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This dissertation study addresses the phenomenon of literacy leadership through a multiple case study of four practicing veteran literacy specialists in elementary schools in different New England cities. Using qualitative methods of data collection and analysis, namely extensive interviews and the Voice Centered Relational Method, respectively, narrative portraits were created that suggest themes related to their role, preparation, and ongoing development as well as models of leadership in their schools. In addition, the portraits suggested how the social context of their schools impacted the development of their identity, particularly in the relationships they built among colleagues and principals. With a theoretical framework of social learning theory, cultural relational theory, and transformational learning theory, the study implies that when a school expands its concept of leadership and validates distributed models that value relationships and interpersonal interaction, literacy specialists are able to develop identities as leaders, experience both a professional and personal transformation, and make an impact on the teachers and children in their communities. Recommendations for further study and future practice are made to address the formation of literacy specialists through a more in depth study of leadership and participation collaborative networks of colleagues.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.



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