AASL
1.1 Learner Development: Demonstrate the ways learners grow within and across cognitive, psychomotor, affective, and developmental domains. Engage learners’ interests to think, create, share and grow as they design and implement instruction that integrates the National School Library Standards.

1.2 Learner Diversity: Articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives.

1.3 Learning Differences: Cultivate the educational and personal development of all members of a learning community, including those with diverse intellectual abilities, learning modalities, and physical variabilities.

1.4 Learning Environment: Create both physical and virtual learner-centered environments that are engaging and equitable. The learning environments encourage positive social interaction and the curation and creation of knowledge.

The Inquiry Unit Plan (LIS 654/AASL 1.1, 1.2, 1.3), developed with seventh grade English educators, guided learners in researching a Greek mythological figure, creating a symbolic 3D artifact, writing an explanatory description, designing a visually engaging digital scrapbook on mythology’s modern influence, and presenting their work in a celebration of learning. 

The Collaborative Learning Experience (LIS 693/AASL 1.4), co-created with a tenth grade teacher, the ed tech director, and the librarian, engaged learners in using AI to generate images from prompts to analyze for bias, categorize IB approved scenarios for ethical AI usage, and use AI create stories with character and plot elements. 

Diverse Tales (LIS 637/AASL 1.2) explores the importance of diverse fiction books for children and their role in fostering inclusivity and representation. This session will provide a brief introduction to diversity audits, with a more in-depth discussion planned for future sessions.  

ISTE
4.4 Learning Designer: Coaches model and support educators to design learning experiences and environments that meet the needs and interests of all students. 

• Collaborating with educators to develop lessons

• Using digital tools to provide assessment and feedback

• Designing accessible and active digital learning environments

• Modeling the principles of instructional design 

The Digital Curation (LIS 635/ISTE 4.4) supports teachers in accessing educational technology tools to design diverse learning experiences, while the Feedback Workshop Plan (LIS 635/ISTE 4.4) trains educators to use Google Forms and DocAppender to create continuous feedback documents, enabling learners to track and reflect on their progress throughout the year. Exit Tickets (LIS 672/ISTE 4.4) can be used as an example for educators to create standards based, short, formative feedback at the end of each lesson or strand.

These assignments provided valuable insight into technology integration, collaboration from a librarian’s perspective, and the adaptability of teaching educators, which requires an understanding of adult learning pedagogy. While some pedagogical principles overlap, particularly in engagement and learning progression, facilitating adult learning necessitates a distinct approach from K-12 instruction.

With experience as a classroom teacher since 2001, the Inquiry Unit Plan (LIS 654/AASL 1.1, 1.2, 1.3) offered a meaningful opportunity to integrate technology, MakerSpace activities, and librarian collaboration with two different subject areas doing an interdisciplinary unit. Regular meetings with seventh grade teachers before and after each lesson ensured alignment and progression, reinforcing the librarian's role as an instructional partner with expertise that can enhance the learning experience. One of my passions is ensuring intentional collection development especially when it comes to diversity. The Diverse Tales (LIS 637/AASL 1.2,) allowed me to share my passion and knowledge for collection development with stakeholders. The Collaborative Learning Experience (LIS 693/AASL 1.4) provided a digital literacy lesson for tenth grade learners, challenging them to examine and evaluate AI from a fresh perspective. Designed with multilingual AI prompts reflecting the diverse linguistic backgrounds of the learners, the lesson featured three stations with varying instructions and expectations. Learners engaged in curating AI-generated images to examine for bias, categorizing acceptable AI use within the IB program, and applying their knowledge to create interactive stories incorporating characters, visuals, and music. Through this process, they critically analyzed AI’s impact on learning, creativity, and originality, deepening their understanding of its role in the evolving digital world. Observing each educator contribute their expertise to shape this digital literacy experience for AI highlighted the value and power of collaborative planning. The diverse perspectives from English Language Acquisition, the Ed Tech Director, and the librarian enriched the lesson, fostering an exchange of ideas and perspectives. The collaboration was seamless, with all participants aligned in their approach and committed to achieving meaningful learning outcomes which can only happen when respect, trust, and open mindedness are currently part of the school culture. 

While developing the Feedback Workshop Plan (LIS 635 /ISTE 4.4), I needed to anticipate how adult learners, with more life experience, navigate acquiring new skills. I also had to recognize that educators already employ feedback strategies, and I knew I needed to demonstrate the added impact on learning this technology-enhanced feedback provided.  My understanding of adult learning theory  played a crucial role in designing this professional development.  I provided step-by-step activity instructions, curated various feedback strategies compatible with DocAppender, and compiled resources to promote constructive feedback. The Digital Curation (LIS 635/ISTE 4.4) refined a long-standing effort of several years to organize educational technology resources. Previously, these tools were hyperlinked in a seven page Google Doc with 161 items, each accompanied by a brief description. This course provided an opportunity to transition to a more visually engaging and user friendly Google Sites platform, enhancing accessibility and exploration for educators. This connects to Instructional Design and Instructional Communication by presenting the information in a way that the receiver would more readily and possibly easily receive. Finally, the Exit Tickets artifact (LIS 672/ISTE 4.4) was designed to fill the knowledge gap on how adult English language learners progress for an educational non-profit organization. Designing these formative assessments involved collaboration with the non-profit department lead, as well as interpreting an  outdated practice exam.This was one of the most challenging design tasks in the course, with moments of self-doubt. Fortunately, the project lead provided valuable feedback, ensuring the exit tickets remain useful for years to come.

The people in the building truly make learning go round. Though it is much more than the people, the culture, appreciation, and trust amongst those people are how transformative learning can take place. According to Adventures in AI (2024), school librarians can leverage AI to enhance learning, streamline tasks, and collaborate on school-wide goals. By supporting research, scaffolding lessons, generating resources, and guiding AI exploration, they optimize time, improve efficiency, and drive professional growth. The Collaborative Learning Experience (LIS 693/AASL 1.4) set out to give learners an idea of how AI can be used to positively impact their learning while understanding how to ethically use within the IB program and to critically think about the output that AI gives them and examine it objectively for potential bias. When stakeholders and the librarian collaborate, magic happens and the learners are the ones to benefit from it. Trudeau (2023) states that the best piece of advice for all school librarians is to prioritize relationships first at all costs as it is the most critical ingredient creating and cultivating a culture that has rippling and lasting impacts on learning. Whether collaborating on a unit, curating resources for educators, or giving a workshop to the adult stakeholders, Trudeau (2023) knows that a human-centered, heart-led approach to school librarianship honors past foundations while evolving to meet diverse school community needs. The presence and culture of professional awe amongst colleagues allowed the Inquiry Unit Plan (LIS 654/AASL 1.1, 1.2, 1.3) to impact learners because of the relationship first approach. While not present in the unit plan, the absolute joy on the learners' faces when they presented their creations and information they had gained from the project to their parents was immensely powerful. It made for a truly memorable afternoon. Understanding the importance and practicing multiculturalism in the library is detrimental to learners. Diverse Tales (LIS 637/AASL 1.2,) examines how to ensure that diverse represetnation is intentional for collection development. In order to support the curriculum and learners, the library collection must include perspectives matching those within the community as well as views from around the world. 

The Feedback Workshop Plan (LIS 635/ISTE 4.4) and Digital Curation (LIS 635/ISTE 4.4)equip educators with tools designed to enhance educational experiences for a diverse range of learners. Baker et al. (2019) discusses the importance of school librarians who, as information specialists, lead curation by locating, accessing, evaluating resources, and utilizing both existing and emerging technologies to meet teaching and learning needs. These two assignments require a human-centered approach to guide stakeholders through professional development sessions. The goal is to ensure they can effectively utilize the resources. The curated list of resources demonstrates leadership from the library. It provides educators with access to essential materials and reinforces the librarian’s role as a source of support. Educators need to know that someone in the building is available to help, guide, and encourage them throughout the process..  Exit Tickets (LIS 672/ISTE 4.4) was created specifically for adult learners who are progressing through the phases of English acquisition. This assignment was created in partnership with Reading Connections, a local non-profit in Greensboro, NC. These exit tickets are directly related to a new assessment. The purpose of these formative assessment practice questions is to provide feedback on areas where learners need to make improvements before the official standardized test. Constructing these mini-assessments allows for the learners to know exactly where the improvements are needed to ensure successful completion of each phase of the CASAS Competencies. 

ADVENTURES WITH AI in the School Library. (2024). Computers in Libraries, 44(7), 30–34. 

Baker, A., Carney, K., & Schwark, C. (2019). The School Librarian’s Role in the Adoption of Open Educational Resources. School Libraries Worldwide, 25(1), 81–99. 

Trudeau, A. A. (2023). LEADING FROM THE HEART in the School Library. Knowledge Quest, 51(3), 34–39.