The change process and the change outcomes in the development of an innovative elementary school library media program

The purpose of the study was to increase contextual knowledge about the change process and change outcomes which resulted from one elementary school's efforts to initiate, implement, and institutionalize a curricularly integrated, flexibly scheduled library media program.;The qualitative naturalistic inquiry was reported in a case study format. Interviews, documents, and records provided the data. Purposive sampling determined the population of 24 educators.;Findings indicated successful change in the library media program was dependent upon: (a) visionary leadership of the library media specialist and the director of library media; (b) quality site-based staff development, conducted by the library media specialist, principal, and respected teacher-leaders in the school; (c) a full-time library clerk to assist the library media specialist; (d) clearly communicated minimum requirements for teacher participation; (e) a curriculum planning process for curriculum integration led by the library media specialist; and (f) principal support.;Change inhibitors included the additional time and work required to plan with the library media specialist and to practice curriculum integration and resource-based teaching, role conflict over the instructional development role of the library media specialist, and the need to train teachers new to the building in the practices of the program.;Role outcomes included strong curriculum and instructional, staff development, and leadership roles for the library media specialist. Program outcomes included improved teaching and learning. Student outcomes included: (a) increased positive attitudes towards learning; (b) improved behavior and increased responsibility; and (c) improved student knowledge bases, critical thinking skills, and ability to learn independently.;Conclusions drawn from the study included: (a) a triumvirate building leadership team comprised of the library media specialist, the principal, and key teacher-leaders, and assisted by the district director of library media, made an effective team for forging change; (b) high quality site-based staff development and a strong staff development role for the library media specialist were essential for change; and (c) the staffing of a well-developed elementary library media program with one full-time library media specialist assisted by one full-time library clerk may not be adequate to sustain the roles and responsibilities incumbent in the program.