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Planning and Instruction
Planning and Instruction
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.
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
Description
This activity involved collaborating with the sixth-grade geography teacher to redesign a project using Minecraft Education. The original version relied on Google Slides to create maps but limited students’ ability to demonstrate their learning authentically. We applied Universal Design for Learning (UDL) to reverse-engineer the project and better meet the needs of her current students.
Analysis
Analysis
The lesson’s strengths were the meaningful redesign of tasks to foster a sense of play, offer multiple ways to demonstrate learning, and connect prior knowledge to new concepts. I learned that limited time during the workday makes effective collaboration difficult—the process took weeks due to time constraints and the need to provide professional development on technology tools. A weakness of the activity is that, even after simplifying tasks to focus on core map skills, we will still run out of time, and students will need to complete parts of the project at home.
Reflection
Reflection
The lesson turned out well and I felt a sense of accomplishment getting a very old-school, paper-and-pencil teacher to take a risk with learning technologies. Working with her to redesign an activity and demonstrating the power of allowing students to play and use multimedia tools to express their learning was especially rewarding. I would like to learn more about offering on-demand professional development educators can access whenever they have time.
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.
SLM509 Assignment 01.pdfDescription
Description
The assignment is to create an evidence-based framework of solutions that will positively impact learner growth while promoting the school library. Using brainstormed ideas about collaborative strategies that impact learners, I interviewed educational professionals and used the summarized information to design projects that will help learners in our building.
Analysis
Analysis
A key strength of this framework is its use of interview data to develop various programs that engage stakeholders with instructional strategies, technologies, and library resources. The data provided valuable insight into the effectiveness of current practices and the potential to expand instructional activities. However, a major weakness is the lack of solutions for overcoming barriers like time constraints. An unexpected takeaway was realizing that new programs aren’t always necessary—existing programs can be strengthened by adding depth and dimension.
Reflection
Reflection
I was pleased with this artifact, despite facing obstacles beyond my control. The interviews and data led to concrete ideas that can enhance school activities, promote learner engagement, and support future discussions with school leaders about change. I hope to continue learning about funding sources to support program ideas and effective strategies for increasing community involvement.
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.
SLM508 Assignment 3 REV.pdfDescription
Description
In this artifact, I developed a presentation for families on digital citizenship and curated three lessons for students. The goal of both the family night presentation and the lessons is to educate the school community on the importance of digital citizenship. These resources are also intended for future school library positions.
Analysis
Analysis
The key strengths of this artifact are the quality and delivery of information. The family night presentation effectively breaks down the concept of digital citizenship in an easy-to-understand format for caregivers. A major weakness is that the presentation contains too much information, exceeding the 15-minute time limit. I learned the importance of being specific with objectives and mindful of assignment requirements. I revised the artifact to streamline the objectives and include an AASL technology tool.
Reflection
Reflection
I’m pleased with both the presentation and the selected lessons. The activities teach learners about digital citizenship and information literacy. They also serve not only students but the entire school community, which is important as a school librarian. I’m interested in learning more about designing hybrid learning opportunities to help families connect with library curricula and resources.
2.4 Assessment
2.4 Assessment
Candidates use multiple methods of assessment to engage learners in their own growth.
Description
Description
For this artifact, I created a presentation for staff and students about information literacy. The intended outcomes of the lesson are to teach learners about information literacy and fair use rules. These lessons use various methods of assessment to engage participants to evaluate what they know and still need to learn.
Analysis
Analysis
The artifact's main strength is that its activities meet immediate needs for staff and students using digital media. A key weakness is the recent discontinuation of Jamboard, requiring a revision of activities to use a new tool like Lucidspark. I learned that while both staff and students recognize the importance of crediting media creators, assessments reveal that most are unsure how to properly credit borrowed media.
Reflection
Reflection
The staff presentation and student lessons were successful, and I’m pleased with the results. The assessment helped learners identify areas of need and clearly express points of confusion. I would like to learn more about Creative Commons and how to simplify the different permissions so younger learners can understand how to use them.
Sources:
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.
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