AASL Standards for Initial Preparation of School Library Media Specialists:
Standard 3: Information and Knowledge: Candidates model and promote ethical, equitable access to and use of physical, digital,and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice.
3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information.
Artifacts: ISTC 685 Research in Instructional Technology - Article critique ISTC 789 Practicum and Portfolio in School Library Media - Adverb lesson ISTC 789 Practicum and Portfolio in School Library Media - Paraphrasing Lesson
Artifact Descriptions: ISTC 685 Research in Instructional Technology - Article critique. The assignment is an article review describing a process of teaching writing to second language learners by using multi-draft portfolios, peer review, reflection, and rewriting. ISTC 789: Practicum and Portfolio in School Library Media - Adverb lesson. This mini-lesson reteaches the concept of adverb to the second language learner, with excerpts from poetry in English and Spanish. ISTC 789: Practicum and Portfolio in School Library Media - Paraphrasing lesson. This lesson within a unit on paraphrasing, quoting, and summarizing, focuses students on the note-taking practice which helps them use their own words to describe the content of a short text during research on the local environment; choice of passage and media differ among groups.
Relevance: ISTC 685 Research in Instructional Technology - Article critique. The article identified best practices for teaching writing, but also explained the importance for the teacher to teach about organizing text to address a thesis and giving credit for information found in a resource. Where the LMS collaborates with students and other teachers to more efficiently interpret and communicate information in their writing, the AASL standard 3.1 is met. ISTC 789: Practicum and Portfolio in School Library Media - Adverb lesson. This lesson artifact provides students who are learning English, with examples of the adverb part of speech. The Library Media lesson supports an earlier learning event about figurative language in poetry. The student learning English may have little experience with the grammar terminology and may need support when asked to identify a specific part of speech. The artifact provides a lesson and example poems. Where the LMS is able to collaborate with students and other teachers to efficiently interpret and communicate information, the AASL standard 3.1 is met. ISTC 789: Practicum and Portfolio in School Library Media - Paraphrasing lesson. This lesson artifact uses a preconference form to develop the lesson within a unit on Paraphrasing, Quoting, and Summary for grade five students. Students research sites that are relatable to a schoolyard habitat on their local school campus. After research, they determine how the new information will help them better understand their own schoolyard habitat. Where the LMS teaches students to locate and evaluate information for purpose of note-taking, the AASL standard 3.1 is met.
Analysis/Reflection: Knowledge of the English language is crucial for success in school. The second language learner is learning English while trying to comprehend content in other classrooms. Early first language instruction enables second language learning on many levels. The teacher needs to assure the student that previous experience enriches the learning experience by allowing opportunities for peer interaction to develop vocabulary and to build reading skills.Research experience in the ISTC 685 Research class helped me to understand barriers that exist for the student learning to write in English. Learning multiple strategies will enable better understanding when evaluating content and communicating information, which allows the LMS to teach to the AASL standard 3.1.
Within ISTC 789 Practicum and Portfolio, I had opportunities to provide reading and writing support for a diverse population. Students from countries like Nepal and El Salvador are a part of the local school population. Within a recent lesson for third grade, I was able to support instruction about adverbs in poetry by developing a mini-lesson and by individual support in English and Spanish. Often concern for lesson timing and completion of assessment discourages key student interactions that may enable learning, so it is important to build in time for peer interaction as well to help enrich English vocabulary.
The LMS has opportunities to engage students in research to evaluate information and create new knowledge when working on a project that observes the outside campus of the school and considers how information about water, native plants, and wildlife relates to their own school community. The LMS is able to collaborate with students and teachers to create an interesting and applicable project which supports school goals to meet their ongoing green school objectives. The project works to create an engaging learner-centered classroom as the students use valid resources, give credit, and acquire new knowledge about their local environment and its benefits to the overall environment. The outcome of a future lesson is to create a media message about the schoolyard habitat.
The artifacts consider learning strategies informed by research and demonstrate examples of instruction that engages students, helps diminish language barriers, and guides students to ethically research information that will enrich understanding.