The AASL School Librarian Preparation Standards encompass five standards “to prepare candidates for service and leadership as school librarians serving P-12 students” (American Library Association, 2019).  The standards help ensure that we are prepared to enter the field as school librarians and serve our students and the community to the best of our ability.  The course work that I have produced in the Master of Library and Information Science program at Old Dominion University centers around the AASL School Librarian Preparation Standards.  

Standard 1: The Learner and Learning

                As a career switcher, the experience I have gained through observations, practicum hours and working as a library paraprofessional has helped me gain a better understanding of the learners that I will be working with.  This experience includes observing in the classroom setting and library as well as substituting within the classroom.  AASL states that this standard is meant to understand learner development, encourage inclusiveness and prepare students for life (American Library Association, 2019).   The Collaborative Lesson Plan that I developed for a fourth-grade class is comprised of lessons that were developed for a diverse group of learners.  Knowing learners and being able to adapt to their needs is vital to planning lessons and determining what instructional strategies will be most beneficial. It is also important to learn about new and different ways to work with learners.  The Professional Development VASL Conference Summary includes information that I received through attendance of the conference on working with learners and how I plan to apply it to my curriculum. 

Standard 2: Planning for Instruction

                This standard is about collaborating with the learning community and using instruction strategies to create culturally responsive curriculum (American Library Association, 2019).   It is also important to utilize data and information to reflect and revise instruction when needed  (American Library Association, 2019).  It is important to consider how instruction in the library will take place to be able to engage learners.  The Paired Text Reading offers multiple instructional strategies for lessons on immigration.  The presentation on Take your Lessons from Boring to Soaring has ideas integrating technology into instructional strategies.  While using technology in curriculum, it is the responsibility of the librarian to help students understand how to ethically and responsibility use these resources.  The Fake News Wakelet provides students a guided lesson on how to determine whether a news story is real or fake.  The lesson offers different instructional strategies of videos, articles, and audio to provide information to help meet the needs of all learners. 

Standard 3: Knowledge and Application of Content

                Knowledge and application of content include engaging learners in inquiry, and sharing knowledge of both digital and information literacies (American Library Association, 2019). The librarian’s role has become multi-faced with the expansive growth in the technology field.  The librarian needs to guide learners in using new technologies while also encouraging reading books.   The Paired Text Reading is a guide for teachers to offer students the opportunity to read two books and reflect on what they have read.   It also offers many other options for students to read on the subject of immigration.   The Strategic Plan provides the opportunity for students to engage in reading during the summer months.

Standard 4: Organization and Access

                This standard ensures that a school librarian is able to “model, facilitate and advocate for equitable access” (American Library Association, 2019).   Access can include access to resources through the library’s collection or the facility.  Librarians need to serve not only those that come into the library but reach out to those that they don’t serve.   The Collection Plan utilizes an environmental scan to determine the needs of the library so that it can better serve its patrons or future patrons.   The Advocacy Plan also utilizes data to create an action plan to improve the access of science resources for an elementary school.  Librarians need to regularly review its collection and programs to assess what the areas of improvement are based on the needs of its stakeholders. 

Standard 5: Leadership, Advocacy, and Professional Responsibility

             The role of the school librarian is to be a learner as well.  The librarian needs to stay up-to-date on literacy initiatives, technology and the field.  The librarian should also be advocating the role of the library and the librarian within its community to the stakeholders.   The Advocacy Plan has strategies to communicate the goals and objectives of the library throughout the school.    The Professional Development VASL Conference Summary includes practical application to what I learned at the conference.  Attending conferences, webinars and other educational opportunities will be a continuous goal for myself as a school librarian. 

References

American Library Association. (2019). ALA/AASL/CAEP School Librarian Preparation Standards. Retrieved from 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