AASL Standard 5

Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking. Candidates participate in and lead ongoing professional learning. Candidates advocate for effective school libraries to benefit all learners. Candidates conduct themselves according to the ethical principles of the library and information profession. 

5.1 Professional Learning: Candidates engage in ongoing professional learning. Candidates deliver professional development designed to meet the diverse needs of all members of the learning community.

5.2 Leadership & Collaboration: Candidates lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.

5.3 Advocacy: Candidates advocate for all learners, resources, services, policies, procedures, and school libraries through networking and collaborating with the larger education and library community.

5.4 Ethical Practice: Candidates model and promote the ethical practices of librarianship, as expressed in the foundational documents of the library profession including the American Library Association Code of Ethics and the Library Bill of Rights.

Evidence:

LIS 635 Public Service Announcement: "What Do Librarians' Really Do?" (5.3, 5.4)

LIS 693:  Professional Development Assignment: "Using DC Public Library's Research Databases" (5.1, 5.2, 5.3)

How It Aligns

AASL Standard 5 is all about the School Librarian's role as a leader, collaborator, and advocate engaging in professional networking within their community. The artifacts I've listed here display this standard well. My PSA, "What Do Librarians' Really Do?" for LIS-635 advocates for my school library by informing my community of the multifaceted role of a School Librarian. This is particularly important for the many individuals who may still have outdated ideas of the role. Without educating them on what a modern School Librarian looks like, it will be hard to accomplish much of the job beyond circulation, readers advisory, collection development, and facility management  (5.3). 

My PD Assignment, "Using DC Public Library's Research Databases" for LIS-693 aligns very well with Standard 5. I delivered multiple professional development workshops on how to navigate and use the research databases offered through our public library, thereby addressing a need in my school community -- the lack of knoweldge of where to send students to do independent, credible research (5.1, 5.4). In working with my Supervisor, I was able to zero-in on how to solve this need, craft a plan to do so, collaborate with faculty on scheduling, and lead them in learning about a new resource (5.2). This assignment also allowed me to advocate for student access to peer-reviewed research materials. Without subscribing to research databases , our students were at a disadvantage. Advocating for the use of the public library's research databases will contribute to student academic success and the aquistion of essential research skills (5.3, 5.4).

What I Learned

Both of these artifacts helped me see the importance of collaboration with faculty and how my voice and knowledge matters. Speaking up in a room of life-long teachers is intimidating, especially for one who does not come from teaching background! These assignments gave me confidence and proof  that what I've learned in my MLIS journey is valuable, effective, and worthy. I also learned that advocacy is often a slow and steady climb towards a goal. I don't expect my teachers to begin incorporating these research databases into their entire curriculums right away, as it is new and overwhelming. But already I have experienced some asking for my help to do so, and slowly it will become a familiar resource to teachers and students alike.

Impact On Students

By educating my greater school community on the multifaceted role of a School Librarian, they will be more open to collaboration. Whether it is collaboration on information and digital literacies, currciulum development, leadership or advocacy, they will see my role as one that moves beyond the four walls of the physical library space. And with that, students will be impacted for the better. They will have another advocate along their learning journey. Not just in the form of popular titles on shelves to promote a culture of joyful reading, but one who believes in their ability to learn and execute effective and ethical research skills.

In collaboration with my faculty, I will be able to uphold the AASL Standards Framework for Learners. Through Engagement in instruction on how to use our public library databases, my students will have the competency to Think about “Responsibly applying information, technology, and media to learning” (AASL.VI.A.1)  and “Evaluating information for accuracy, validity, social, and cultural context, and appropriateness for need” (AASL.VI.A.3). With this knowledge we contribute to the growth of learners who “...use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge” (AASL.VI.B) (American Association of School Librarians, 2018). Already I have applied these skills to lessons created for a handful of teachers and their classes. Students have begun internalizing how to use this public library resource and why it is superior to google or wikipedia for academic research. They are already connecting the dots and more deeply developing their research skills thanks to the lessons I learned through these UNCG assignments. 

References:

American Association of School Librarians. (2018). American Association of School Librarians Standards Framework for 

Learners. American Library Association. www.standards.aasl.org