The ALA/AASL/CAEP School Librarian Preparation Standards consist of five standards that library programs use to “prepare candidates for service and leadership as school librarians serving P-12 students” (ALA, 2019, p. 4). The five standards reflect the National School Library Standards (NSLS) for Learners, School Librarians, and School Libraries’ six common beliefs which include:
- The school library is a unique and essential part of the learning community.
- Qualified school librarians lead effective school libraries.
- Learners should be prepared for college, career, and life.
- Reading is the core of personal and academic competency.
- Intellectual freedom is every learner’s right.
- Information technologies must be appropriately integrated and equitably available.
(ALA, 2019, p. 4).
Old Dominion University’s MLIS program has incorporated these standards into their coursework. Throughout my time at ODU, I have gained knowledge on these crucial standards through lectures, textbook reading, office hours and various assignments.
Standard 1: The Learner and Learning
The first standard is about the learner and ensuring that all learners’ needs are met while focusing “on learner development, learner diversity, learning differences, and learning environments” (ALA, 2019, p. 6). I believe this is one of the most important standards. In order for me to be successful as a school librarian, I must understand my learners and what they need to be successful in the library, the classroom, and the real world.
There are several assignments that I have completed over my coursework that demonstrate this standard. Some of them include the Paired Text and the Pathfinder assignments.
In the Paired Text assignment, I included resources that were both physical and virtual so that all students would have access to them regardless of access restrictions and /or disabilities. I also included resources that discuss Jamestown from different perspectives, both the colonists and the American Indians, so that students gain an “understanding and respect for diverse perspectives” (ALA, 2019, p.7).
In the Pathfinder assignment, I selected both physical and virtual resources that were developmentally appropriate for 4th grade students and would appeal to both visual and auditory learners. I also considered varying reading levels and included several resources with read aloud options. I chose to use Google slides for my Pathfinder since the county I work in uses Google Classroom. This makes sharing the resources with students and staff easy and accessible.
The Pathfinder was one of my favorite assignments I completed during my program. I find Pathfinders to be a valuable resource to my students, staff and families. Since completing this assignment, I have thought of several other Pathfinder ideas including ones that will help students’ families navigate the many online resources the county offers so they can be easily accessed at home.
Standard 2: Planning for Instruction
The second standard is about effectively planning, teaching and assessing library lessons. As a former elementary school teacher, this was an area I felt strong in. However, I quickly learned that designing library lessons was a completely different ballgame! My Collaboration Unit taught me how to create successful library lessons that support student learning across the curriculum.
During the Collaboration Unit, I taught four collaborative lessons with a 12th grade Government teacher. This was one of the assignments that I felt really pushed me outside of my comfort zone. As a former elementary school teacher, the jump to high school was very scary.
One of my favorite aspects of the Collaboration Unit was collaborating with the Government teacher and school librarian which meets Standard 2.1 (Planning for Instruction). I enjoyed planning lessons that integrated each educator’s strengths. It was also a wonderful learning opportunity as I gained knowledge from their experience.
I was also able to incorporate several instructional strategies while teaching the students lessons that blended library lessons with the content of Government SOL 16.
Standard 3: Knowledge and Application of Content
If I had to pick a favorite Standard it would be this one! There are several components in this standard including reading engagement, information literacy, and technology-enabled learning (ALA, 2019, p. 11). I think this standard really encompasses the appeal of why I want to be a school librarian. I want to help students develop a love for reading while also teaching them valuable library skills that will benefit them both academically and personally.
The two assignments that demonstrate the components in this standard are the Pathfinder and Collaboration Unit.
What appealed to me the most about this assignment was getting to immerse myself in different planet themed books (nonfiction and fiction). While picking the books for this assignment, I really tried to select books that I thought would benefit a wide range of readers and motivate them to read books of different genres. I included search strategies to help students find additional resources using online sources. Finally, I modeled good digital citizenship by including references for all materials used in the presentation.
One thing the Government teacher expressed in our collaboration meetings was that he wanted the students to learn how to use social media and the internet in a positive way since his students were about to graduate and move into a more adult world where they would be held accountable for their online presence. My four library lessons focused on digital citizenship and creating a positive digital footprint. Some of the topics covered were lateral reading strategies to evaluate sources which is an important skill since the internet contains so much false and misleading information. We also concentrated on using creative work in an ethical manner. I included several digital assessment options using Kahoot and Padlet. I had never used Padlet before as an assessment tool; however, I found it to be very easy to use and engaging for the students.
Standard 4: Organization and Access
Standard 4 is a vital standard for school librarians to have an understanding of. It is very important that school librarians advocate for not only the library program but for the school community to have “open, unrestricted, and equitable access” to materials and experiences (ALA, 2019, p. 13). In order for school librarians to advocate for their school community they must be able to understand the needs of that community and be able to use data to drive their decision making. Two assignments that demonstrate this standard are the Grant Proposal and Collection Plan.
Before I began this assignment, I conducted a Strategic Plan where I looked at school data to find discrepancies in assessment results. I discovered that female students were scoring below their male peers in both science and math. Using this data, I decided to write a grant proposal to support a STEM program for female students so they would have access to coding experiences. The skills I learned during this assignment will be vital to helping me meet the needs of my students by continuously using data to design lessons and programs that support all students. I also learned strategies to write successful grant proposals which can help fund additional resources so I can create “an inclusive learning environment that ensures ethical, equitable access to and use of physical, digital, and virtual resources in support of the needs of its learning community” (ALA, 2019, p.13).
For this assignment, I first collected data on the current school population and library collection. I then used this information along with a random sampling to identify areas of improvement. One area of improvement I suggested was in the graphic novel section. I discovered through my random sampling that there was a lack of female character representation. Random sampling is going to be a crucial part of maintaining a diverse collection and I plan to do this frequently in my school library. I also discovered that although the school library had a large STEM/Makerspace area, it was rarely utilized. To make students and staff more aware of STEM learning tools I proposed collaborating with ITRT along with fundraising activities to keep up with current tech trends. It is very important that students and staff have access to all library resources, especially those that offer students exposure to materials and technologies that they may otherwise not have access to.
Standard 5: Leadership, Advocacy, and Professional Responsibility
This standard is about the importance of school librarians to continue to grow professionally and use leadership roles to advocate for library programs and policies that benefit its patrons. Two assignments that demonstrate this standard are my Professional Growth and Advocacy Assignment.
Attending the VAASL conference was one of the best experiences I had during my ODU program. It was so wonderful to spend the day with my ODU classmates, professors, and future colleagues. Each presentation was incredibly insightful and I learned so much during them. I left that day feeling energized and excited about my future as a school librarian.
Professional conferences will continue to be a vital part of my career as they are a place where I can grow as a librarian and collaborate with other professionals in my field. I also hope to get more involved and hold a leadership position one day.
In today’s climate, where budgets are tight and schools are constantly looking for areas to cut costs it is vital to get stakeholders support for the library program. This assignment helped me to identify a stakeholder group and consider a concern they may have for the library. I then had to develop a goal and strategies to achieve it. This was a valuable lesson because during my career I will have to continuously advocate for the library program so important stakeholders will continue to see the importance of the program in school settings.
Conclusion
As I reflect back on all my courses and coursework from the Old Dominion University MLIS program I feel an excitement for my future career. I think the ALA/AASL/CAEP School Librarian Preparation Standards that have been integrated into my coursework have prepared me to excel in the field. It has also armed me with the tools to create a successful library environment for students and staff alike.
References
American Library Association (2019). ALA/AASL/CAEP School Librarian Preparation Standards. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf