Schultz-Jones, BarbaraMoore, Jennifer E.Marino, John2025-09-242025-09-242017American Library Association & American Association of School Librarians. (2010). ALA/AASL Standards for Initial Preparation of School Librarians. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_standards_with_rubrics_and_statements_1-31-11.pdf Chant, I., & Enis, M. (2014). The numbers game. Library Journal, 139(8), 28-28. Chiranov, M. (2014). Creating measurement addiction – a tool for better advocacy and improved management. Performance Measurement and Metrics, 15(3), 99-111. Fontichiaro, K. & Oehrli, J. (2015). Supporting librarians in adding data literacy skills to information literacy instruction. Retrieved from http://datalit.sites.uofmhosting.net/ IDEO. (2015). Design thinking for libraries: A toolkit for patron-centered design. Retrieved from http://designthinkingforlibraries.com/ International Federation of Library Associations. (2015). IFLA School Library Guidelines. Retrieved from https://www.ifla.org/publications/node/9512?og=52 International Federation of Library Associations. (2017). IFLA Strategic Plan 2016-2021. Retrieved from https://www.ifla.org/strategic-plan Mandinach, E. B., & Gummer, E. S. (2013). A systemic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30-37. Mandinach, E. B., & Gummer, E. S. (2016). Data literacy for educators: Making it count in teacher preparation and practice. New York, NY: Teachers College Press. Marsh, J. A., & Farrell, C. C. (2014). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289. Means, B., Padilla, C., & Gallagher, L. (2010). Use of education data at the local level: From accountability to instructional improvement. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Sands, A. E., Toro, S., DeVoe, T., Fuller, S., & Wolff-Eisenberg, C. (2018). Positioning library and information science graduate programs for 21st century practice. Institute of Museum and Library Services. Washington, DC.https://repository.ifla.org/handle/20.500.14598/6596This paper presents findings and shares the experiences of the Preparing Librarians for Data Literacy Leadership Project (DataLeadPrep) initiative project team from the University of North Texas (UNT) and Texas Woman’s University (TWU) to develop and scale a competency development program in data literacy leadership for pre-service school librarians and as a continuing education program. Findings from three stages of data collection suggest that stakeholders in both school and public library settings recognize the imperative for data-informed decision-making but attribute competency to experience on the job rather than to professional preparation programs, that the range of competencies perceived as necessary by stakeholders would be a challenge to develop within professional preparation programs as currently structured, and that a personalized learning approach would be most effective in implementing a data literacy leadership curriculum within a library professional preparation program.engAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Articlehttps://2019.ifla.org/open accessData literacyschool librariespreparation programsleadership