The Learner and Learning

AASL Standard 1 focuses on understanding learners and designing instruction that supports all students, regardless of background, ability, or learning differences. School librarians recognize diversity and adapt instruction so all learners can participate and succeed. Through inclusive practices and thoughtful teaching, librarians help students build knowledge, confidence, and skills they will use throughout their lives.

As part of LIS 693, I engaged in a Collaborative Teaching experience. I planned with a second-grade teacher as part of a science unit on matter. I designed the lesson to engage students’ natural curiosity by encouraging them to make predictions, ask questions, and reflect on their understanding as they explored how temperature affects matter (1.1). I conducted a student needs assessment to determine the design of the lesson and created a graphic organizer to support diverse learners, including students who benefit from clear directions, discussion, and multiple ways to express their thinking (1.3). I structured the lesson to encourage participation through whole-class discussion and shared reflection, creating an inclusive space where students could contribute their observations and ideas while building understanding together (1.4).

The Inquiry Unit Plan (LIS 654) was a collaboration with a fifth-grade social studies teacher. In this unit, we designed three-day inquiry-based lessons that allowed students to form questions about figures from Colonial U.S. history, conduct research using credible sources, and create a digital comic strip to demonstrate their understanding. Students chose a historical figure from an underrepresented group, including women, enslaved people, and Indigenous individuals, giving them choice in their research while ensuring a range of perspectives were represented (1.2). Prior to planning the unit, I conducted a student needs assessment to better understand students’ reading levels, learning preferences, and support needs, including multilingual learners, students with IEPs, and academically gifted students. This information directly informed my instructional decisions such as the use of multiple formats (text, video, and visuals), graphic organizers, sentence starters, and additional support during the research process, ensuring that all students could participate meaningfully in inquiry (1.3). The lesson helped students learn new information, express their ideas, and think about their own understanding (1.1). I intentionally highlighted diverse perspectives and interpretations of freedom through collaborative research, discussion, and student-created projects (1.2, 1.4).

In my Action Research Project (LIS 600), I evaluated the inclusivity of a middle school library collection by conducting a diversity audit, analyzing subject categories, and examining language access. I identified representation gaps and opportunities to better support all learners. Through this process, I promoted inclusive representation and supported the development of an equitable, student-centered library by intentionally recommending diverse materials that reflect the needs of the learning community (1.2, 1.4).

As I did with the Action Research Project, I intentionally highlighted diverse voices, cultures, and lived experiences in the Passport to Multicultural Literature (LIS 617). This project focused on curating an inclusive collection and providing access to literature that reflects and expands students’ worldviews. This curated Google Site helps students and teachers think more deeply about others’ experiences and reflect on perspectives beyond their own (1.1). It promotes an appreciation for diverse perspectives through intentional text selection, and it provides an equitable virtual space for exploration and independent learning (1.2, 1.4).

In the Research Methods Lesson Plan (TED 669), I taught learners how to develop and apply effective research strategies to answer questions and build understanding (1.1). After selecting an ancient culture that they would like to learn more about, I guided students beyond simply “Googling” information by showing them how to use credible databases to locate accurate and relevant sources. I provided guided practice with Boolean operators, phrase searching, and database tools so students could refine their searches and evaluate information for credibility, perspective, and relevance. I also taught students how to cite their sources using APA format, reinforcing ethical information use and helping them understand the importance of documenting evidence (1.3). Throughout the lesson, I prompted students to reflect on their research process and adjust their approach as needed.