AASL Standards for Initial Preparation of School Library Media Specialists:
Standard 4: Advocacy and Leadership: Candidates advocate for dynamic school library programs and positive learning
environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
4.1. Networking with the library community
Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners.
Artifacts:
ISTC 601 Library Media Administration - Public Library site study
ISTC 702 Educational Leadership and Technology - Discovery education presentation
Artifact Descriptions:
ISTC 601 Library Media Administration - Public Library site visit. The public library site visit helps describe the needs of the community and the services that are used by the families and students.
ISTC 702 Educational Leadership and Technology - Discovery education presentation. The presentation was an assignment for an online class. Viewers needed to have access to the site to explore its rich resources.
Relevance:
The Public Library site study glimpses the free resources of materials, space, and information specialists that are available to families of students in the local community. The collection expands the resources of the school library. Space expands learner's chance to collaborate and converse after school library hours. Connections with the public librarians helps the LMS determine school community resource needs; cooperation will extend learner and teacher access to the variety of information needs.
The Discovery education presentation could not have been fully utilized by graduate students in an online class without access to the site. The process of gaining and communicating access makes this artifact quite relevant. The LMS is often called upon to provide ways for students, teachers, and colleagues to locate and use quality resources. Networking allows eventual access to those resources. The Discovery education presentation could not have been fully utilized by graduate students in an online class without access to the site. The process of gaining and communicating access by informing and persuading the educators at Discovery learning makes the artifact quite relevant.
Analysis/Reflection:
When the LMS maintains a good relationship with the public library professionals this helps everyone. The public library can provide materials for author studies teachers may need for instruction or the latest popular title that students are asking about. In return, the LMS can let the public librarians know when students will come looking for resources for a project, or when student interest is raised about topics, authors, or a particular title. The public library is useful for inter-library loan materials from college libraries throughout the state or country. The communication among librarians allows for better access to resources for students and for their teachers.
Networking among a variety of information specialists can allow access to new or valuable (but costly) resources. When seeking to show off a useful fee-based information product, I first tried the local library, which did not subscribe to the resource. Next I looked at a college library and found that they did not subscribe. After establishing a connection with the educator at Discovery Unitedstreaming, I was able to obtain temporary licenses for the graduate students who would view my presentation; some would eventually want to purchase this product for their own school libraries. When the LMS maintains connections with colleagues, educators, and other information specialists in order to enable access to resources for learners and teachers, this meets the AASL standard 4.1, Networking with the library community.
Standard 4: Advocacy and Leadership: Candidates advocate for dynamic school library programs and positive learning
environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
4.1. Networking with the library community
Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners.
Artifacts:
ISTC 601 Library Media Administration - Public Library site study
ISTC 702 Educational Leadership and Technology - Discovery education presentation
Artifact Descriptions:
ISTC 601 Library Media Administration - Public Library site visit. The public library site visit helps describe the needs of the community and the services that are used by the families and students.
ISTC 702 Educational Leadership and Technology - Discovery education presentation. The presentation was an assignment for an online class. Viewers needed to have access to the site to explore its rich resources.
Relevance:
The Public Library site study glimpses the free resources of materials, space, and information specialists that are available to families of students in the local community. The collection expands the resources of the school library. Space expands learner's chance to collaborate and converse after school library hours. Connections with the public librarians helps the LMS determine school community resource needs; cooperation will extend learner and teacher access to the variety of information needs.
The Discovery education presentation could not have been fully utilized by graduate students in an online class without access to the site. The process of gaining and communicating access makes this artifact quite relevant. The LMS is often called upon to provide ways for students, teachers, and colleagues to locate and use quality resources. Networking allows eventual access to those resources. The Discovery education presentation could not have been fully utilized by graduate students in an online class without access to the site. The process of gaining and communicating access by informing and persuading the educators at Discovery learning makes the artifact quite relevant.
Analysis/Reflection:
When the LMS maintains a good relationship with the public library professionals this helps everyone. The public library can provide materials for author studies teachers may need for instruction or the latest popular title that students are asking about. In return, the LMS can let the public librarians know when students will come looking for resources for a project, or when student interest is raised about topics, authors, or a particular title. The public library is useful for inter-library loan materials from college libraries throughout the state or country. The communication among librarians allows for better access to resources for students and for their teachers.
Networking among a variety of information specialists can allow access to new or valuable (but costly) resources. When seeking to show off a useful fee-based information product, I first tried the local library, which did not subscribe to the resource. Next I looked at a college library and found that they did not subscribe. After establishing a connection with the educator at Discovery Unitedstreaming, I was able to obtain temporary licenses for the graduate students who would view my presentation; some would eventually want to purchase this product for their own school libraries. When the LMS maintains connections with colleagues, educators, and other information specialists in order to enable access to resources for learners and teachers, this meets the AASL standard 4.1, Networking with the library community.