Embedded Files
Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies. Candidates use their pedagogical skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a variety of strategies to foster the development of ethical digital citizens and motivated readers.
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3.1 Reading Engagement
3.1 Reading Engagement
Candidates demonstrate a knowledge of children’s and young adult literature that addresses the diverse developmental, cultural, social, and linguistic needs of all learners. Candidates use strategies to foster learner motivation to read for learning, personal growth, and enjoyment.
Description
This curated children's literature bibliography for grades PreK-5 includes annotated lists of picture books, fiction, and nonfiction titles, as well as readers’ advisory guides and a reading promotion strategy. The bibliography supports diverse reading interests, developmental needs, reading for pleasure, and learning.
Analysis
An essential strength is the wide range of titles selected from reputable sources. The bibliography was created to ensure there was representation across cultures, abilities, and experiences. An unexpected learning outcome was the conversation and interest from classroom teachers when the bibliography was shared. Through this project, I deepened my understanding of how literature can confirm identities and build empathy .
Reflection
Creating this bibliography was a meaningful experience. I felt inspired selecting titles that reflected many different perspectives and experiences. It reiterated the role stories play in helping students see themselves and others. I’m eager to continue exploring new titles and strategies that support reading motivation for all learners. Moving forward, I hope to collaborate with students and teachers to keep this collection dynamic and responsive to our learning community.
3.2 Information Literacy
3.2 Information Literacy
Candidates know when and why information is needed, where to find it, and how to evaluate, use and communicate it in an ethical manner.
Description
The Reference Assessment and Database Resource Curation was designed to evaluate and improve reference services in an elementary school library. This artifact includes a criteria-based evaluation tool for databases, an analysis of student needs and current resources, and a curated collection of instructional ideas. The goal was to enhance access to quality information, support research instruction, and create a more engaging and inclusive reference area for students and staff.
Analysis
An essential strength of this artifact is how it follows AASL standards and builds students’ research skills. The lessons teach skills like spotting fake news and using technology resources responsibly. An unexpected outcome was that I realized students and teachers were not using available digital tools as much as expected. To address this, teacher training and research projects were added to increase awareness and usage. In the future, I would like to collect student feedback and track usage data to assess the long-term impact of these changes.
Reflection
This artifact offered me a clear plan to select quality databases and research resources, promote resources and lessons to teach students about accessing and using research materials. Using this information, I was able to inform teachers and students about the resources we have available in our library. In the future, I will continue to use and build upon the collection of lessons and resources.
3.3 Technology-Enabled Learning
3.3 Technology-Enabled Learning
Candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences. Candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Candidates articulate, communicate, model, and teach digital citizenship.
Description
The Research Guides and Database Instructions artifact includes two interactive research guides—one for a fifth-grade social studies unit on European Explorers and one for a third-grade science unit on bats. These guides were used in to teach students how to research using databases and digital tools. The intended outcome was to engage students in digital inquiry while developing their ability to find, evaluate, and communicate information.
Analysis
One of the strengths of this artifact is how well the digital tools matched the age and needs of the students. Google Sites worked well for older students because they’re already familiar with Google tools, and Genially was a simple, engaging option for younger students. The screencasts helped make the databases easier to understand and supported students working on their own. One thing I would change in the future is to find a balance in text. The Google Site for students was a bit wordy and the Genially site could include more text. I will also pair physical texts to engage students.
Reflection
Working on this artifact reminded me how powerful digital tools can be in helping students explore and learn on their own. I feel good about how the guides turned out—they’re simple, clear, and engaging. I’d like to keep learning about other digital platforms I can use to make research more meaningful and accessible for all students. Going forward, I want to grow in creating digital learning experiences that are not only interactive but also help students build critical thinking and digital citizenship skills.
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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