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CHICAGO – Just published research from the American Association of School Librarians’ (AASL) peer-reviewed online journal, School Library Research (SLR), explores how school district administrators can foster information literacy by supporting school librarians. Articles can be accessed for free at .

In “Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies,” Melanie Lewis explores how school district leaders can foster the development of effective school libraries in which school librarians serve as instructional leaders of multiple literacies. Lewis, assistant professor in media at the University of West Georgia, collected data from district-level personnel and building-level school librarians using interviews, focus groups, documents, and observations. Results demonstrated that positive relationships serve as significant support for enabling school librarians to function as instructional leaders of multiple literacies.

Lewis undertook this research to fill a gap, as she notes that very little research has been conducted to examine the support needs of in-service school librarians and no research has been conducted to explore how to equip existing leadership to effectively lead its population of school librarians in a school that lacks an official district library supervisor. No studies have examined leadership of and by school librarians through the lens of multiple literacies.

(ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed and indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology. It welcomes manuscripts that focus on high-quality original research concerning the management, implementation, and evaluation of school libraries.

The American Association of School Librarians, , a division of the 91´«Ã½ (91´«Ã½), empowers leaders to transform teaching and learning.