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.
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.
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. Candidates model, promote, and teach critical-thinking and the inquiry process by using multiple literacies.
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.
LIS 618: Literature Log (3.1, 3.3)
LIS 635: Digital Curation (3.1, 3.3)
LSC 553 Lib Guide (3.1, 3.2, 3.3)
*This assignment was from my previous school, The Catholic University of America, from which I transferrred to UNCG and had all credits successfully transfered from.
How It Aligns
All three of my artifacts shared here align with the requirements of Standard 3. My Literature Log from LIS 618 demonstrates a knowledge of current Young Adult literature, presenting a diverse selection over multiple genres and categories on an accessible and free digital platform (S'more) (3.1, 3.3). My Digital Curation project from LIS 635, Choose Your Own Adventure Books for Reluctant Readers on Wakelet, presents teachers and students with a digital tool highlighting a specific, gamified catagory of books to engage and excite readers who otherwise are not typically drawn to reading (3.1, 3.3). Lastly, my LibGuide created for a course taken at my previous ALA accredited institution (The Catholic University of America) encourages and builds excitement for reading in a specific area of interest (gardening) (3.1). It models how to present information ethically by providing a reference page with clear and properly cited sources (3.2), and it offers a format that encourages critical thinking and evaluation of content based their gardening needs and questions. They navigate multiple pages within the LibGuide, as well as multiple forms of information on this specific topic (links to public library books and local retailers, podcasts, instructional videos, polls, programs, websites, and more) (3.3). All 3 artifacts promote reading engagement by using technology to build interest, excitement, and personal growth.
What I Learned
Through these assignments, I learned many ways to extended the library and all that it has to offer well beyond its four walls. Through the literature log on the S'More platform and the digital curation for reluctant readers on the Wakelet platform, I am able to offer teachers resources that support student learning, accessible from the comfort of their classrooms or homes. Through the LibGuide I can similarly connect users with a vast amount of information while demonstrating ethical use of the work of others and digital citizenship.
As a Teacher-Librarian, the goals that are always at the forefront of my mind are finding ways to break through any barriers keeping students from finding joy and growth in reading, while also teaching and modeling information and digital literacies. 21st Century learners are under constant information overload. This requires curriculum and co-planning that prioritizes critical thinking and digital citizenship while online. As aptly put in Jenifer R. Spisak's article in School Libraries Worldwide, "Digital natives’ lifelong access to technology, however, has not taught them to navigate and evaluate today’s ubiquitous information. Students still lack information literacy skills such as the ability to find, evaluate, and ethically and effectively use information" (Spisak, 2018, p. 151). Technology offers an incredible tool for learning, but it must be wed to proper instruction and modeling of best practices. These assignments taught me new ways to accomplish these goals.
Impact On Students
These artifacts offer examples of positive impacts on students. They model best practices in information literacy while exposing students to a diverse selection of literature. They engage students in exciting ways leading to discovery and personal growth. They use technology to answer community needs while modeling digital citizenship. In all of these ways, students are being prepared for 21st Century life.
As I think about these assignments in relation to my current school library, I know that they will serve me well. I want nothing more than to create a library space that is warm, inclusive, and accessible while fostering curiosity, joy, inquiry, self-growth and discovery. The library must exist beyond it's four walls. The digital curations discussed here allow me to do that, while at the same time modeling for my kids digital and information literacies. The Literature Log S'More will be a true boon for my growing school where we currently serve grades 5-9. My charter school will grow 1 grade per year until we reach 12th grade. With older kids quickly entering our halls, I know I'll have this Log not only to inform my own collection development, but to share with them and my teachers. It's diverse selection will peak their interest, challenge how they look at the world, and offer them the experience of having a school library that strives for equitable representation.
References:
Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books from the Classroom,
6(3). Reading Is Fundamental. https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf
Spisak, J. R. (2020). School Librarian Perceptions of the Importance of Information Literacy. School Libraries Worldwide, 26(1),
151–164. https://journals.library.ualberta.ca/slw/index.php/slw/article/view/8253/5097