AASL

3.1 Reading Engagement: Demonstrate a knowledge of children’s and young adult literature that addresses the diverse developmental, cultural, social, and linguistic needs of all learners. Use strategies to foster learner motivation to read for learning, personal growth, and enjoyment.

3.2 Information Literacy: Know when and why information is needed, where to find it, and how to evaluate, use and communicate it in an ethical manner. Model, promote, and teach critical-thinking and the inquiry process by using multiple literacies.

3.3 Technology-Enabled Learning: Use digital tools, resources, and emerging technologies to design and adapt learning experiences. Engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Articulate, communicate, model, and teach digital citizenship.

The Literature Log (LIS 618/AASL 3.1) provides a curated selection of diverse, culturally responsive young adult literature that addresses modern societal issues. This resource ensures that learners from marginalized communities see themselves reflected in the books they read, fostering a sense of belonging and validation. By incorporating literature that represents a wide range of perspectives, experiences, and identities, this list supports inclusivity and encourages critical conversations about equity, identity, and social justice within the library.

The MIT Citation Game (LIS 631/AASL 3.2, 3.3) was designed as an interactive tool to help learners from first to sixth grade develop a foundational understanding of citation. By engaging in a matching activity, learners know the correct order and structure of citations, reinforcing their ability to attribute sources properly. This game serves as an entry point for younger learners to grasp academic integrity and research skills in a way that is both accessible and engaging. By scaffolding citation instruction across grade levels, the game lays the groundwork for more advanced research practices in later years.

The Scratch Destiny Game (LIS 631/AASL 3.1, 3.2, 3.3) introduces learners to the library catalog in an interactive and engaging format, helping them develop information literacy skills. Through gamification, learners practice searching for and locating books, understanding how the catalog system works, and navigating digital tools for research and reading selection. By transforming OPAC navigation into an engaging experience, the game empowers learnerss to become more independent in their library use while reinforcing information literacy skills necessary for academic success.

ISTE

4.1 Change Agent: Coaches inspire educators and leaders to use technology to create equitable and ongoing access to meaningful learning.

• Creating a shared vision for technology use 

• Ensuring equitable use of tools and content for each learner

• Recognizing high impact teaching practices of others

• Maximizing the potential of tech for learning 

The Technology Recommendation (LIS 637/ISTE 4.1) explores widely used tech tools that librarians often manage, emphasizing the importance of understanding their accessibility features and their role in supporting teaching, learning, and information literacy. Gaining this knowledge ensures that technology is implemented effectively and equitably in educational settings.

The Digital Curation (LIS 635/ISTE 4.1) is an extensive collection of 161 categorized tech tools, each aligned with specific teaching and learning skills. This curated resource provides educators and learners with a wide range of options, making it easier to integrate technology meaningfully into instruction while addressing diverse learning needs.

The Refugee Quest (TED 610/ISTE 4.1) is an inquiry-based learning experience designed to help learners critically evaluate how different cultural backgrounds influence refugee integration. By guiding learners through the research process, this project encourages them to explore how refugee experiences both challenge and reinforce societal norms and values, fostering deeper understanding and empathy.

Technology has the potential to enhance learning and increases accessibility when the right tool aligns with the learning objective and meets a specific need. I see my role as a librarian as a resource and guide, helping educators and learners use technology in ways that have the greatest impact.

The Literature Log (LIS 618/AASL 3.1) reminded me about the importance of ensuring that diverse voices and cultures are represented in the library. This assignment pushed me to explore perspectives outside of my own and recognize how access to a variety of stories can shape a more inclusive environment. I want to ensure that learners see themselves in the books they read while also having the opportunity to explore different cultures and experiences. As learners move into the middle grades, reading engagement becomes more complicated due to increasing academic demands. Keeping up with new books and identifying relevant reads is a priority for me because I want to support tweens and teens in finding books that interest them. My goal is to read as many new book purchases as possible so I can make strong recommendations and help learners select books for both enjoyment and assignments.

The Scratch Destiny Game (LIS 631/AASL 3.1, 3.2, 3.3) connected computational thinking and game design to reading engagement and information literacy. One of the biggest takeaways from this project was how important it is for learners to easily navigate the OPAC. When they can find what they need without frustration, they are more likely to use the library as a resource. While designing the game, I had to break down the different aspects of the OPAC and think about how to make them more accessible.

The MIT Citation Game (LIS 631/AASL 3.2, 3.3) and Technology Recommendation (LIS 637/ISTE 4.1) focused on information literacy, particularly how to access and credit sources properly. I know that academic honesty can be difficult to teach in a way that engages learners, but it is critical that they understand how to evaluate, use, and cite information correctly. Discussing information literacy in a PLN Facebook group helped me realize how small, daily habits can make a big difference in how educators can approach research and citation. I wanted to develop an interactive, sustainable way to engage both learners and educators in citation practices. The challenge is going beyond surface-level engagement to create something that fosters a deeper understanding and appreciation for information literacy across subjects and grade levels.

The Digital Curation (LIS 635/ISTE 4.1) project was an opportunity to organize years’ worth of collected resources from a Google Doc into something more structured and user-friendly. Learning about design and user experience helped me improve the layout, making it easier for educators to access the tools they need. One thing I took away from this project is the importance of regularly updating resources. Some tools that were useful in the past are no longer available, while others remain relevant. Staying current with ed tech trends and piloting emerging tools is an ongoing part of my role. The Refugee Quest (TED 610/ISTE 4.1) was another project that reinforced the importance of engagement in learning. Many learners in international schools have limited personal connections to global issues. This project was designed to provide an immersive experience that went beyond definitions, helping learners connect with real-world challenges. Technology allows learning to extend beyond the classroom, making abstract concepts more tangible.

Reading engagement is central to work as a librarian. Mete (2020) found a strong correlation between reading comprehension and engagement, emphasizing that activities at both school and home can enhance these skills (p. 509). I see my role as supporting reading engagement by providing access to diverse, relevant, and culturally rich texts. The Literature Log (LIS 618/AASL 3.1) and Scratch Destiny Game (LIS 631/AASL 3.1, 3.2, 3.3) are examples of how I can help learners and educators find materials that meet their needs. When people have control over their selections and a clear way to access resources, engagement increases. I want to continue developing ways to make the library’s resources more accessible and useful for the school community.

Li et al. (2023) found that information literacy, self-directed learning skills, and positive academic emotions are strong predictors of online learning engagement (p. 13496). I believe these factors also influence in-person engagement and how learners interact with information. The MIT Citation Game (LIS 631/AASL 3.2, 3.3) and Technology Recommendation (LIS 637/ISTE 4.1) are examples of how I can support the school community in building these skills. Information literacy is a key component of academic success, and as the librarian, I can promote its importance, ensure access to resources, and help align these efforts with schoolwide literacy goals.

The Digital Curation (LIS 635/ISTE 4.1) project categorized tools in a way that reduces tech overload for educators. Too many options can be overwhelming, so it is important to identify a core set of tools while also remaining open to emerging resources. The Refugee Quest (TED 610/ISTE 4.1) showed how technology can be used to create engaging learning experiences that give learners more autonomy in how they access materials and demonstrate their understanding. Burns (2021) explains that an effective tech toolset should focus on function, keeping resources practical and manageable by maintaining a few essential tools while occasionally introducing new ones (p. 84). I see this as an important part of my role, curating and maintaining a range of tools that help both educators and learners navigate instructional technology in meaningful ways.

Burns, M. (2021). Building a Smarter Tech Tool Belt: Strengthen teachers’ tech-confidence by being strategic about the tools they use. Educational Leadership, 79(3), 84–85. 

Li, H., Zhu, S., Wu, D., Yang, H. H., & Guo, Q. (2023). Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis. Education and Information Technologies, 28(10), 13485-13504. https://doi.org/10.1007/s10639-023-11760-2

Mete, G. (2020). The Impact of the Reading Engagement Model on the 6th Graders’ Reading Comprehension Achievement. African Educational Research Journal, 8(3), 499–510.