Looking back on the coursework for the MLIS program in both library science and initial licensure, I am empowered and excited by the deep knowledge and skills the program has given me to work in the field of school librarianship. Below is a summary of the five preparation standards for school librarian, and how the work I have completed has prepared me to support learners to be actively engaged in reading, learning, and to be lifelong learners.
STANDARD 1: THE LEARNER & LEARNING
To fully understand the specifics of differentiation and cultural diversity needs in the classroom, there were several courses and assignments that laid a strong foundation. Creating meaningful learning experiences begins with understanding the needs of learners, whether it be learning differentiation, cultural diversity or relevance, or “a positive learning environment, so that all learners are prepared for college, career, and life” (ALA/AASL/CAEP, 2019, p. 6).
This summer, I wrote a paper for a human development course on the impact of poverty on academic achievement in high school students. The research showed a direct correlation between the stress and chaos of poverty and deep poverty, and an inability to focus and function in the classroom. The longer a student is food insecure, the harder a student struggles with basic executive functioning and academic performance. Understanding the experience of students living with poverty and food insecurity helped me to comprehend their learning needs.
Understanding cultural relevance through the work of Gloria Ladson-Billings and Jonathan Kozol was deeply revealing. Writing an ethnographic report based on a classroom observation was enlightening for better understanding the ability of teachers to both empathize and set clear expectations, and creatively encourage students to personalize their learning. Working with students in self-contained classrooms helped me understand the reality of many students, especially during COVID when many students were virtually in class and at home. It has helped me to understand the value of book read alouds, one-on-one conversation and challenging students in their learning, and building connections to the students.
In a facilities redesign paper, I proposed a multi-purpose space in an elementary school library for students with neurodiversity. With the understanding that not all students are comfortable reading a book or engaging in storytime with their class, I suggested creating a space with audiobooks, a makerspace, and a variety of seating options.
In the collaboration unit, I worked extensively on the lesson plans in collaboration with the special education teacher, and the librarian to create learning experiences that provided differentiation and diversity, and in a positive and welcoming environment.
A benefit of libraries within a school setting is the flexibility of space, program and staffing. Librarians, in collaboration with staff, have the flexibility at times to provide alternate and creative ways to support students with special needs. Older students as reading buddies or library checkout support for younger students
STANDARD 2: PLANNING FOR INSTRUCTION
When planning instruction, I was excited to learn how to create culturally relevant lessons which inspired learners to think and grow. The collaboration unit was deeply helpful for internalizing and understanding the AASL standards for library instruction, and to truly know how to “plan, deliver, and assess instruction” (ALA/AASL/CAEP, 2019, p. 8.). Knowing how to interpret and apply the standards will be very helpful for creating library lessons. Identifying and planning the specific steps for a library skills lesson helped to both strengthen the importance and value of those skills, and to carefully plan how to teach a library skill. In the collaboration unit, I worked with the librarian and a special education teacher to teach students how to locate the library course in Canvas and how to locate the library research databases to conduct SOL-based research. Creating detailed lesson plans included specifics on differentiation for learner needs, and cultural diversity. Understanding how to informally check for understanding, and formally assess with a project outcome was very helpful. In the end, students were able to use their library skill of locating economic data about countries to make an evidence-based conclusion about recommending an economically stable country. In the paired text teacher’s guide, students were able to learn text analysis skills, deepen their comprehension through critical thinking and use historical data from both the fiction and nonfiction narrative to understand the historical timeline and context.
STANDARD 3: KNOWLEDGE & APPLICATION OF CONTENT
With an understanding of learning pedagogy, I have worked in multiple ways to inspire learners through the use of inquiry and critical thinking (ALA/AASL/CAEP, 2019, p. 10).
In the course, Teaching Reading Across the Curriculum, I better understood how to strategically engage students in reading with the use of inquiry, reciprocal teaching, and encouraging students to use predictions. In a final assignment of a lesson plan, I proposed teaching cultural relevance through a narrative non-fiction book about the daily lives of seven families. Students were asked to make predictions, share their responses to the book in a pair-share, create a word wall with new vocabulary, and engage in a responsive low-stakes writing assignment. In the collaboration unit, I used inquiry extensively to guide learners through the process of accessing information and to learn the library skills of accessing research databases to analyze data. As well, I designed the lesson to include critical thinking that was appropriate to their level of learning.
A course in children’s literature was very helpful in understanding children’s literature and where to continue to learn about new offerings. A key part of a librarian’s job is to continually read current literature in order to make recommendations and be able to make book selections. The paired text assignment in that course was an interesting way to be able to compare genres with students. I also learned the value of researching new books and resources, not from a point of personal preference, but professional book selection through book reviews and a stronger understanding of children and youth authors and illustrators, and how to source genres of interest to learners.
Encouraging students in alternative ways to engage in literacy is key to responding to the needs of learners. In the facilities redesign paper, I included research on the needs of students with neurodiversity. There was advocacy for including AAC in library instruction to provide inclusion for all learners, and quiet, independent spaces with technology for audio books. The adaptations in the end benefit not just the learners with special needs, but all learners who could benefit occasionally for a different option or who are not yet identified with a special need. The metaphor of a “brain-forest” is offered by Thomas Armstrong to advocate that children with special needs are not vessels to be filled, but “as nutrients grow plants in the brain forest, there is resilience in their ability to regrow even after suffering substantial damage” (Armstrong, 2019). Often when accomodations or creative differentiation is offered for some students, many students benefit and learn to think more broadly about each other and with increased empathy. This overall philosophy supports and feeds back into the belief that a school library should be a welcoming and positive space for all.
STANDARD 4: ORGANIZATION & ACCESS
The organization and management of a school library collection is key to providing learners and staff with “open, unrestricted, and equitable access” (ALA/AASL/CAEP, 2019, p. 13). Learning how to conduct an enviromental scan, collection analysis and collection developmental plan provided me with strong skills in collection management and growth. Understanding how to best manage a weeding policy, conduct the evidence-based decisions on the needs of the collection, and how to grow and develop the collection in response to the demographics and needs of the school community is a critical part of library management.
Creating resource access tools for students and staff to use in the library. The pathfinder assignment is an example of how I organized library books and resources on the topic of Yorktown for grade 5 students. Developing a curated resource on a specific topic is an example of increasing open and unrestricted access to the collection, and using technology in a creative way to make the information even more accessible.
The collaboration unit which centered on gathering and analyzing economic data. I instructed grade 12 students on how to connect to the library course in Canvas and the research databases. Students were able to independently return to the research databases and gather data for their project.
STANDARD 5: LEADERSHIP, ADVOCACY, & PROFESSIONAL RESPONSIBILITY
This standard was the one area that I found surprising because I was unaware of how necessary it was to communicate about the role and impact of school libraries. In the MLIS program, I received multiple ways to understand the role of school librarian as a leader within a school community. If the librarian is truly be a hub of the school community and engaged in collaboration on any level with the school staff, then it is essential for the school librarian to be in a leadership role. As a leader, the librarian can advocate and engage with the school community on the impact of the school community. As well, the librarian is the lead in communicating ethical practices for the “right to read, the right to privacy, and free inquiry” (ALA/AASL/CAEP, 2019, p. 16). In order to know to navigate and manage these important roles, professional learning and networking is critical.
In November of 2021, I was selected to be a 2021 School Library Leadership Mentor grant for the VAASL fall conference. I was able to meet AASL/VAASL leadership, network, and attend sessions throughout the conference. In the spring I attended the virtual VAASL conference and was inspired by several book selection sessions. I wrote about it in a professional development assignment. Last month, I attended the ALA conference and was inspired, in part, by author events, Jason Reynolds speaking about access and the value of remaining curious. Professional development is an essential element for continuing to learn about new books, new technology and new ways of advocating for the value of school libraries.
In the collaboration unit, I engaged fully with the collaborating teacher and librarian. I created full and engaging lessons that went beyond the original schedule, and adapted to the fact that the library was not available to visit or hold class in during the week of teaching. Collaborating required excellent communication, professionalism, and flexibility.
As a librarian, I expect to be an effective leader who holds to the ethical practices, advocates, collaborates, and engages in professional development.
References
AASL. (2018) The national school library standards for learners, school librarians, and school libraries. Chicago, IL: ALA.
Armstrong, T. (2019, December 12). Teaching kids about their brain forests. The American Institute for Learning and Human Development. Retrieved from https://www.institute4learning.com/2019/12/12/teaching-kids-about-their-brain-forests
ALA / AASL / CAEP. (2019). ALA / AASL / CAEP school librarian preparation standards. Retrieved from: https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_