My Reflection on the AASL Standards

AASL’s The National School Library Standards for Learners, School Librarians, and School Libraries explains that school librarians can expect to fulfill roles of leader, instructional partner, information specialist, teacher, and program administrator within school communities (ALA, 2018, p. 14-15). Old Dominion University’s Master in Library and Information Services has allowed me to grow as an educator by providing numerous opportunities to explore how I can successfully fulfill each of those five roles as a school librarian. Throughout my time working on the MLIS program at Old Dominion University, I have explored and created artifacts that demonstrate each of the 18 components of the five School Librarian Preparation Standards. I selected these eight artifacts to demonstrate I have gained knowledge and experience related to the AASL Standards needed to be a successful school librarian.

Standard 1: The Learner and Learning

Standard 1 focuses on school librarians stepping into the role of an “effective educator” who considers “learner development, diversity, and differences while fostering a positive learning environment” (ALA, 2019, p.6, Section Standard 1: The Learner and Learning). School librarians should “impact student learning so that all learners are prepared for college, career, and life” (ALA, 2019, p.6, Section Standard 1: The Learner and Learning). Working as a special education teacher will support me as I continue to be an effective educator in this new chapter of my career in education. As a school librarian, I am excited to be working with other educators to support diverse learners pursuing their academic and personal goals. The artifacts that best demonstrate the first standard are the Collaboration Unit, Pathfinder, and Advocacy Plan. These three artifacts show I am able to work to create opportunities for diverse learners to think, create, share and grow. These artifacts also show that I am able to help create “both physical and virtual learner-centered environments that are engaging and equitable” (ALA, 2019, p. 6, Section: 1.4 Learning Environments).

Standard 2: Planning for Instruction

As a teacher in a small school, I did not have many opportunities to truly collaborate with other educators to best support the learners. As a school librarian, I am very excited to work with school staff members to “strategically plan, deliver, and assess instruction” as well as “use data and information to reflect on and revise the effectiveness of” our instruction with the school community (ALA, 2019, p.8, Section: Standard 2: Planning for Instruction).  The Collaboration Unit, Paired Texts Teaching Guide, and Digital Learning Assignment are three artifacts that demonstrate my ability to collaborate with the school community in creating resource-based learning experiences using a variety of strategies and technologies so students have opportunities to engage with their learning (ALA, 2019, p. 9). These artifacts also helped to underscore the importance of using assessment in order to have a deeper understanding of how learners are engaging with the instruction and what parts of the instruction needs to be revised.

Standard 3: Knowledge and Application of Content

Standard 3 requires school librarians to be knowledgeable of children’s and young adult literature, “digital and information literacies, and current instructional technologies” (ALA, 2019, p. 11, Section: Standard 3: Knowledge and Application of Content). School librarians are also expected to implement a “variety of strategies to foster the development of ethical digital citizen and motivated readers” (ALA, 2019, p. 11, Section: Standard 3: Knowledge and Application of Content). The Collection Improvement Plan, Pathfinder, and Advocacy Plan demonstrate my knowledge of literature that meets the diverse needs of learners by using digital tools and resources to support and increase reading engagement among learners. The Strategic Plan, Conference Presentation, and Digital Learning Assignment are artifacts that demonstrate my ability to facilitate learning experiences that give learners opportunities to develop information literacy skills through the use of digital resources and emerging technologies. As a school librarian, I will “use multiple strategies to foster learners’ intrinsic motivation to read for learning, personal growth, and enjoyment” to show learners that reading and learning can happen beyond the pages of a traditional, physical book (ALA, 2019, p. 21, Section: 3.1 Reading Engagement Professional Knowledge Base).

Standard 4: Organization and Access

As a special education teacher, I was aware and overwhelmed with the many resources available to me and my students. As a school librarian, I will “develop, curate, organize, and manage a collection of resources” that will best support the diverse needs of the school community (ALA, 2019, p. 12, Section: Standards 4: Organization and Access). I want to work with other members of the school community to analyze data to inform the decisions made that impact the practices and policies implemented in the school community. The Collection Improvement Plan, Pathfinder, Advocacy Plan, and Strategic Plan were created to allow for “flexible, open access to library resources and services” for members of the school community (ALA, 2019, p. 12, Section: 4.1 Access). When I created the Collection Improvement Plan, Advocacy Plan, and Strategic Plan, I learned the importance of using data and information to develop and select the best practices and policies for that particular school community. As a school librarian, I will collaborate with the school community to “collect, evaluation, and use a robust array of evidence to improve practice” and “increase the effectiveness” of the school library, within and beyond the walls of the physical school library (ALA, 2019, p. 23, Section: Component 4.3 Evidence-Based Decision Making Professional Knowledge Base).

Standard 5: Leadership, Advocacy, and Professional Responsibility

As a school librarian, I am excited for the opportunity to collaborate with members of the school community to “effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library” (ALA, 2019, p. 14, Section: 5.2 Leadership and Collaboration). I look forward to working with the assessment coaches, instructional coaches, counselors, teachers, and administrators to meet the needs of all the learners. As I stated earlier, there are so many resources and emerging technologies that could enrich and support learning experiences. As a school librarian, I will introduce, model, and support the classroom use of these resources and emerging technologies in order to help learners be prepared to achieve their academic and personal goals. The Collection Improvement Plan, Advocacy Plan, Strategic, Plan, and Conference Presentation demonstrate my ability to provide professional learning opportunities, lead and collaborate with members of the school community, and advocate for the diverse needs of learners and the importance of the school library. The Collaboration Unit, Collection Improvement Plan, and Strategic Plan demonstrate my commitment to allowing “unrestricted student access to information” “by providing resources and services that create and sustain an atmosphere of free inquiry” (ALA, 2019, p. 25, para 4). Classrooms are not always places where students in special education are able to engage in free inquiry. As a school librarian, I will strive to create and sustain a low pressure, engaging environment that students feel safe and excited to explore their interests and passions. 

References

AASL. (2018). The national school library standards for learners, school librarians, and school libraries. Chicago, IL: ALA.

ALA. (2019). ALA/AASL/CAEP School Librarian Preparation Standards. American Library Association. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf