AASL Standards for Initial Preparation of School Library Media Specialists:
Standard 1: Teaching for Learning: Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.
1.1: Knowledge of learners and learning: Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.
Artifacts:
ISTC 601 School Library Media Action Plan
ISTC 541 Improving literature circle discussions with technology
ISTC 667 Afterschool Chess Enrichment
Artifact Descriptions:
ISTC 601 Administration of School Library Media - Signature Assignment research and survey: This artifact is an action plan which supports student reading performance among fourth grade English language learners (ELLs). Using a local elementary school's School Progress Plan, information from meetings with the school librarian, ethnographic data, school library circulation information, and research about ELL students, the action plan considers instruction and collection development.
ISTC 541 Foundations of Instructional Technology - Using Technology to Improve Instruction research: This artifact contains research on audio and video record of student discussion. Literature circles takes a collaborative reasoning approach demonstrating that group conversation can yield deeper individual comprehension. Using technology allows students to self-assess behaviors in the group and move toward more independent discussion skills. Online discussion skills, which can improve discussion among diverse learners, are also discussed in this artifact. References include resources on development of language and educational best practices.
ISTC 667 Instructional Development and Design - After-school Chess Enrichment research, activity, and assessment: This artifact embeds lessons and an assessment of a school-wide enrichment program developed during the course. The enrichment sample is small, but positive affective behaviors and skill development are measured in student self-assessments. When the library media specialist (LMS) communicates among classroom teachers during and after enrichment opportunities are offered, they play a leadership role. Collaboration among teachers allows for the success of any learning event.
I have added a resource about Universal Design for Learning (UDL).
Relevance:
Each artifact demonstrates coursework which meets the AASL Standard 1.1: Knowledge of learners and learning. Each contains references to resources which expand the LMS candidate's knowledge of learning styles, cultural influences, and developmental stages which impact student growth. Each looks at best practices that consider the affective behaviors of students to enable engagement, representation, and ultimately assessment. Each allows that communication among student peers along with opportunities for self-assessment are best practices that will appeal to diverse learning styles as well as the physical and intellectual abilities and needs of the learning community.
The School Library Administration (ISTC 601) action plan relates to the AASL standard 1.1. in several ways.
The Library Media Program recognizes the cultural influences on student learning. Strategies which allow peer interaction within library instructional time create a safe space for the individual student to share knowledge and interests with peers. Before developing a collection of first language resources to include in the collection, the LMS asks students to participate in a reading interest survey which relates collection development not only to student ability, but student interest.
The Foundations of Instructional Technology (ISTC 541) research relating technology to improving discussion aligns with the AASL standard 1.1.
The artifact demonstrates a strategy which uses technology to allow an increased consciousness of kind and attentive behaviors; this leads to increased independence within the group and deeper comprehension of the text being discussed. The LMS supports 21st century skills when designing instruction that allows opportunities for self-assessment; the library space provides a place where important communication skills are nurtured.
Instructional Development and Design (ISTC667) chess enrichment artifact relates to the AASL standard 1.1.
Using data from a school-wide survey while referencing research that supports the use of games to encourage longer engagement and persistence skills in students, the LMS considers the learning community and student interest to develop an enrichment program to teach skills and support affective behaviors. The enrichment program supports student learning styles and considers physical and intellectual abilities providing an instructional and self-assessment component.
Analysis:
I am privileged to be completing my practicum at a school which has a high percentage of students who come to school with varied cultural experiences and multiple languages. Socioeconomic factors come into play as well; more than 60 percent of the students are eligible for free or reduced lunches. Working with an experienced LMS, Jen Sheggrud, I hope to build strategies of engagement, instruction, and assessment that support the why, what, and how of instruction. My coursework has prepared me for my practicum moment. The LMS is an integral part of the school’s education programs in language arts, technology integration, the arts, science, and social studies. In addition to providing an after-school book club to extend resources beyond the school day, the LMS integrates information literacy skills throughout these content areas to promote student achievement.
The action plan assignment from School Library Administration (ISTC 601) takes data from a local public school progress plan, identifies a select community of learners, and sets out to respond to the needs of a specific group of diverse, second language learners (ELLs) over one year. Research shows that many ELLs depend on community to increase understanding of text and new ideas. With this consideration of individual learning style and cultural influence, the LMS determines that conversation about text among ELLs and English first-language students should be implemented in the library instructional time. Individual student conferencing with the LMS extends learning and allows for assessment. The strategy benefits all students in the learning community by improving text comprehension through discussion. The skill of conversation during instructional time must be practiced and reinforced. Expectations must be age appropriate; literature on stages of human growth and development support best practices. Continual development and support of this skill requires knowledge of the learners and meets the AASL standard 1.1.
The research done to investigate use of technology to improve discussion is present in the artifact from The Foundations of Instructional Technology (ISTC 541). The strategy provides research into educational best practices that can support learning for those who cannot show their knowledge because of barriers of language or culture. The LMS uses a strategy of video or audio recording to allow self-assessment of group discussion behaviors. Students hone skills to work toward improved self-awareness of listening and responding to diverse opinions. The LMS is able to assess learner needs and to design further instruction to improve discussion skills. The artifact relates to standard AASL 1.1 by incorporating educational best practices.
The school LMS is an integral part of the school’s education programs in language arts, technology integration, the arts, science, and social studies. The enrichment program designed for Instructional Development and Design (ISTC667) explores pedagogy supported by research which influences a candidate's skill development and promotes student achievement. In the selected artifact the LMS addresses learner self-assessment by designing an appropriate resource used after instruction. The LMS addresses learner needs by designing instruction and offering opportunity for self-assessment to meet AASL standard 1.1.
Getting to know the students can best be done by listening to their conversations and guiding the content of the discussion in ways that enrich and extend back into the content classroom. As I reflect on Standard 1.1, I have focused on student cultural influences on their learning and on support strategies that encourage positive affective behavioral skills. The LMS seeks to make the library a safe place where student ideas are valued, students learn to show respect for each other, and students feel safe sharing with each other. According to ISTE standards for students seven, students who are global communicators connect with people from a variety of backgrounds, contribute constructively, and work with others to find solutions. Relating this 21st Century skill to instruction allows the library media specialist to meet the AASL standard 1.1.
Standard 1: Teaching for Learning: Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.
1.1: Knowledge of learners and learning: Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.
Artifacts:
ISTC 601 School Library Media Action Plan
ISTC 541 Improving literature circle discussions with technology
ISTC 667 Afterschool Chess Enrichment
Artifact Descriptions:
ISTC 601 Administration of School Library Media - Signature Assignment research and survey: This artifact is an action plan which supports student reading performance among fourth grade English language learners (ELLs). Using a local elementary school's School Progress Plan, information from meetings with the school librarian, ethnographic data, school library circulation information, and research about ELL students, the action plan considers instruction and collection development.
ISTC 541 Foundations of Instructional Technology - Using Technology to Improve Instruction research: This artifact contains research on audio and video record of student discussion. Literature circles takes a collaborative reasoning approach demonstrating that group conversation can yield deeper individual comprehension. Using technology allows students to self-assess behaviors in the group and move toward more independent discussion skills. Online discussion skills, which can improve discussion among diverse learners, are also discussed in this artifact. References include resources on development of language and educational best practices.
ISTC 667 Instructional Development and Design - After-school Chess Enrichment research, activity, and assessment: This artifact embeds lessons and an assessment of a school-wide enrichment program developed during the course. The enrichment sample is small, but positive affective behaviors and skill development are measured in student self-assessments. When the library media specialist (LMS) communicates among classroom teachers during and after enrichment opportunities are offered, they play a leadership role. Collaboration among teachers allows for the success of any learning event.
I have added a resource about Universal Design for Learning (UDL).
Relevance:
Each artifact demonstrates coursework which meets the AASL Standard 1.1: Knowledge of learners and learning. Each contains references to resources which expand the LMS candidate's knowledge of learning styles, cultural influences, and developmental stages which impact student growth. Each looks at best practices that consider the affective behaviors of students to enable engagement, representation, and ultimately assessment. Each allows that communication among student peers along with opportunities for self-assessment are best practices that will appeal to diverse learning styles as well as the physical and intellectual abilities and needs of the learning community.
The School Library Administration (ISTC 601) action plan relates to the AASL standard 1.1. in several ways.
The Library Media Program recognizes the cultural influences on student learning. Strategies which allow peer interaction within library instructional time create a safe space for the individual student to share knowledge and interests with peers. Before developing a collection of first language resources to include in the collection, the LMS asks students to participate in a reading interest survey which relates collection development not only to student ability, but student interest.
The Foundations of Instructional Technology (ISTC 541) research relating technology to improving discussion aligns with the AASL standard 1.1.
The artifact demonstrates a strategy which uses technology to allow an increased consciousness of kind and attentive behaviors; this leads to increased independence within the group and deeper comprehension of the text being discussed. The LMS supports 21st century skills when designing instruction that allows opportunities for self-assessment; the library space provides a place where important communication skills are nurtured.
Instructional Development and Design (ISTC667) chess enrichment artifact relates to the AASL standard 1.1.
Using data from a school-wide survey while referencing research that supports the use of games to encourage longer engagement and persistence skills in students, the LMS considers the learning community and student interest to develop an enrichment program to teach skills and support affective behaviors. The enrichment program supports student learning styles and considers physical and intellectual abilities providing an instructional and self-assessment component.
Analysis:
I am privileged to be completing my practicum at a school which has a high percentage of students who come to school with varied cultural experiences and multiple languages. Socioeconomic factors come into play as well; more than 60 percent of the students are eligible for free or reduced lunches. Working with an experienced LMS, Jen Sheggrud, I hope to build strategies of engagement, instruction, and assessment that support the why, what, and how of instruction. My coursework has prepared me for my practicum moment. The LMS is an integral part of the school’s education programs in language arts, technology integration, the arts, science, and social studies. In addition to providing an after-school book club to extend resources beyond the school day, the LMS integrates information literacy skills throughout these content areas to promote student achievement.
The action plan assignment from School Library Administration (ISTC 601) takes data from a local public school progress plan, identifies a select community of learners, and sets out to respond to the needs of a specific group of diverse, second language learners (ELLs) over one year. Research shows that many ELLs depend on community to increase understanding of text and new ideas. With this consideration of individual learning style and cultural influence, the LMS determines that conversation about text among ELLs and English first-language students should be implemented in the library instructional time. Individual student conferencing with the LMS extends learning and allows for assessment. The strategy benefits all students in the learning community by improving text comprehension through discussion. The skill of conversation during instructional time must be practiced and reinforced. Expectations must be age appropriate; literature on stages of human growth and development support best practices. Continual development and support of this skill requires knowledge of the learners and meets the AASL standard 1.1.
The research done to investigate use of technology to improve discussion is present in the artifact from The Foundations of Instructional Technology (ISTC 541). The strategy provides research into educational best practices that can support learning for those who cannot show their knowledge because of barriers of language or culture. The LMS uses a strategy of video or audio recording to allow self-assessment of group discussion behaviors. Students hone skills to work toward improved self-awareness of listening and responding to diverse opinions. The LMS is able to assess learner needs and to design further instruction to improve discussion skills. The artifact relates to standard AASL 1.1 by incorporating educational best practices.
The school LMS is an integral part of the school’s education programs in language arts, technology integration, the arts, science, and social studies. The enrichment program designed for Instructional Development and Design (ISTC667) explores pedagogy supported by research which influences a candidate's skill development and promotes student achievement. In the selected artifact the LMS addresses learner self-assessment by designing an appropriate resource used after instruction. The LMS addresses learner needs by designing instruction and offering opportunity for self-assessment to meet AASL standard 1.1.
Getting to know the students can best be done by listening to their conversations and guiding the content of the discussion in ways that enrich and extend back into the content classroom. As I reflect on Standard 1.1, I have focused on student cultural influences on their learning and on support strategies that encourage positive affective behavioral skills. The LMS seeks to make the library a safe place where student ideas are valued, students learn to show respect for each other, and students feel safe sharing with each other. According to ISTE standards for students seven, students who are global communicators connect with people from a variety of backgrounds, contribute constructively, and work with others to find solutions. Relating this 21st Century skill to instruction allows the library media specialist to meet the AASL standard 1.1.