{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:52:31Z","timestamp":1754157151102,"version":"3.41.2"},"reference-count":43,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2010,11,23]],"date-time":"2010-11-23T00:00:00Z","timestamp":1290470400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2010,11,23]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>The purpose of this study is to determine the self\u2010perceived impact of technology training on the transformational leadership practices of pre\u2010service school librarians who participated in a Master's degree program in library and information studies focusing on leadership development.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>A concurrent triangulation mixed method design was implemented using two paper\u2010based self\u2010administered surveys. The first survey measured transformational leadership behaviors. The second obtained demographic variables and the participants' perceptions of the skills they learned in each of the five transformational leadership dimensions.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>The results indicate that the leadership curriculum taught the participants how to be transformational leaders by using technology. The participants also use technology in a way that is significantly different from other teachers in Florida. Moreover, it is important to teach practical applications for integrating technology.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Research limitations\/implications<\/jats:title><jats:p>This study was limited to a cohort of 30 pre\u2010service school library media specialists from six Florida counties.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Social implications<\/jats:title><jats:p>However, there are several practical implications. First, school library training programs can help change the perceptions of school librarians by teaching them to lead through technology integration. Next, school districts should support technology integration by developing infrastructures to support their success. Finally, project\u2010based experiences with feedback provide the best opportunities for teaching educators how to implement technology.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>The results provide evidence that it is possible for degree programs to train school librarians to excel as technology integration leaders. Placing emphasis on this role can help change the perceptions of school librarians. These outcomes strengthen current knowledge of the technology integration role of school librarians.<\/jats:p><\/jats:sec>","DOI":"10.1108\/07378831011096277","type":"journal-article","created":{"date-parts":[[2010,11,27]],"date-time":"2010-11-27T07:02:08Z","timestamp":1290841328000},"page":"617-631","source":"Crossref","is-referenced-by-count":7,"title":["Making the case for the leadership role of school librarians in technology integration"],"prefix":"10.1108","volume":"28","author":[{"given":"Daniella","family":"Smith","sequence":"first","affiliation":[]}],"member":"140","reference":[{"key":"key2022020420293040900_b1","doi-asserted-by":"crossref","unstructured":"Abu\u2010Tineh, A., Khasawneh, S.A. and A\u2010Omari, A. 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