementing such programs could lead to increased leadership diversity, greater job satisfaction, improved job performance and effectiveness, all of which help retain librarians and ease staff shortages. Further studies are recommended.
Le, B. P. (2015). Academic library leadership in the digital age. Library Management, 36(4/5), 300-314.
Abstract:
Purpose – The purpose of this paper is to focus on academic library leadership in the digital age. Primarily, the goals are to identify: first, the top five major challenges facing academic library leadership; second, the top five most important leadership skills required for effective academic library leadership; and finally, the top five best ways to develop these academic library leadership skills.
Design/methodology/approach – A survey was conducted to elicit responses from individuals who hold senior library leadership positions in American academic libraries throughout the USA. The participants were identified through several means: the web sites of the ALA and its divisions; the web sites of American universities; referrals; and the author’s professional contacts. To simplify the survey research process, e-mails including the survey research questions were sent to potential participants. In all, 38 invitations (n=38) were sent out to large and medium-size academic libraries throughout the USA. Over 36.8 percent (n=14) of the participants returned the survey. The participants represent a wide spectrum of libraries.
Findings – The top five major challenges are how to: demonstrate the library values to the university community, operate the library under fiscal uncertainty, retrofit outdated library facilities to accommodate new services, strike a balance between digital and print materials, and keep the library staff trained and current. The top five essential academic library leadership attributes are: vision, integrity, management skills, collaboration skills, and communication skills. The top five best ways to acquire these skills include the need to have mentors, to attend leadership development programs, to gain practical library leadership experience, to seek leadership roles, and to know oneself.
Originality/value – Research in this area is rather limited. As a result, this study will contribute to the academic library leadership literature and help current and aspiring academic library leaders worldwide with insightful leadership lessons needed to lead academic libraries successfully in this transformational era.
Martin, J. (2020). Library leadership your way. The Serials Librarian, 78(1-4), 9-16.
Abstract: Library Leadership Your Way was a preconference intended to be a practical guide for anyone interested in library leadership. The point was not to explain how to lead, but for attendees to discover why they want to lead, how they can best lead, and what their unique leadership practice looks like. Attendees were asked to think about what leadership means to them, learn overall principles of how to effectively lead themselves and others, be exposed to major leadership theories and philosophies, and finally to revisit their initial ideas about leadership. By the end, attendees had developed their own definition of and approach to leadership, understand the basics of major leadership theories and philosophies, and have a leadership practice and plan in place they can use in their everyday leadership lives.
Mason, F. M., & Wetherbee, L. V. (2004). Learning to lead: An analysis of current training programs for library leadership. Library Trends, 53(1), 187-217.
Abstract: Leadership concepts and theories began appearing in the library literature in the late 1980s. By the 1990s a number of leadership development programs were being offered that were designed to develop librarian leadership skills. The programs had various objectives: to improve career development of early and midcareer librarians; to provide access to underrepresented minority groups in management; and to develop leadership skills. These programs, primarily multiday and residential in nature, employed a hybrid mix of training methods, including focus on leadership styles, self-discovery, and emphasis on skill-building. Despite the proliferation of these programs, evaluation research about them has primarily focused on self-reports from participants about their learning and their satisfaction with these programs. Systematic evaluation research, particularly utilizing a control group design or providing a longitudinal assessment, has not been widely conducted in the field.
Available from: https://hdl.handle.net/2142/1723
Meier, J. J. (2016). The future of academic libraries: Conversations with today's leaders about tomorrow. portal: Libraries and the Academy, 16(2), 263-288.
Abstract: To determine how academic library leaders make decisions about their organization’s future and how they effect changes, the author interviewed 44 university librarians and deans from institutions belonging to the Association of American Universities (AAU). The author analyzed the interviews using content analysis to identify the most frequent themes among the responses. Results indicate that collaborative decision-making is key to academic library leadership and that strategic planning processes guide organizational change. Digital projects and support of teaching and research top the list of strategic priorities. The author identified key professional development programs and techniques that support the training of future deans and university librarians.
Mierke, J. (2014). Leadership development to transform a library. Library Management, 35(1/2), 69-77.
Abstract:
Purpose – This case study aims to explain why one Canadian academic library chose to design and deliver in-house leadership development training for its employees, rather than taking a consortial approach, and seeks to highlight the impact of this decision on the library's organizational culture.
Design/methodology/approach – This paper is presented in three parts: the benefits and challenges of in-house, external and consortial training; the impact of an in-house leadership development program at the University Library at the University of Saskatchewan; and considerations when deciding whether to collaborate on the provision of employee training. The author draws upon her own personal experiences as the Director of Human Resources for the library, and presents evidence acquired through surveys, observations, and conversations.
Findings – The paper explains how a deliberate decision to provide in-house leadership training had a transformative effect on individual employees and the organization.
Practical implications – When considering collaborating to provide leadership development training, library administrators should ensure the pros and cons of doing so are thoroughly explored; the pressure to collaborate can sometimes lead to participation in activities simply to be seen as a “good library citizen,” and often such activities are not necessarily contributing to the strategic goals of the library. In economically challenging times, library leaders and decision makers will need to be very aware of these implications.
Originality/value – This paper discusses why a library chose an in-house approach to leadership development training rather than a consortial approach. This article has value to library administrators as they consider implementing leadership development training in their libraries.
Mort Feldmann, L., Level, A. V., & Liu, S. (2013). Leadership training and development: an academic library's findings. Library Management, 34(1/2), 96-104.
Abstract:
Purpose: The aim of this paper is to describe a process undertaken by Colorado State University Libraries' (CSUL) faculty to address concerns regarding their leadership training and development opportunities within the Libraries.
Design/methodology/approach: A Task Force (TF) under the direction of the Libraries Faculty Council (LFC) collected and examined feedback from the faculty librarians, reviewed professional literature, and made recommendations to the Libraries' administration and the Council.
Findings: Recommendations by the TF include: possible training initiatives, leadership role development, and improvement of organizational communication. The work of the TF heightened awareness of the issue within the Libraries. An LFC standing committee is now exploring and offering leadership training opportunities on an ongoing basis. An organizational climate survey has been completed and its results shared among the library faculty to address the issue of communication. In addition, the Libraries' administration has launched a number of strategic initiatives that were open to faculty and staff for leadership and participation. A number of faculty librarians are now leading these initiatives based on their professional strengths and interests.
Originality/value: This article has value to academic librarians and library administrators as they consider improving leadership training and development opportunities in their libraries. As middle management positions in academic libraries diminish, consideration must be given to how academic librarians gain experience or are trained in order to be well‐prepared for future leadership positions. Additionally, library administration should be instrumental in providing such opportunities to their librarians to ensure professional growth.
Olson, C. A., & Singer, P. M. (2004). Winning with library leadership: Enhancing services with connection, contribution, and collaboration. American Library Association.
From the Publisher: Winning with Library Leadership offers a road map with strategies and action steps to create shared accountability and responsibility in a customer-focused, fast-paced workplace. Library leaders at any level can develop these new skills using the personal leadership assessment in conjunction with the "Leadership Change Cycle" tool to test, practice, and track new behaviors. A focus on four change "levers" directs team energies and helps implement this transformation." "Success stories and "Applications in Action" illustrate these leading principles and help put concepts into practice, including new partnering possibilities and resource sharing.
Onwueme, G. A., & Nyemezu, C. O. (2017). Mentoring in academic librarianship: a necessity for unearthing tomorrow library leaders. In Q.R. Femi (Ed.), Emotional intelligence and leadership in Nigeria library and information science (pp. 43-50). Nigerian Library Association.
Abstract: This chapter identified the important roles of mentoring as a continuous development programme for academic librarians especially emerging librarians who are now practicing at a time that librarianship is experiencing a lot of technological change brought about by the rapid advances in Information and Communication Technologies (ICT)s. The concept and meaning as well as types of mentoring were highlighted. While relying on existing literatures, it was discovered that informal mentoring was very common among Nigerian academic libraries. Therefore, the chapter passionately advocates for the Managements of academic libraries in Nigeria to structure formal mentoring programmes in their libraries, in order to ensure that emerging librarians can stake their future into a dynamic profession that assures attainment of leadership positions in their institutions and fulfilment of career goals.
Available from: https://www.researchgate.net/publication/360181390_Mentoring_in_Academic_Librarianship_A_Necessity_for_Unearthing_Tomorrow_Library_Leaders
Riggs, D. E. (2013). The crisis and opportunities in library leadership. In M. Winston (Ed.), Leadership in the Library and Information Science Professions (pp. 5-17). Routledge.
Abstract (Book): Like so much else in the information professions, leadership styles are being forced to change to meet the demands of technological innovation. Leadership in the Library and Information Science Professions is among the first books to focus on this increasingly important job qualification. It offers practical advice for developing strong, flexible, and creative leadership skills in yourself and your staff.
This fascinating volume stresses the leadership needed to manage change. The essential skills taught here will help you update library services at a reasonable pace while preserving valuable low-tech alternatives. As one chapter recommends, “Every librarian at every level should have ready an answer-multiple answers-to the ubiquitous questions: Why do we still need libraries when everything is on the Web? How can you justify an expanding budget in the Internet Age?”
Leadership in the Library and Information Science Professions offers fresh ideas for developing and using leadership skills, including:
recruiting tips for identifying potential leaders
staff training and development
restructuring the organization to encourage full staff participation
budget strategies for successful leaders
issues of gender and ethnic diversity
evaluating and assessing leadership
Leadership in the Library and Information Science Professions is an essential resource for library administrators and staff. By developing your leadership skills and those of your staff, you can confidently face the hectic pace of change in the information sciences.
DOI (Book): https://doi.org/10.4324/9780203707395
Romaniuk, M. J., & Haycock, K. (2011). Designing and evaluating library leadership programs: improving performance and effectiveness. The Australian library journal, 60(1), 29-40.
Abstract: It has become accepted wisdom that there is a shortage of leaders in the library profession. A number of leader and leadership development programs have emerged in Australia, Canada and the United States that attract interested participants, yet what is the core purpose of these programs? Do they work? Review of leadership programs reveals that systematic and ongoing evaluation is not only missing as a key factor for determining effectiveness but evaluation is challenging at best, as few programs have stated goals and objectives that enable evaluation. This paper reviews current research literature of leadership development programs in Business and in Library and Information Science, including program foundations, characteristics unique to librarianship and program evaluation, to determine if there are key indicators for successful programs and their evaluation. The resulting findings may guide the revision of current programs and lead to the development of new programs that ensure that current gaps in the pool of emergent leaders are bridged, in part, by improved leadership programs and institutes.
Sayers, R., & Talvé, A. (2009). Looking beyond the horizon: Founding an executive leadership program for senior library managers in Australasia. Library Management, 30(8/9), 509-523.
Abstract:
Purpose: This paper aims to provide an overview of the inaugural CAVAL Horizon Executive Leadership Program from the commencement of planning in 2006 through to the graduation of the first cohort in February 2009.
Design/methodology/approach: In February 2009, the inaugural CAVAL Horizon Executive Leadership Program (Horizon) graduated its first cohort of 12 senior library and information managers from Australia and New Zealand. The inaugural Horizon offered an integrated program of executive learning and development inspired by lighthouse leadership programs within Australia and overseas. The four month Horizon program included two residential workshops (the first at Werribee Park outside Melbourne and the second in Sydney), individual projects, unprecedented access to industry leaders from within the library sector and CEO's from large private companies, and a highly successful series of coaching tele‐workshops. Following their graduation from the program, Horizon alumni have used an e‐list and other networking opportunities to form a strong and mutually supportive community of practice.
Findings: The paper shares a range of insights about the development and facilitation of the program and discusses the critical lessons learned in relation to future executive programs of this type.
Originality/value: This paper illustrates illustrates that Horizon is Australasia's first and currently only executive program specifically designed to prepare senior library and information managers for appointments at director‐level and above.
Schottlaender, B. E. (2020). Developing Tomorrow's Library Leaders. portal: Libraries and the Academy, 20(2), 227-231.
Abstract: One of the hallmarks of the professions is the commitment to, if not the requirement for, continuing education. This is as true of librarianship as it is of medicine, the law, or teaching. In fact, the American Library Association is on record as saying that:
"Education and Continuous Learning is one of five key action areas adopted by the American Library Association to fulfill its mission of promoting the highest quality library and information services for all people . . . For librarians, continuous learning is critical to renewing the expertise and skills needed to teach and assist members of the public in the new information age."
Continuing education encompasses a spectrum of possible activities, including workshops, credit-granting classes, professional development programs, leadership development programs, and training—or (shudder) "trainings." Any of these can be certificated, or not; and, increasingly, many take place online, in whole or in part.
While professional and leadership development are often considered interchangeable, they are actually different—at least in their focus and intent. Professional development is learning intended to help one earn or maintain professional credentials, while leadership development is the acquisition of skills and knowledge to expand one's capacity and capability for performing in leadership roles within organizations.2 In what follows, I will consider the latter.
Schlak, T. (2020). Futures thinking and library leadership. Journal of Library Administration, 60(8), 945-950.
Abstract: No one can predict the future but having a futures thinking framework is an important tool in any leader’s toolbox. Futuring is a systematic process for envisioning plausible outcomes and scenarios based on what we know today. Some trends on the horizon will become more prominent while others will recede and giving the possibilities consideration helps us understand why we do what we do. Leaders capable of futures thinking are better equipped to handle the incredible rate of change that is taking place around us, including both predictable and unpredictable drivers of change. This article presents several futuring methods and discusses their implications for library leadership.
Stewart, C. (2017). What we talk about when we talk about leadership: A review of research on library leadership in the 21st Century. Library Leadership & Management, 32(1).
Abstract: The literature of library leadership in the 21st century is as extensive as it is varied. Nonetheless, general themes emerge that reflect an evolving leadership imperative in a period of continuous change for the library organization. The first of a two-part review, this paper outlines research and research-related scholarship on library leadership published in the professional and scholarly literature since 2000. The review is organized within two broad areas: Leadership Competencies and Leadership Theory in Practice. Leadership Competencies includes work that explores applied leadership skills, leadership characteristics, and leadership and change. Leadership Theory in Practice includes research that connects leadership theory with library leadership challenges. Research in this area explores the intersection of leadership and organizational culture, the role of emotional intelligence in leadership, and transformation, situational, and managerial leadership.
Wilson, K., & Corrall, S. (2008). Developing public library managers as leaders: Evaluation of a national leadership development programme. Library management, 29(6/7), 473-488.
Abstract:
Purpose: The paper's aim is to present findings of the recent evaluation of the Leading Modern Public Libraries development programme with reference to the management versus leadership dynamic. The programme provided a strategic intervention to address a perceived weakness in leadership development within the public library sector in England.
Design/methodology/approach: Drawing on recent examples from the literature, the theoretical differences between the concepts of management and leadership are discussed and used to inform consideration of the programme's effectiveness. Evaluation methods included participant observation, interviews, focus groups and a questionnaire survey, each administered at various stages of the programme with a representative sample of programme participants. Verbatim quotations from evaluation respondents are included in the analysis.
Findings: The research reveals that the programme has had a positive impact in enabling and developing leadership capacity within the sector, particularly in terms of developing participants' confidence and other interpersonal traits associated with effective leadership, including creativity and risk taking. Perceived benefits and limitations of the public library context in which the course was delivered have also been identified.
Practical implications: Important considerations on the transition from effective management to leadership, and the identification, support and development of future leaders within organisations are presented, with implications for current public library leaders, trainers and facilitators within the field.
Originality/value: The paper shows that the programme and its evaluation represent a strategic development initiative on an unprecedented scale in the public library sector.
Winston, M. D., & Quinn, S. (2005). Library leadership in times of crisis and change. New Library World, 106(9/10), 395-415.
Abstract:
Purpose: This paper addresses the coverage of issues related to crisis and societal change in the scholarly literature in relation to libraries, information services, and access to information and the leadership role of librarians and libraries in addressing such issues.
Design/methodology/approach: The paper provides an overview and analysis of the general issue of change in the literature review, as well as a discussion of war and terrorism, civil and natural disasters, social movements, medical and healthcare crises and needs, and large‐scale economic and technological shifts. The research results address the extent to which these major economic, political, technological and social changes have been addressed in four quarterly, peer‐reviewed library and information science journals over the past six years and the extent to which the focus of the published research and discussion has shifted over the past six years.
Findings: Research based on analysis of the journal literature reflects the documentation of practices and research results in library and information science. The research results indicate increased focus on war and terrorism and large‐scale economic and technological change, as related to information services, in the literature, during and after 2001, but less focus on information access, despite the impact of war and terrorism on library collections and resulting legal and policy decisions related to access to information.
Research limitations/implications: As a result of the limited focus on research and discussion of leadership in the peer‐reviewed journals included in the research study and the fact that the articles that addressed the role of libraries and librarians in addressing various aspects of crisis and change did not also identify the roles as those of leadership, there is the need for research and publication to document the examples of library leadership that may be taking place, but which are not reflected in the research literature.
Practical implications: The efforts undertaken to influence the policy‐making and legislative processes, to provide access to information, and to design and provide information resources and services have not been articulated in the literature as leadership roles, in particular. Thus, the analysis of the literature appears to indicate further opportunities for leadership at the local, national and international levels, consistent with the numerous examples reflected in the literature.
Originality/value: In general, there is limited focus on research and discussion of leadership in the scholarly journals in library and information science. This paper provides a comprehensive analysis of the major economic, political, technological and social changes internationally, over the past six years, and addresses the extent to which the efforts of librarians and libraries to address these issues have been documented in the research literature.
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