Embedded Files
Candidates in school library preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.
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2.1 Planning for Instruction
2.1 Planning for Instruction
Candidates collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical information access.
Description
The Selecting and Using Digital Apps project was designed to introduce safe, effective digital apps and resources through research, collaboration, and a set criteria. During a Tech Playground workshop, teachers explored the Classroomscreen, Book Creator, and PebbleGo.
Analysis
The essential strength of this artifact lies in its comprehensive approach– combining input from teachers with AASL Best Digital Tools criteria. One area of improvement would be the need for student input to understand each app’s benefits. An unexpected learning outcome was realizing my colleagues’ needs and excitement for new technology resources.
Reflection
The Tech Playground was highly valuable, giving teachers hands-on experience with new resources. They appreciated the opportunity to explore tools with support available when needed. Moving forward, I hope to continue learning about emerging technology tools.
2.2 Instructional Strategies
2.2 Instructional Strategies
Candidates use a variety of instructional strategies and technologies to ensure that learners have multiple opportunities to inquire, include, collaborate, curate, explore, and engage in their learning.
Description
The assignment, Teaching Digital Citizenship, includes a presentation for caregivers and student lessons that focus on safe, responsible technology use. The goal was to engage families and introduce age-appropriate digital citizenship concepts.
Analysis
A key strength of this artifact is its strong connection between real family concerns and practical classroom lessons. Parent interviews helped focus the content on screen time balance, internet safety, and media literacy. These insights guided lesson development. An unexpected takeaway was parents’ eagerness to learn more about digital footprints and misinformation.
Reflection
Creating this artifact helped me understand the importance of including families in conversations about digital citizenship. I was encouraged by how open parents were to learning ways to help their children become responsible digital citizens. I gained a deeper appreciation for the role caregivers play in reinforcing digital habits, and I plan to reuse these materials during back-to-school family nights.
2.3 Integrating Ethical Use of Information into Instructional Practice
2.3 Integrating Ethical Use of Information into Instructional Practice
Candidates teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Learners demonstrate ethical use of information and technology in the creation of new knowledge.
Description
The Teaching Informational Literacy project includes a multimedia staff presentation about copyright and fair use, along with student lessons to learn about digital citizenship. The goal was to enhance awareness and responsible use of media and digital content across grade levels.
Analysis
An essential strength of this artifact was the feedback provided by teachers used to create lessons tailored for different grade levels. An unexpected learning outcome was the widespread misconception around fair use and image citations among staff. Developing this artifact provided me with an understanding of the importance of ongoing digital literacy instruction for both students and staff.
Reflection
Creating this artifact made me proud of how it bridges staff development and student learning. The interviews revealed that even veteran teachers can benefit from guidance navigating digital content ethically. In the future, I plan to hold a yearly refresher course on digital citizenship, copyright, and fair use for staff.
2.4 Assessment
2.4 Assessment
Candidates use multiple methods of assessment to engage learners in their own growth. Candidates, in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding.
Description
This artifact is a collaboratively taught library lesson focused on animal research. Third grade students used PebbleGo and Gale Elementary to gather information and create Google Slides presentations. The goal was to develop research and citation skills while engaging students in collaborative learning and self-assessment.
Analysis
This lesson showcases the importance of collaboration with classroom teachers and multiple means of assessment. Along with the third–grade teacher, I created a lesson that engaged students in research and provided insights into individual learning. Assessments included observations during group work, final presentation rubrics, and reflection discussions. One challenge I had was pacing. The first time I taught the lesson, I moved too quickly through direct instruction for some students. Slowing down and increasing modeling would increase understanding and engagement. I revised the lesson for a second class by adding more time for instruction and peer support, making it more accessible for all learners.
Reflection
This lesson reinforced the value of collaborating with classroom teachers and using varying forms of assessment. I was proud of the students’ presentations and their eagerness to learn more about animals. Moving forward, I want to deepen my understanding of differentiated assessment strategies and explore more student-led reflection opportunities to further enhance learner ownership and growth.
Works Cited
American Association of School Librarians. “ALA/AASL/CAEP School Librarian Preparation Standards.” American Library Association, 2019.
American Association of School Librarians. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, ALA Editions, 2018.
Chatgpt, chatgpt.com/. Accessed 26 Mar. 2025.
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