When Jennifer Northrup began her action research project as part of Samford University Orlean Beeson School of Education’s 18-hour Instructional Leadership Certificate, she wanted to answer a simple question: What would happen if students had a greater voice in shaping their school library?
The answer transformed more than the library itself. It empowered students to become leaders.
Northrup, librarian at Gwin Elementary School in Hoover, Alabama, earned her instructional leadership certificate as part of a Hoover City Schools cohort. A key component of the program is completing an action research project that addresses a real need within each participant's school.
"I knew that I wanted to give my students more ownership and leadership roles within the library," Northrup said.
She began by surveying students about their experiences. The results revealed that many felt they had little opportunity to influence the library beyond requesting books.
Using those findings, Northrup established a student library advisory board made up of fourth- and fifth-grade students. Together, they met regularly to discuss ideas and improvements for the library.
One of the group's first initiatives was creating a cozy reading corner. With a $200 budget, students selected bean bags, rugs, pillows, ottomans and LED lighting to design a welcoming space where classmates could enjoy reading. They also introduced a book suggestion box, giving every student an opportunity to recommend titles for the library's collection.
The advisory board's influence continued to grow throughout the year. Students helped launch Read and Ride bicycles, allowing classmates to read while pedaling stationary bikes, and designed a reading challenge celebrating Gwin Elementary's 50th anniversary. They also selected the winners of the school's anniversary bookmark design contest.
"It was amazing to see the growth in these students as the year progressed," Northrup said. "Members of the group would stop by during recess and work on things by themselves. It's neat to see them take on that leadership and ownership role."
By the end of the project, follow-up survey results showed students felt they had a greater role in their library because they could see their ideas becoming reality.
"They could actually see things happening and know that I was listening," Northrup said.
Beyond the research project, Northrup said the instructional leadership certificate broadened her understanding of school leadership by learning from professors with firsthand experience as educational leaders.
"Hearing from people who have been principals and superintendents gave me insight to how decisions are made within a school system that I wouldn't have understood before," she said.
For Northrup, the experience reinforced that leadership is not limited to administrators. Sometimes, it begins by inviting students to help shape the spaces where they learn every day.
