Knowledge and Application of Content

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.

How It Aligns With the Standard:

School librarians help students become thoughtful readers, strong researchers, and responsible users of technology. They encourage students to enjoy reading, ask questions, evaluate information carefully, and use technology in ethical and meaningful ways.

For LIS 618, I created a themed book talk featuring three young adult titles connected by a shared theme. The video highlights key ideas and connections across the books in an engaging and accessible way for teen readers and encourages reading for pleasure and personal growth (3.1). I accurately represented each text, avoided spoilers, and modeled appropriate book talk practices to support ethical communication (3.2). By recording and sharing the book talk digitally, I demonstrated effective and responsible use of technology to promote young adult literature (3.3).

In LIS 617, I created a book trailer for a middle-grade graphic novel to promote reading and increase interest among students and teachers (3.1). The trailer highlights themes and visuals from the book while accurately representing the content and modeling responsible digital sharing (3.2). Using video tools and YouTube, I shared the trailer online to support reading promotion and demonstrate effective use of technology (3.3).

I also created a database infographic to support student research by breaking down how to locate, evaluate, and use credible sources. This artifact demonstrates my ability to model and teach information literacy skills by helping students understand where to find reliable information and how to assess its quality (3.2). The infographic presents complex research processes in a clear, accessible format, supporting students as they build confidence and independence as researchers. It also demonstrates the use of digital tools to design and communicate information effectively (3.3).

I created an online literature log (LIS 618) that demonstrates my knowledge of diverse young adult literature and how books can support both learning and reading for pleasure. I selected titles across genres, formats, and perspectives and considered how each might help students see themselves, build empathy, and stay motivated to read. (3.1) I included my reflections and explained how books can support information literacy and deeper engagement with real-world issues. (3.2) I also considered how different formats such as graphic novels and audiobooks can increase access and engagement for a wide range of learners. I included suggested library uses to demonstrate how books can be incorporated into displays, readers' advisory, book club, and classroom collaborations to support leisure reading and learning experiences.  (3.1, 3.2, 3.3)

This Reader’s Advisory project (LIS 618) demonstrates how I supported reading engagement by connecting a teen reader with books that match her interests, preferred formats, and emotional tone (3.1). Through an interview, I identified the reader’s preference for thoughtful stand-alone stories with serious themes, along with an interest in graphic novels and historically grounded narratives, and selected titles that aligned with her interests while offering diverse perspectives and formats (3.1). I evaluated professional reviews and readers’ advisory resources to identify high-quality titles that fit those preferences (3.2). I also used digital tools and databases to locate and assess titles, demonstrating how technology can expand access to literature that meets diverse reader needs (3.3).

What I Learned: 

These projects strengthened my understanding of how access to diverse and engaging texts supports reading motivation and achievement. Research shows that when students find reading meaningful and relevant, they are more likely to stay engaged and persist through challenging texts (Guthrie et al., 2013). Reviewing books across genres, formats, and perspectives helped me think more intentionally about how choice, relevance, and representation influence students’ willingness to read. This process reinforced the importance of selecting literature that reflects varied identities and experiences so all students can see themselves in books and develop confidence as readers. 

I also learned that interest in reading is not guaranteed, and often, students need intentional invitations to engage with books. Book talks, book trailers, and visible promotions can make a significant difference in whether students choose to read. The reader’s advisory project showed me that effective recommendations go beyond genre. They require listening closely, asking thoughtful questions, and considering tone and authenticity to ensure books feel relevant to the reader.

Another valuable lesson for me was how intentionally using technology can support engagement and access. By creating digital book talks, a book trailer, and a literature log, I practiced using technology as a tool to promote reading in an accessible way. I also saw how digital tools can model responsible media use while reaching students in spaces they are already familiar with. This reinforced the idea that technology should enhance, not replace, traditional reading experiences by helping students discover books in ways that feel engaging.

Creating the database infographic also strengthened my understanding of how to teach information literacy in a clear and accessible way. Breaking down the research process into manageable steps helped me see the importance of explicitly teaching students how to locate, evaluate, and use credible sources. This experience reinforced that students need structured support to build confidence as researchers and develop the critical thinking skills needed to navigate information effectively.

Impact on Student Learning and Connection to Best Practice:

Providing access to a wide range of young adult literature helps students discover books that spark interest and sustain engagement, which supports reading motivation and achievement (Guthrie et al., 2013). The texts in the literature log provide windows into unfamiliar experiences, mirrors that reflect students’ own identities, and sliding doors that invite them to imagine new possibilities (Bishop, 1990). 

Offering a variety of genres and formats supports reading for pleasure and helps students build positive reading habits. Book discussions, displays, and readers’ advisory practices encourage personal connections to texts, which is essential to creating engaged readers. When students are matched with books that reflect their interests and experiences, they are more likely to read independently and think more deeply about what they read.

Supporting students with tools like the database infographic also strengthens their ability to locate, evaluate, and use information effectively. When research skills are clearly taught and broken into manageable steps, students are more confident navigating information, making informed decisions about sources, and applying what they learn. These practices support the development of critical thinking and information literacy skills that are essential for academic success and lifelong learning.

These experiences will shape my future program by helping me create a reading culture where students feel encouraged to explore, choose, and connect with books in meaningful ways. I will continue using book talks, readers’ advisory, and digital tools to make reading visible and accessible. I am also committed to intentionally selecting diverse texts that reflect students’ experiences and expand their worldview. 

References:

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3), ix–xi. Reading Is Fundamental. Retrieved from https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf. 

Guthrie, John & Klauda, Susan & Ho, Amy. (2013). Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents. Reading Research Quarterly. 48.(1):9-26. doi: 10.1002/rrq.035.