During my time as an ODU MLIS Student, the foundation for everything we learned was based on the AASL/CAEP School Librarian Standards. As a result of studying and learning these standards, I feel I am prepared to be an effective, knowledgeable school librarian. Every assignment I have completed during my time at ODU has covered one or more of these standards in depth.
Standard 1: The Learner and Learning
In order for students to be able to learn, their learning needs must be met. We must consider, “learner development, diversity, and differences while fostering a positive learning environment” (ALA/AASL/CAEP, 2019, p. 6).
While completing the Collaboration Unit, we focused on the learning environments of the kids. Students completed work in groups and online as they completed lessons that were preparing them for taking their first SOL tests. They practiced social interaction when they worked in groups and as they completed the assignment where they went from station to station to complete tasks. I focused on the learning environment in the Collection Plan as well. The purpose of that assignment was to find how to make the library a more equitable environment that encourages people of all walks of life to feel safe and welcomed.
Standard 2: Planning for Instruction
When planning for instruction in the school library, librarians must use “culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning” (ALA/AASL/CAEP, 2019, p. 9). This standard encourage learners to focus on ethical use of information.
My Digital Footprints assignment involved researching integrating ethical use of information and the ways unethical use of social media and the internet can ruin your reputation, lessen your chance of being accepted into college, cause you to lose your job, or even get you into trouble with the law. It showed the importance of evaluating any information you put online to check for accuracy, make sure it is not biased, and that is is valid. My Collaboration Unit was heavily influenced by this standard. My first step of the lessons was to plan for instruction, followed by researching the instructional strategies that would be the best fit. I finished up the lessons by administering an assessment to monitor growth and deficits.
Standard 3: Knowledge and Application of Content
In order to be able to efficiently teach students, the teacher must have knowledge of the subject matter and must be able to apply it to the lesson. The AASL Standard states, “Candidates in school librarian preparation programs are knowledgeable in literature, digital and informational literacies, and current instructional technologies (ALA/AASL/CAEP, 2019, p. 10). School librarians must be able to be able to motivate students to learn and read.
In my Paired Text assignment, my goal was to present two books, written in two different genres, to students in a way that would draw them to the subject matter and read for pleasure. They must be engaged in what they read in order to give them a desire to continue doing so. This assignment required me to give additional texts that were of similar subjects, reading levels, and interests. My hope was that those titles would reach a diverse group of kids and teach that people are different, but that is what makes them special. My Annotated Bibliography was a collection of annotations from a wide variety of children’s literature. The titles were very diverse in cultural subject matter, race, genres, and walks of life.
Standard 4: Organization and Access
When most people think of a librarian, the first thing that comes to mind is books. But, in reality, In order to be an effective librarian, it is must to, “demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society (ALA/AASL/CAEP, 2019, p. 12). The librarian must be able to choose books and resources that best serve the school and community represented. They must be able to correctly categorize materials after making the decision of what the library needs the most.
In my Library of Things, I had to research my community and come up with collections that were needed. We were asked to be creative and think outside the box to come up with unusual collections that would enrich the lives of our patrons. The library must provide access to the community. In the Collection Plan, I used selection tools to create and manage a collection that would meet the needs of a diverse learning community. I used evidence based decision making to decide what resources needed to be weeded out and what needed to be added to reach a diverse group. All races, religions, and ethnic groups should be well represented in all libraries.
Standard 5: Leadership, Advocacy, and Professional Responsibility
It is very important for school librarians to stay informed in a professional network. The best way to learn new things in the profession is to stay connected with other people in that profession. As MLIS students, we must, “advocate for effective school libraries to benefit all learners (ALA/AASL/CAEP, 2019, p. 14).
We had several opportunities for Professional Growth. I chose to write a letter to the editor of my local newspaper. My objective was to raise awareness of a day called, DEAR, or Drop Everything and Read. This is a day that honors the life and legacy of Beverly Cleary, a well known children’s author. Most people are not aware of this day, and I wanted to encourage people to check out a book from a local library or encourage their children to check out a book at their school library and read for pleasure or learning. In my Collaboration Unit, I collaborated with an elementary librarian and classroom teacher to effectively design a unit that would benefit the students. I worked closely with the librarian and teacher to create lesson plans that would incorporate library standards with Virginia SOLs.
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