The standards for teacher librarians can be examined through the LIIITES Model, the AASL Standards Framework and the 21st Century Learner in Action Standards.
The LIIIITES Model provided me with a thorough and overall understanding of inquiry and design thinking. In addition, it illuminated the idea of the Library Learning Commons (LLC) and the role of the teacher librarian in the LLC.
As I read through each section of the LIIIITES Model, I felt connected and passionate about the information that was presented. I particularly liked the spotlight on the transformation from the traditional to cutting edge of library practices listed at the top of each section. The section on service in the LIIIITES Model focused specifically on providing services to all members of the community by practicing inclusion for all adults and learners. I think this is where diverse perspectives, experiences, identities, and different languages can contribute to a place of safety and inclusion. At my current school, the school library lacks so much, and lies within the traditional realm of library practices according to the LIIIITES Model, yet the students still love the experience of going there. I can only imagine what the library could become if the transformation from traditional to cutting edge occurred.
Diving into the AASL Standards Framework substantiated the ideas listed in the cutting edge model of a LLC. The standards were broken up into categories and focused on inquiry models and design thinking. The standards include: inquire, include, collaborate, curate, explore, and engage with a corresponding spectrum of how to use these standards through tasks: think, create, share, and grow. The INFO 237 class at SJSU uses this wording of think, create, share and grow, for all of the assignments, and now I understand how the assignments are modeling the AASL standards for graduate students.
The 21st century standards for AASL Standards for the 21st Century Learner in Action list standards, strands and grade level benchmarks. Standard one is: “inquire, think critically and gain knowledge.” Indicator 1.1.1 states: “Follow an inquiry‑based process in seeking knowledge in curricular subjects, and make the real‑world connection for using this process in own life.” Placing this as the first standard highlights the importance of inquiry for the AASL. Following the indicators are grade level benchmarks for grades 2,5,8, 10 and 12 and will prove to be a useful resource as I begin to create library lesson plans.
The 4 C’s stand for: critical thinking, communication, collaboration, creativity through the use of technology. Although it is a new term to me, the concepts are not. Now, I can practice consciously including these standards, models and concepts into my teacher librarian practice.