Teaching for Learning

Standard 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.

Standard 1.1 of the American Association of Libraries addresses the different learning
styles, abilities and needs of students. One of the key roles as a Library Media Specialist (LMS)
is to be an instructional leader within the school. As an instructional leader, it is essential for the
LMS to be knowledgeable of a variety of diverse learning styles and be able to provide
differentiated instruction to all students based on their individual needs. The LMS is in a key
position to work with a variety of content experts, in the form of classroom teachers, thus gaining
access to valuable instructional practices to meet the instructional needs of all students. A school
librarians job description is as vast as the knowledge contained in the library itself.
The evidence I selected for this standard includes a learning styles inventory that was
given to pupils to assess individual learning needs and modes of learning prior to instruction and
a 3rd grade lesson plan on evaluating resources. The Learning Styles Inventory I gave to my
students is aligned with Standard 1.1 because it demonstrates that I am able to assess learner
needs and design instruction based on that assessment. The 3rd grade lesson plan on evaluating
resources for information is aligned with Standard 1.1 because the lesson is reflects best
practices and 21st Century skills. The Learning Styles Inventory indicated that 68% of the
students are visual learners, 21% are tactile/kinesthetic learners, 12% are auditory learners and

9% of the students are even across the three styles. The differentiation in this lesson with this
particular class focused on the individual learning styles of the students. Students collaborated
with various students to complete the project. By completing the 3rd grade lesson plan on
evaluating resources, I learned that before the lesson 100% of the students did not know how to
evaluate resources for information. After the lesson, 89% of the students were able to evaluate a
website for accuracy.
Creating the Learning Styles Inventory helped to increase student learning because I was
able to create a lesson that was student centered. Students were able to use their abilities to
absorb and make meaning out of the lesson. Students were also able to use their unique set of
learning styles and experiences to discover and enrich their learning. According to Richard
Felder (2008), student-centered methods have repeatedly been shown to be superior to the
traditional teacher-centered approach to instruction, a conclusion that applies whether the
assessed outcome is short-term mastery, long-term retention, or depth of understanding of course
material, acquisition of critical thinking or creative problem-solving skills, formation of positive
attitudes toward the subject being taught, or level of confidence in knowledge or skills. The 3rd
grade lesson on evaluating resources clearly encourages collaboration, communication and
critical thinking. Rochelle Spears Wilson (2014) states that the best educational practices for
21st century education are those that encourage collaboration, communication and critical
thinking.
Recognizing that all students learn differently is only the beginning to meeting the needs
of all our students. Differentiating instruction is the key to helping each student learn in his or
her own way. As the role of the library and its librarian changes, my love of learning will
continue to inspire me to keep up with the latest and most effective teaching practices so I can

continue to always be at my best. I look forward to the continued opportunity to inspire my

students and set them up for success as they go through life.

Felder, R. (2014). Student-Centered Teaching. Retrieved October 10, 2014, from

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
Wilson, R. S. (2014). The Best Practices in Education for the 21st Century | The Classroom |
Synonym. Retrieved October 8, 2014, from http://classroom.synonym.com/practiceseducation-21st-century-2092.html

Evidence

Learning Styles Inventory

3rd Grade Lesson Plan

1.2 Effective and knowledgeable teacher

Candidates implement the principles of effective teaching and learning that contribute to an
active, inquiry-based approach to learning. Candidates make use of a variety of instructional
strategies and assessment tools to design and develop digital-age learning experiences and
assessments in partnership with classroom teachers and other educators. Candidates can
document and communicate the impact of collaborative instruction on student achievement.

Standard 1.2 of the American Association of School Librarians addresses using a variety
of instructional methods to create active, inquiry-based lessons. The key to a successful and
effective school is high quality, rigorous instruction. This instruction is not only completed in
core subjects, like math and English, but in all areas of the school. As a Library Media
Specialist, it is vital to provide quality instruction to increase student achievement and increase
the higher level thinking skills of all students in the 21st Century. One way to achieve this is
through the collaboration with the classroom teacher so students learn skills to make them
successful and be active learners.
The evidence I selected for this standard includes a collaborative Dewey Decimal
Animoto movie lesson with the technology teacher and a collaborative Dewey Decimal word
cloud lesson using www.abcya.com. The Dewey Decimal Animoto movie lesson is aligned
with Standard 1.2 because the lesson develops digital-age learning experiences. The lesson is
also a collaborative project with the technology teacher. The Dewey Decimal word cloud lesson
is aligned with Standard 1.2 because the lesson uses a variety of assessment tools to design and
develop digital-age learning experiences.

Additionally, the lesson is a collaborative project

with the technology teacher. By implementing the Dewey Decimal Animoto movie lesson , I
learned that Animoto can be be integrated into the existing curriculum by incorporating them
into lessons, activities and projects with the goal of developing digital-age learning experiences

for students. By implementing the Dewey Decimal word cloud lesson, I also learned that using
www.abcya.com to demonstrate an understanding of the Dewey Decimal categories increased
student comprehension.
Nearly one hundred years ago, John Dewey stated, If we teach todays students as we
taught yesterdays, we rob them of tomorrow. These words are particularly applicable to the
utilization of technology in the classroom. If teachers fail to teach the new literacies, they are
failing to prepare students for tomorrow, as well as missing valuable opportunities to engage
student learning. According to Hagood (2012), this practice consists of teaching reading,
writing, speaking, listening, viewing, and designing in print and nonprint media using pop
culture and digital technologies. By completing the Dewey Decimal Animoto movie students
collaborate, communicate and create to learn. According to Werner-Burke (2013), for many
students, technology in the classroom provides much needed motivation as well as preparation
for the daily digitized world outside of the classroom. By using technology to create the Dewey
Decimal word cloud, students were highly motivated and excited about completing their projects.
The primary focus of a school librarian media specialist is literacy. The integration of
technology has changed education and we as educators are attempting to keep up with these
changes. What it means to be literate has changed and continues to change. In todays
information and technology rich world students need to be information and technology literate.
However, the 21st century student needs to develop a different set of skills. In addition to
acquiring information, media and technology skills and knowledge, he or she must be a problem
solver, a critical thinker, a creator, and a communicator. As a media specialist I must model,
apply, and promote 21st century skills within and beyond the school library media center.

Hagood, M. (2012). Risks, Rewards, and Responsibilities of Using New Literacies in Middle
Grades. Voices from the Middle, 19(4), 10-16.

Werner-Burke, N. (2012). Bridging the Disconnect: A Layered Approach to Jump-Starting

Engagement. Voices from the Middle, 19(4), 45-49.

Evidence

Dewey Decimal Animoto Movie Lesson

Dewey Decimal Word Cloud Lesson

Standard 1.3: Instructional partner

Candidates model, share, and promote effective principles of teaching and learning as
collaborative partners with other educators. Candidates acknowledge the importance of
participating in curriculum development, of engaging in school improvement processes, and of
offering professional development to other educators as it relates to library and information use.
Standard 1.3 of the American Association of School Libraries addresses the importance
of the Library Media Specialist as an instructional partner. As a leader within a school, one role
of the Library Media Specialist (LMS) is to be an advocate for the library media program within
the school. As an advocate, it is vital the LMS rationalize how the library can be used to
improve instruction within the classrooms and library setting, and how the library can be a
partner to increase student achievement. As a resource for staff, the LMS is an instructional
leader and should share the knowledge and advantages to utilizing technology. This can be
completed through effective professional development to staff.
The evidence I chose for this standard is my Professional Growth Plan and an Animoto
book trailer information that I presented to teachers during our monthly staff meetings. My
Professional Growth Plan is aligned with Standard 1.3 because it describes the steps that I need
to take in order to develop my skills and knowledge to meet the needs of my school community.
The Animoto book trailer presentation is aligned with Standard 1.3 because it was offered as
professional development for the other educators within Holy Spirit School. By creating my
Professional Growth Plan, I learned which standards I need to focus on to promote effective
principles of teaching and learning. By presenting the Animoto book trailer information to the
teachers at Holy Spirit School, I learned that staff members were looking for lessons utilizing
technology and 21st Century Skills.

According to Alfred P. Bruno (2014), ongoing professional development aligned with the
schools common focus and high expectations to improve the performance of all students is
critical in high-performing schools. My Professional Growth Plan is aligned with the schools
focus so that I can be an effective library media specialist. Additionally, the Minnesota
Department of Education (2014) states that continuous improvement and professional
development work in tandem to address school district efforts in reaching student achievement
goals. By presenting the Animoto book trailer information, all teachers are able to work together
to address students goals.
In order for a media specialist to be an educational leader he or she must be involved in
the development of curriculum and instruction, the sharing of information that shapes a school,
and be a participator instead of an observer. Though the focus for content for the media specialist
is information literacy instruction and integration, his or her involvement should encompass all
areas of content. This involvement may be as simple as supplying resources to enrich a
curriculum or as involved as collaboration with teachers to develop, implement, and evaluate
curriculum and instruction. The level of involvement can be influenced by many factors such as
the type of scheduling for the media center, the culture of the school, and the motivation and
initiative of the media specialist. Information Power: Guidelines For School library
Media Programs addresses school library media specialists as involved members of a curriculum
team. "A fundamental responsibility of the library media specialist is to provide the leadership
and expertise necessary to ensure that the library media program is an integral part of the
instructional program of the school" (AASL/AECT, 1988).

American Association of School Librarians and Association for Educational Communications

and Technology. (1988). Information power: Guidelines for school library media
programs. Chicago: American Library Association.
Bruno, A. P. (2014). Best Practices In Education. Retrieved 11, 2014, from
http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Minnesota Department of Education. (2014). Best Practices. Retrieved from
http://education.state.mn.us/MDE/EdExc/ProDev/BestPrac/

Evidence

Professional Growth Plan

Animoto Book Trailer Information

1.4 Integration of twenty-first century skills and learning standards

Candidates advocate for twenty-first century literacy skills to support the learning needs of the
school community. Candidates demonstrate how to collaborate with other teachers to plan and
implement instruction of the AASL Standards for the 21st-Century Learner and state student
curriculum standards. Candidates employ strategies to integrate multiple literacies with content
curriculum. Candidates integrate the use of emerging technologies as a means for effective and
creative teaching and to support P-12 students' conceptual understanding, critical thinking and
creative processes.
Standard 1.4 of the American Association of School Librarians addresses collaborating
with teachers to implement 21st century learning. In this changing digital age, it is vital that the
library media specialist (LMS) teach skills for the 21stcentury learner. These skills include
students being able to inquire, think critically, and gain knowledge; to be able to draw
conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge, to share knowledge and participate ethically and productively as members of our
democratic society and to pursue personal and aesthetic growth. The LMS is at a great
advantage to teach these skills by having students complete research assignments using digital
resources, creating products that include Web 2.0 applications and learn digital citizenship
skills.
The evidence I chose for this standard is a series of collaborative lesson plans created
with the 4th grade social studies teacher. Other evidence of this standard is a collaborative
research project created with the music teacher. The lesson plans created with the 4th grade
social studies teacher are aligned with Standard 1.4 because they show collaboration with other
teachers and effective technology that demonstrates student learning. The collaborative research
project created with the music teacher is aligned with Standard 1.4 because it is a collaborative
lesson plan that integrates literacies with curriculum. I learned when I created the lesson plans
with the 4th grade social studies teacher that a blog is a creative way for students to express their

ideas. Student could choose the font, color scheme, pictures and video that they included in their
blog. Giving the students ownership of their projects was very motivating and engaging to the
students. By creating the collaborative research project with the music teacher, I learned that
many students did not, if fact, know how to research. The projects were put on hold one week in
order to teach students how to research effectively.
According to Rochelle Spears Wilson (2014), the best educational practices for 21st
century education are those that encourage collaboration, communication and critical thinking.
The lesson plans created with the 4th grade social studies teacher clearly demonstrates this
principal. The International Society for Technology in Education (2014) encourages teachers to
create lessons that involve creativity and innovation, technology operations, digital citizenship,
critical thinking, research and information, and communications and collaboration. This,
according to ISTE, is essential for student success both at school and in the future. The
collaborative research project with the music teacher clearly shows a lesson that includes
research, collaboration, and communication.
Collaboration between teachers and the media specialist promotes learning, increases
student achievement, and supports the development of 21st century skills. Through collaborating
with teachers, media specialists are involved with technology integration, effective application of
information literacy skills, and modeling ethical uses of information. Through collaboration
media specialist can share curriculum development skills and support teachers as they try new
approaches to deliver instruction. When it comes to collaboration between teachers and media
specialist it is the students who are the real winners!

International Reading Association. (1999). Classroom and School Libraries. Retrieved from
http://www.reading.org/General/AboutIRA/PositionStatements/LibrariesPosition.aspx
Wilson, R. S. (2014). The Best Practices in Education for the 21st Century | The Classroom |
Synonym. Retrieved 8, 2014, from http://classroom.synonym.com/practices-education21st-century-2092.html

Evidence
Collaborative Lessons with 4th Grade Teacher
Collaborative Lessons with Music Teacher

Literacy and Reading

Standard 2.1: Literature
Candidates are familiar with a wide range of childrens, young adult, and professional literature
in multiple formats and languages to support reading for information, reading for pleasure, and
reading for lifelong learning.
Standard 2.1 of the American Association of School Libraries addresses the Library
Media Specialist being familiar with a wide range of literature. The library media specialist
(LMS) has an important job to promote a love of reading to all students, parents and staff within
the school and community. As the LMS, it is important to enhance a love of reading at the same
time meeting the diverse needs of all students. By promoting reading and becoming familiar
with a wide range of reading materials the LMS is able to meet the needs of various stakeholder
groups within the community. As the student population changes, the LMS must keep up to date
on new authors and new media formats.

The evidence I selected for this standard includes a unit titled Strong female characters in
picture books. Other evidence of this standard is a lesson plan using StorylineOnline.net. Since
1993, the Screen Actors Guild (SAG) Foundation has been committed to championing children's
literacy. 'Storyline Online' features professional (SAG) actors reading notable children's books
and extending supplemental activities for each book co-developed by an early literacy specialist.
The unit titled Strong female characters in picture books is aligned with Standard 2.4 because
the library media specialist and the classroom teacher collaborated to choose five picture books
with strong female characters, to create the discussion questions for the unit, to create the online
Character Trading Card tool as well as the rubric for assessment. The lesson plan using

StorylineOnline.net is aligned with Standard 2.4 it demonstrates a familiarity with a wide range
of childrens literature in multiple formats to support reading for pleasure and lifelong learning.
Character Trading Cards from the unit showed that students developed an understanding
of the strengths of female characters and an appreciation for the traits that help these protagonists
solve problems. According to Ferebee (2013), students developed critical thinking skills as they
read and shared their thoughts and connections with their classmates. Literature circles during
this unit combined the best practices of collaborative learning and student-directed learning. By
using StorylineOnline.net, I found yet another format that could be used to introduce books to
students. These stories are interesting and exciting and support reading for pleasure and reading
for lifelong learning. Teachers who provide time for sustained silent reading, who share books
and highlight book authors with children during the school day, positively influence those
children's reading outside of school (Anderson, Wilson, & Fielding, 1988). By using
StorylineOnline.net, I am sharing new authors and books with students and positively
influencing students in a way that promotes lifelong learning.
Inspire students to read! Student selected reading should take place using many formats,
on many topics, and for many purposes. The collection of resources within each media center is
an important component of the widely accessible information sources available to learners.
Teaching students how, and presenting students with the opportunities, to direct their own
learning through the use of these resources is an important piece of a successful media program.
In order for students to follow their interests and inquiries the resources must be current, diverse,
engaging and relevant. It is the responsibility of the library media specialist to ensure the
resources, opportunities, and environment exists so students can experience the many genres of
literature which authors create.

Anderson, R. C., Wilson, P. T., Fielding, L., University of Illinois at Urbana-Champaign.,

Bolt, B., & National Institute of Education (U.S.). (1988). Growth in reading and how
children spend their time outside of school. Champaign, IL: University of Illinois at
Urbana-Champaign.

Ferebb, J. (2013, September). Virtual Literature Circles: Best Practices. Retrieved from
http://www.smusd.org/Page/17319

Evidence
Strong Female Characters in Picture Books Unit
StorylineOnline.net Lesson Plan

Standard 2.2: Reading Promotion

Candidates use a variety of strategies to promote leisure reading and model personal enjoyment
of reading in order to promote habits of creative expression and lifelong reading.

Standard 2.2 of the American Association of School Librarians addresses the Library
Media Specialist using a variety of strategies to promote lifelong reading.

One of the main

reasons students visit the library is to check out books. In order to promote the use of the
library, the Library Media Specialist (LMS) should promote a love the books that are in the
library. The LMS can use a variety of formats to show the love of reading. Some ways include
completing book talks, having displays around the library, completing book reviews online,
encouraging other students to complete book reviews and in some cases, just showing students
what books are in the library.

The evidence I selected for this standard Evidence are my weekly library lesson plans
that use the Universal Design for learning process and a book trailer lesson. Weekly library
lesson plans are aligned with Standard 2.2 because the application of UDL enhances childrens
reading and comprehension connections. This is demonstrated through the use of grand
conversations, literacy circles, oral language experiences, creative dramatics, and play in
teaching reading and language arts. The book trailer lesson is aligned with Standard 2.2 because
demonstrates a variety of strategies to promote lifelong reading.
I learned that the lesson plans provide students with various methods of engagement and
interaction with the course content, providing for varied skill levels, preferences and interests
through student choice. These lesson designs provide students with multiple means of
demonstrating mastery of the identified lesson objectives. According to the National Center on

Universal Design for Learning (2012), lesson plans using the Universal Design for Learning
process benefits ALL students in the classroom by providing equal access to learning, not
simply equal access to information. Universal design allows the student to control the method of
accessing information while the teacher monitors the learning process and initiates any beneficial
methods.
The book trailer lesson was an exciting way for students to persuade other students to
read a favorite book. Students used 21st Century learning and modeled enjoyment for reading.
Holland (2013) states that book trailers allow students to create video advertisements to entice
new readers. Not only do these projects ensure that students have a firm grasp on the storys
plot, setting, theme and main characters, but they also provide an opportunity to address digital
literacy concepts like copyright and publishing.
As a LMS, it is important to promote the main use the library, which is to find books and
encourage reading among students and staff. The promotion of reading should be a whole school
initiative, so the LMS should involve staff to help with this promotion. A library media
specialist must not only promote reading but also model her own enjoyment of reading for the
students. It is the relating of personal reading habits that may do the best job of promoting the
importance of lifelong reading. In the effort to encourage enriching leisure reading among
students, a school librarian must creatively vary her strategies for reading promotion. Avid
readers will be easy to hook with an informal discussion during book browsing, but reluctant
readers, including those whose reading habits lay dormant because of a perceived lack of time
for reading, will need engaging and active presentations.

Holland, B. (2013, December 27). Projects to Engage Middle School Readers | Edutopia.
Retrieved from http://www.edutopia.org/blog/projects-engage-middle-school-readersbeth-holland
National Center on Universal Design for Learning. (2014, July 31). UDL and Expert Learners.
Retrieved from http://www.udlcenter.org/aboutudl/expertlearners

Evidence

Weekly Lesson Plans

Book Trailer Lesson

Standard 2.3: Respect for Diversity

Candidates demonstrate the ability to develop a collection of reading and information materials
in print and digital formats that support the diverse developmental, cultural, social, and linguistic
needs of P-12 students and their communities.
Standard 2.3 of the American Association of School Librarians address the ability to
develop a diverse library collection that meets the needs of the community. In our increasingly
diverse world, it is vital that the Library Media Specialist (LMS) meet the needs of the students
in the school. The LMS is able to promote diversity and character education through the books
and materials in the library. This includes having books that connect to various racial and ethnic
groups, having materials that meet a wide range of reading abilities, which connect to socialeconomic issues, and gender issues. This may also include offering materials in multiple
languages to meet the needs of students who may be learning English as a second language.

The evidence I selected for this standard includes a unit titled Feisty females in fiction
that was created for elementary school students in grades 3-5 and a Weeding PowerPoint. The
Feisty females in fiction unit is aligned with Standard 2.3 because this literature in the unit
motivates students to overcome stereotypical gender and cultural biases by providing
opportunities for students to read and discuss multicultural literature with strong female
protagonists. The Weeding Powerpoint is aligned with Standard 2.3 because it demonstrates the
ability to develop a collection of reading and information materials in print and digital formats.
Self-assessments for the unit showed that students gained an understanding of the roles of
women in diverse cultures. Additionally, printouts of students email exchanges showed that
students perspectives were expanded through conversation and debate. According to the ALA
(2003), school libraries are a true place of opportunity when Library media specialists help

students explore the world around them through print and electronic media. Students can work
individually or in small groups on research and collaborative projects. This is clearly
demonstrated in the Feisty females in fiction unit.
By creating the Weeding Powerpoint, I learned the procedures for creating a collection of
reading materials that supports the diverse needs of students. According to the International
Reading Association (1999), libraries must purchase a sufficient number of new books per
student, and they must make a concentrated effort to replace older materials for each classroom
and school library on an annual basis. By creating a Weeding Powerpoint and becoming more
familiar with the weeding process, I am able to replace older materials and purchase relevant
books for the students.
Library Media Specialists have often entered the field at least in part because of their
passion for books, but it is important when serving the school community in this role to rein in
excitement over materials pertaining to your own personal interests. As wonderful as it might be
to have a budget of thousands of dollars just for your own personal reading and edification, the
reality is that these funds are allocated to develop a robust collection of print and digital
resources that support the developmental, cultural, social, and linguistic needs of the students and
the larger school community. Through vigilant maintenance of records pertaining to curricular
alignment and school/community demographics, a school librarian can maintain her bearings in
regards to the types of materials from which her constituents will truly benefit.

ALA. (2003, May 23). Best Practices - ACRLwiki. Retrieved October 19, 2014, from
http://wikis.ala.org/acrl/index.php/Best_Practices
International Reading Association. (1999). Classroom and School Libraries. Retrieved from
http://www.reading.org/General/AboutIRA/PositionStatements/LibrariesPosition.aspx

Evidence
Feisty Females in Fiction Unit
Weeding PowerPoint

Standard 2.4: Literacy Strategies

Candidates collaborate with classroom teachers to reinforce a wide variety of reading
instructional strategies to ensure P-12 students are able to create meaning from text.

Standard 2.4 of the American Association of School Librarians addresses collaborating

with classroom teachers in order to reinforce a range of reading instructional strategies.
Promoting reading within the library is a key role for every Library Media Specialist; however, a
key figure who can also promote reading is the classroom teacher. In order to reinforce
instructional reading strategies, the LMS must collaborate with the classroom teacher. This
collaboration can be through planning a research project together, or offering resources; both
print and digital that may be available for use to students. The LMS should offer professional
development to staff on tools that are available in the library to aid students in increasing
comprehension, and by extension to increase student achievement.

The evidence I selected for this standard Evidence for this standard is STAR reading
assessment results for students in grades 2nd 8th grades. The homeroom teacher and library
media specialist use results from STAR Reading assessment to obtain students ZPD ranges. A
ZPDor zone of proximal developmentis a theoretical concept introduced by the Russian
child development psychologist Lev Vygotsky (1978) that has been translated into the realm of
guided independent book reading with the development of ZPD ranges. STAR reading test
results are aligned with Standard 2.4 because the test creates a Zone of Proximal Development
that ensures that students check out books that are neither too hard nor too easy so students can
experience optimal growth.

Other evidence I chose was weekly Accelerated Reader (AR) practice quiz results.
Accelerated Reader practice quiz results are aligned with Standard 2.4 because they demonstrate
students ability to create meaning from text. The LMS uses the students comprehension of
books read within that range by checking the results of AR Reading Practice Quizzes and
frequently conferencing with students. All students must maintain an average of 85% correct on
AR Reading Practice Quizzes. If a student is struggling, the homeroom teacher and LMS will
suggest other options to the student, such as reading a shorter book, a book with a lower
readability level, or a book on a particular topic of interest. Likewise, the homeroom teacher or
LMS may expand a students ZPD range if he/she is especially interested in reading certain
books above the current range, and the teacher feels confident the student has a good chance of
reading them with comprehension. Students take Accelerated Reader practice quizzes based on
their ZPD. When students read within their individual ZPD ranges, the portion of the text they
know helps them understand the unknown portion of the text (Paul, 1996). In independent,
literature-based reading, a ZPD is the range of books that will challenge a student without
causing frustration or loss of motivation.
Collaboration will be one of the most important aspects of a LMSs job. Because of the
daily demands of lesson planning and grading, classroom teachers may not have significant time
to devote to finding new resources and incorporating supplemental texts into their curricular
lessons. However, when presented directly with resources carefully selected to align with their
course objectives and with specific lesson starters, teachers are willing to entertain the possibility
of revising a unit or modifying an assignment. Finally, a Library Media Specialist should not
only offer resources to classroom teachers, but should also offer to teach classes for them in the
library.

Paul, T. D. (1996). Patterns of reading practice. Madison, WI: Institute for Academic
Excellence.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Cambridge: Harvard University Press.

Evidence
STAR Reading Assessment
Accelerated Reader Practice Quiz

Information and Knowledge

Standard 3.1: Information and Knowledge
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.
Standard 3.1 of the American Association of School Librarians addresses the providing
access to the communitys information needs. As schools move forward in implementing the
new Common Core curriculum, the focus on research is growing. One key resource for all
teachers and students while conducting research is the Library Media Specialist (LMS). The
LMS has to meet the diverse needs of every student as they conduct research using digital
resources. With the plethora of information located on the internet growing each day, one vital
role of the LMS will be to instruct students how to efficiently access information and evaluate if
the information is useful and appropriate for the research being conducted.

The evidence I selected for this standard is the All the Information in the Known Universe
lesson on http://www.kyvl.org/kids/homebase.html and a Plagiarism PowerPoint that I created.
The All the Information in the Know Universe lesson is aligned with Standard 3.1 because it
teaches strategies for student to locate, evaluate, and ethically use information. The Plagiarism
PowerPoint is aligned with Standard 3.2 because the PowerPoint models strategies students can
use to ethically use information.

As a result of this lesson, all 4th grade students were able to locate information on their
animal habitat research project. Best teaching practices are core to a student centered
classroom. The classrooms with an ideal learning environment are the ones that use research

based teaching methods that get results (Boyce & Hineline 2002). The All the Information in the
Known Universe lesson clearly demonstrates the use of research based teaching methods.

By creating the Plagiarism PowerPoint I learned which materials could be copied and
which could not be copied due to copyright laws. According to NCTE Executive Committee
(2008), students need multiple opportunities to practice citing sources and paraphrasing, to see
examples of writing that properly uses paraphrasing and citations, and to reinforce these
concepts. By showing the Plagiarism PowerPoint, students are taught information about these
concepts early in their academic careers and are more likely to find success when the demands
for research increase with the sophistication of their work. As their work becomes more
sophisticated, students must have an understanding of fair use practices concerning copyright.

The skills and knowledge of accessing and using information are becoming more
important as the amount of information in our world increases. Essential in the application of
information literacy skills to the creation of a life-long learner is the students success in
achieving independence in the school library. This independence, however, must be gradually
acquired. As a media specialist I must use a variety of approaches to ensure students gain these
skills and knowledge. The approaches must be effective in content area classrooms, in
instruction that occurs in the media center, and must be adaptable to support the learning needs
of all students. It is important that the LMS collaborate with the classroom teacher to learn what
levels the students are working at, and then help students locate resources that meet their own
needs.

Boyce, T. E., & Hineline, P. N. (2002). Interteaching: A strategy for enhancing the userfriendliness of behavioral arrangements in the college classroom. Behavior Analysis,
25(2), 215-226. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2731604/
NCTE Executive Committee. (2008, November). Code of Best Practices in Fair Use for Media
Literacy Education. Retrieved from
http://www.ncte.org/positions/statements/fairusemedialiteracy

Evidence

All the Information in the Known Universe Lesson

Plagiarism PowerPoint

Standard 3.2: Access to Information

Candidates support flexible, open access for library services. Candidates demonstrate their
ability to develop solutions for addressing physical, social and intellectual barriers to equitable
access to resources and services. Candidates facilitate access to information in print, non-print,
and digital formats. Candidates model and communicate the legal and ethical codes of the
profession.
Standard 3.2 of the American Association of School Librarians addresses the library
media specialist offering open and flexible library services. As an Information Specialist, it is
essential that the Library Media Specialist (LMS) focus on giving students access to resources
and giving students and staff the tools needed to use the resources successfully. Students and
teachers must have access to the resources they need when they need them. One point of access
is within the library itself. The library should physically meet all laws and have enough physical
space within it to give stakeholders a chance to fully use all available resources. Another point of
access is the home of the students or staff member. By providing digital information that can be
accessed outside the walls of the library, more people will have open access to a virtual library
24 hours a day.

The evidence I selected for this standard is a Collection Development Plan and my
Library Use/ Library Schedule form for teachers and staff. The Collection Development Plan is
aligned with Standard 3.2 because it demonstrates the ability to develop solutions for addressing
physical, social and intellectual barriers to equitable access to resources and services. The
Library Use/Library Schedule form is aligned with Standard 3.2 because it demonstrates open
access for library services.

As a result of creating a Collection Development Plan, I learned the process of reviewing

my schools selection policy and criteria, how to identify the needs of my collection, how to

weed materials and the process for discarding materials that are no longer current or useful.
According to the National Study of School Evaluation (1998), effective library media specialists
use their expert knowledge in acquiring and evaluating, developing and promoting the effective
use of learning resources in different formats and media to support the instructional program.
Creating a Collection Development Plan demonstrates this knowledge. By creating a Library
Use/Library Schedule form to share with teachers and staff, I learned how to convey open times
and how to facilitate access to information. According to Roscello, Frances , & Webster (2002),
effective libraries are accessible to the total school community, and provides flexible scheduling
and timely access to the collection by all students. This is demonstrated by the Library
Use/Library Schedule form.
It is essential for the LMS to provide a variety of resources in print, non-print and digital
formats. A Library Media Specialist must stress the importance and preferential academic status
of their resources, providing open access to the library is essential. The students will not take
advantage of the wealth of resources present in the library itself and those within the mind of the
librarian unless it is convenient. The library must cater towards its clientele, which includes
providing digital access to the library 24/7. Additionally, the LMS should serve as a model for
digital citizenship by demonstrating it in the library. Only by modeling these practices to
students and staff, will students see the importance of ethical use of materials in our 21st century
learning environments.

Johnson, D. (2008, May 4). Best Practices for School Library Media Programs. Retrieved from
doug-johnson.squarespace.com/blue-skunk-blog/2008/5/4/best-practices-for-schoollibrary-media-programs.html

Roscello, F., & Webster, P. (2002). Characteristics of School Library Media Programs and
Classroom Collections: Talking Points. Albany, NY: New York State Education
Department.

Evidence
Collection Development Plan
Library Use/Library Schedule

Standard 3.3: Information Technology

Candidates demonstrate their ability to design and adapt relevant learning experiences that
engage students in authentic learning through the use of digital tools and resources. Candidates
model and facilitate the effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research, learning, creating, and
communicating in a digital society.
Standard 3.3 of the American Association of School Librarians addresses the Library
Media Specialists ability to create lessons that demonstrate authentic learning. One of the roles
of the Library Media Specialist (LMS) is that of a teacher. As a teacher, the primary way to
increase student achievement is through active learning that engages students. One method of
instruction is through the use of digital tools. Another way would be to collaborate with all staff
to assist them in building technology-based lessons, and technology-contained lessons. Students
can continue their learning anywhere they have internet access and the format will add to
lifelong learning skills in the online setting. Lessons that have authentic connection to the real
world help students see the purpose for their learning, and therefore lead to more engaged
students.
The evidence I selected for this standard is a 4th grade folktale webquest and a Super3
Inquiry Method PowerPoint. The folktale webquest is aligned with Standard 3.3 because
students used technology to locate, analyze, evaluate and use information to support research,
learning, creating and communicating. Students completed a folktale webquest and recorded the
information on a Folktale worksheet. Students worked in groups to create PowerPoint
presentations that were presented to 3rd grade students. All groups scored a 3 or higher on the
rubric. Research has shown that, when integrated into curriculum-based student-centered
classroom activities (Boster, Meyer, Roberto, & Inge 2002), tools such as word processors,
spreadsheets, databases, modeling and presentation software can promote the development of

such 21st century skills as communication, collaboration, and analytical thinking. The folktale
webquest clearly demonstrates this.

The Super3 Inquiry Method PowerPoint is aligned with Standard 3.3 because it
demonstrates the ability to design and adapt relevant learning experiences that engage students in
authentic learning. By creating this PowerPoint, I learned that this model asks students to search
for information, summarize that information in some way, figure out a way to present the
information to an audience and assess/reflect upon their learning. This process of going
completely through a task, builds their metacognative skills, so they can continue to grow. All of
these skills are necessary when completing research in a digital society. I also learned by
researching the Super3 Inquiry Method and creating this PowerPoint ways that students in grades
K-2 can begin research and inquiry learning. Students learn best when they take an active role
and practice what they have learned (Smart & Csapo, 2007). As shown in the PowerPoint, the
Super3 Inquiry Method allows for students to have an active role and practice what they have
learned.

Engaging students through technology is much different than entertaining students with
technology. With planning and consideration of standards, technology can be leveraged to
increase student learning. As the school library media specialist, I can collaborate with all staff to
assist them in building technology-based lessons, and technology-contained lessons. Students
can continue their learning anywhere they have internet access and the format will add to
lifelong learning skills in the online setting. Lessons that have authentic connection to the real
world help students see the purpose for their learning, and therefore lead to more engaged
students.

Boster, F. J., Meyer, G. S., Roberto, A. J., Inge, C., & Strom, R. (2002). Some Effects of Video
Streaming on Educational Achievement. Communication Education.
doi:10.1080/03634520500343392

Smart, K. L., & Csapo, N. (2007). Learning by Doing: Engaging Students Through LearnerCentered Activities. Business Communication Quarterly, 70(4), 451-457.
doi:10.1177/10805699070700040302

Evidence

Folktale Webquest

Super3 Inquiry Method PowerPoint

Standard 3.4: Research and Knowledge Creation

Candidates use evidence-based, action research to collect data. Candidates interpret and use data
to create and share new knowledge to improve practice in school libraries.
Standard 3.4 of the American Association of School Librarians addresses using action
research to collect, interpret, and share data. Library Media Specialists (LMS) use data to guide
instruction within their classroom. This includes the use of Kentuckys Unbridled Learning
Assessment data to develop a collection that can improve reading scores and the types of
materials they use to differentiate instruction. The LMS must also use data when weeding a
collection in order to keep it up to date. The best use of data analysis is the use data to increase
student achievement.

The evidence I selected for this standard is an inventory and analysis of the middle school
fiction collection. Other evidence of this standard is an Action Research Project. The inventory
and analysis of the middle school fiction collection are aligned with Standard 3.4 because they
identify areas of the collection that needed improving in order to identify and provide support for
diverse student information needs. The Action Research Project is aligned with Standard 3.4
because it is evidenced-based, action research used to collect. The central concept in the process
of analyzing a collection is that collections are created, developed, and maintained to meet the
needs of the community they serve (Alabaster, 2010). This means the collection must remain
relevant and useful to the people who are using it.
Analysis provides valuable insight into the collection strengths and weakness so that
specific areas can be improved. Data collected was a collection analysis that compared the
schools inventory to Amazons bestselling Young Adult fiction list. The purpose of this analysis
was to see if the library collection is meeting the needs of the middle school student body by

providing them with popular titles. Amazons bestselling Young Adult fiction list contained one
hundred books. The schools library collection contained forty-two of these books. Additionally,
data was collected to see if the collection numbers were adequate for the number of students at
the school. There are currently one hundred ninety-four middle school students and five hundredforty books in the Young Adult fiction collection. The inventory and analysis data showed that
there was an average of 2.8 books per student, which is well below the recommended 19 books
per student. According to Fritz (n.d.), ongoing assessment for improvement is essential to the
vitality of an effective library media program. Ongoing assessment is shown by taking an
inventory and analysis of the middle school collection.
From the Action Research Project, I learned ways to increase middle school library
checkouts. This research process relied heavily on reflective process. While completing this
process, I developed a problem statement and research question, wrote a literature review, and
produced data collection tools that would be used in the research. Fritz (n.d.) states that effective
library media specialists must make decisions based on data analysis to develop plans and
policies for the continuous improvements of the library media program.

In our schools today, the use of data is essential and expected for all teachers in order to
increase student achievement. As a Library Media Specialist (LMS), I will use it to identify
areas of weakness and areas of strength in order to guide how I teach concepts and skills. As a
LMS, I will also use data in order to help me identify trends in technology and the library, as
well to help guide my collection development plan. A LMS can conduct their own studies in the
library and perform their own research in order to evaluate skills that are needed for students to
be successful.

Alabaster, C. (2010). Creating and maintaining core collections. Developing an outstanding core
collection: A guide for libraries, 2, 72-94. Chicago, IL: American Library Association.

Fritz, C. (n.d.). School Library Media - HCPSS. Retrieved from

http://www2.hcpss.org/met/Media/jobdesc.htm

Evidence
Inventory and Analysis of the Middle School Fiction Collection
Action Research Project

Advocacy and Leadership

Standard 4.1: Networking 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.
Standard 4.1 of the American Association of School Librarians addresses the ability to
create connections to facilitate access to information. In these times of tight budgets it is even
more important to establish and maintain relationships with other librarians and the library
community. Collaborating and developing policies and procedures with other librarians within a
school district network is beneficial for media specialists and the school district. Monthly
meetings are scheduled to plan and implement programs, investigate software and databases,
discuss trends in the media world and problem solving of local and current issues in school
library media centers. Membership and participation in professional organizations increases the
resources and information a media specialist has to draw upon. To prepare students to be active
participants in a global community, we must actively participate ourselves. Cultivating a team
and network approach to learning widens our perspective and opens us up to new ideas,
modalities, cultural sensitivities, and creative ways to overcome barriers to achievement.

The evidence I selected for this standard includes an agenda from our district library
meetings. Another evidence is emails from the districts ListServ for all librarians within the
Louisville Archdiocese. The agenda from our district library meetings are aligned with Standard
4.1 because they clearly show connections with other libraries. The emails from the districts
ListServ are aligned with Standard 4.1 because they demonstrate sharing resources, networking,
and facilitating access to information.

During our district meetings, I have learned about new software and products for the
library. The library meetings introduce new products that make activities more authentic for
students. According to the CT State Education Resource Center (2014), ongoing professional
development aligned with the schools common focus and high expectations to improve the
performance of all students is critical in high-performing schools. These professional
development offerings are focused and informed by research and school/classroom-based
assessments. Appropriate instructional support and resources are provided to implement
approaches and techniques learned through professional development. Through our ListServ
emails this year, I have learned about an excellent site titled The Literate Mother that gives
ratings for Young Adult books. The ListServ emails have impacted student learning because it
has enabled me to choose appropriate books for the junior high section. According to Reynolds
(2008), the effective library media specialist draws upon a vision for the student-centered library
media program that is based on three central ideas: collaboration, leadership, and technology.
As a media specialist, and especially as a new media specialist, it is important to reach
out to the profession. Connections with other media specialists, public libraries, and professional
organizations will keep you current on issues, open your mind to new possibilities, and provide
you with opportunities for personal and professional growth. Just as we expect our students to
locate, collect and apply information from a variety of resources, we as media specialist must do
the same. To be the most effective at our jobs, a supportive network is vital in order to remain
aware of new books, new technology, and innovative teaching methods. Through technology,
todays personal learning networks can reach around the world, ensuring we keep a global
perspective.

CT State Education Resources. (2014). Best Practices In Education. Retrieved from

http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Reynolds, D. (2008, May 4). Best Practices for School Library Media Programs. Retrieved from
doug-johnson.squarespace.com/blue-skunk-blog/2008/5/4/best-practices-for-schoollibrary-media-programs.html

Evidence
Library Meeting Agendas
ListServ Emails

Standard 4.2: Professional Development

Candidates model a strong commitment to the profession by participating in professional growth
and leadership opportunities through membership in library associations, attendance at
professional conferences, reading professional publications, and exploring Internet resources.
Candidates plan for ongoing professional growth.
Standard 4.2 of the American Association of School Librarians addresses professional
growth and leadership opportunities. Professional development is a key to any educator to be
successful. Professional development needs to be ongoing and meaningful. Quality educators
seek out professional development opportunities. Instructional technology is quickly changing
every day. As an instructional leader it is vital to stay ahead of the trends and become
knowledgeable on the current technology. Only if the LMS is able to utilize the technology
effectively are they able to assist teachers within the building and aid in the professional growth
of others.

The evidence I selected for this standard is a certificate of completion for the online
professional development course Resources for Online Collaboration. Other evidence for this
standard is a certificate of completion for the online professional development course Resources
for Information Literacy. The certificate for Resources for Online Collaboration is aligned
with Standard 4.2 because it demonstrates attendance of a professional conferences and ongoing
professional growth. The certificate for Resources for Information Literacy is aligned width
Standard 4.2 because it shows a commitment to the profession by participating in professional
growth and exploring Internet resources.
By completing the Resources for Online Collaboration professional development
webinars, I learned additional tools for collaboration and resources for Information Literacy.
The webinar Resources for Online Collaboration presented some pedagogical models of

teaching and learning that can easily meet these conditions and support the use of online tools.
According to the Special Education Resource Center (2014), in high-performing schools,
supportive learning environments provide positive personalized relationships for all students
while engaging them in rigorous and relevant learning.
By completing the Resources for Information Literacy professional development, I
learned about engaging tools that students can use to improve performance. The webinar
Resources for Information Literacy showcased information literacy models to meet the needs
of various grade levels. Having a standardized model across the curriculum is important so
students understand that information literacy is not just something done in one content area. The
webinar also provided some strategies and online resources to help students determine their
information need, strategies they can use to locate information easily, the process of evaluation
of the validity and usefulness of the information found, and how to organize and communicate
information and ideas. According to the State Education Resource Center (2014), highperforming schools have aligned curriculum with core learning expectations to improve the
performance of all students. Students achieve high standards through rigorous, challenging
learning. Staff delivers an aligned curriculum and implements research-based teaching and
learning strategies. Students are actively involved in their learning through inquiry, in-depth
learning, and performance assessments.

My role as a media specialist extends beyond the four walls of the media center. The
skills I have developed to perform my job have school applications. By participating in and
initiating student and staff development activities I increase my circle of influence and will be

more effective in modeling, sharing, and promoting ethical and legal principles of education and
librarianship.

Special Education Resource Center. (2014). Best Practices In Education. Retrieved from
http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
State Education Resource Center. (2014). Best Practices In Education. Retrieved from
http://ctserc.org/s/index.php?option=com_content&view=article&id=1113:jobembedded-professional-development&catid=81:differentiated-instructiondi&Itemid=110

Evidence

Resources for Online Collaboration Certificate

Resources for Information Literacy Certificate

Standard 4.3: Leadership

Candidates are able to articulate the role and relationship of the school library program's
impact on student academic achievement within the context of current educational initiatives.
Utilizing evidence-based practice and information from education and library research,
candidates communicate ways in which the library program can enhance school improvement
efforts.
Standard 4.3 of the American Association of School Librarians addresses the library
media specialist can enhance school improvement efforts. One role of the Library Media
Specialist (LMS) is as a program administrator. The LMS is a person within the school who
provides educational leadership, vision and advocates for library programs.

Leadership may be

demonstrated in a variety of ways. The LMS can model lessons on research or provide
professional development to staff. The LMS can serve as a committee chairperson on the
reading or school technology committee.

By being a member of various school committees, the

LMS can demonstrate how the Library can be utilized most effectively to increase student
achievement.

The evidence I selected for this standard is a parent letter promoting the Scholastic book
fair and a letter to parents and students promoting the librarys Share a Story Book Drive. The
parent letter promoting the Scholastic book fair is aligned with Standard 4.3 because it articulates
the role and relationship of the school library programs impact on student achievement. The
parent letter promoting the librarys Share a Story Book Drive is aligned with Standard 4.3
because it is communicates ways in which the library program can enhance school improvement
efforts.
I learned from promoting the Scholastic book fair that more students purchased books
this trimester. Sales for books were up nearly $1,000 this book fair. According to the CT State

Education Resource (2014), school leadership is focused on enhancing the skills, knowledge, and
motivation of the people in the organization and creating a common culture of high expectations
based on the use of skills and knowledge to improve the performance of all students. Leadership
fosters a collaborative atmosphere between the school and the community while establishing
positive systems to improve leadership, teaching, and student performance. The letter promoting
the Scholastic Book Fair clearly demonstrates this.
By promoting the Share a Story Book Drive, students developed more of an
appreciation of reading and understand the importance of reading. According to the Special
Education Resource Center (2014), in high-performing schools, parents and community
members help develop, understand, and support a clear and common focus on core academic,
social, and personal goals contributing to improved student performance and have a meaningful
and authentic role in achieving these goals. The school community works together to actively
solve problems and create win-win solutions. The Share a Story Book Drive clearly
demonstrates the school community working together to help solve a problem.

The library media program has the potential to make a difference with current
educational trends and important issues must communicate to and involve all stakeholders
including administration, parents, students and the local public library. This could be issues that
have the potential to impact the entire school in a positive way, such as a book drive or book fair.
That is what makes an effective library media program special. It has the potential to impact
what is happening in a positive way through the power of information.

CT State Education Resources. (2014). Best Practices In Education. Retrieved from

http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Special Education Resource Center. (2014). Best Practices In Education. Retrieved from
http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28

Evidence

Scholastic Book Fair Parent Letter

Share a Story Book Drive Letter

Standard 4.4: Advocacy

Candidates identify stakeholders within and outside the school community who impact the
school library program. Candidates develop a plan to advocate for school library and
information programs, resources, and services.
Standard 4.4 of the American Association of School Librarians addresses the Library
Media Specialist as an advocate for the library. In order to gain support for the library program,
the Library Media Specialist (LMS) must involve all stakeholders in building support. These
stakeholders include teachers, students, administrators, public library programs and various
community programs. Knowing the stakeholders and their needs helps a librarian develop a plan
so that everyone using the library is able to access a wide variety of resources. Everyone in the
school community must understand the importance of a school library media program and its
positive effect on student achievement.
The evidence I selected for this standard is the librarys vision statement and an Animoto
movie promoting the school library. The librarys vision statement is aligned with Standard 4.4
because it describes what the library needs to be successful. The Animoto movie is aligned with
Standard 4.4 because it advocates the school library and the programs, resources, and sources
available.
When creating the library vision statement, I was able to identify the primary goal to
increase student achievement. This would be done through collaboration and cooperation within
the school. This vision needs to be communicated to all stakeholders. This can be done
through parent nights, notes in the school newsletters, through announcements, PTSA meetings
or having it posted on websites and signs in the library. According to the ACRL Information
Literacy Best Practices committee (2008), there are characteristics that identify and describe
features notable in information literacy programs of excellence. In category nine titled

Outreach, the committee states that libraries using Best Practices program should clearly define
and describe a schools library program and its value to targeted audiences, including those
within and beyond the specific institution. The schools vision statement clearly describes the
librarys program and audience.
Another way to bring awareness to the library is to create advertisements for the various
services offered in the library. I created an Animoto showing just a few features that are offered
in the library. The Animoto movie is an affective Web 2.0 tool for communicating to
stakeholders. The video can be posted on the morning announcements or embedded into the
school or PTSA website. Additionally, it could be seen during school tours and library
orientation. The ACRL Information Literacy Best Practices Committee (2008) states that
schools should market the program through the creation and distribution of publicity materials.
The committee also suggests contributing to information literacys advancement by sharing
information, methods, and plans with peers and stakeholders both within and outside of the
institution. This is demonstrated in the Animoto movie.
Throughout the LME program, I have found a variety of methods to advocate for the
library program. This includes being an advocate and working with committees and school
improvement teams. As I continue my career as a Library Media Specialist, I will always
promote the importance of a library to all the stakeholders both inside and outside my school. I
will create informational flyers, design informative brochures, and keep an updated list websites
to make sure everyone in the school community is aware of happenings at my library. I will also
always maintain an open door policy so that everyone will feel welcomed at the library.

ACRL Board. (2012, January). Characteristics of Programs of Information Literacy that Illustrate
Best Practices: A Guideline | Association of College & Research Libraries (ACRL).
Retrieved from http://www.ala.org/acrl/standards/characteristics

Evidence
Library Vision Statement
Animoto Movie

Program Management and Administration

Standard 5.1: Collections
Candidates evaluate and select print, non-print, and digital resources using professional selection
tools and evaluation criteria to develop and manage a quality collection designed to meet the
diverse curricular, personal, and professional needs of students, teachers, and administrators.
Candidates organize school library collections according to current library cataloging and
classification principles and standards.
Standard 5.1 of the American Association of School Librarians addresses collection
management.

As a Library Media Specialist (LMS), it is expected that a collection in the

library is maintained and meets the needs of the student population within the school. As
curriculum changes or new trends in education emerge, information on these changes should be
located in the library. This means the LMS must in addition maintain a professional library for
teachers. The LMS must effectively evaluate materials prior to purchasing. This means gaining
at least two positive scholarly reviews prior to purchasing. The LMS should weed the collection
regularly to ensure that materials are up to date.

The evidence I selected for this standard is a collection analysis and a collection purchase
example using Follett Titlewave. The collection analysis is aligned with Standard 5.1 because it
shows an evaluation of the librarys print collection using professional selection tools. The
Follett Titlewave collection purchase is aligned with Standard 5.1 because it demonstrates
developing and managing a quality collection designed to meet the needs of students, teachers
and administrators.
Collection analysis of the nonfiction collection shows that the average age of collection is
2003, there are 3100 items and this makes up 30.63% of the librarys collection. Using the
CREW method, I found the following: one book in 250 that was 37 years old and that the

average age of the 500s section is 11 years old which is far below the recommended 5 years.
SERC (2014) states that teaching and learning are continually adjusted on the basis of data
collected through a variety of valid and reliable methods that indicate student progress and
needs. The assessment results are interpreted and applied appropriately to improve individual
student performance and the instructional program. By completing a collection analysis, this
shows the use of data to manage and develop a collection to meet students needs. The
collection purchase order shows an order of books for the 500s section that will improve the
librarys collection. According to Reynolds (2008), effective Media Center Programs
demonstrate that funding supports a large, diverse, in-depth, school-wide collection. This is
demonstrated by the collection purchase.
In our ever changing schools, it is important for the LMS to identify the needs of students
and teachers in the school. A collection should reflect the community. Additionally, the
information age brings with it new expectations for media specialists doing collection
development and resource management. Resources are available in formats that did not exist just
a few years ago such as e-books and resources found on the internet. This makes the media
specialists role in selecting, evaluating and organizing resources increasingly important to
ensure the school library media centers mission continues to be to meet current and future user
needs. A quality library collection is developed and maintained through the efficient and
effective management of print, nonprint, and electronic resources. This management includes the
day to day activities such as checking out, reshelving books, weeding and purchasing. There
may be a large number of items in the library, but if they are of poor quality or out of date, then
they are of no use the students.

Reynolds, S. (2008). Best Practices for School Library Media Programs. Retrieved from
http://doug-johnson.squarespace.com/blue-skunk-blog/2008/5/4/best-practices-forschool-library-media-programs.html
Special Education Resource Center. (2014). Best Practices In Education. Retrieved from
http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28

Evidence
Collection Analysis
Collection Purchase

Standard 5.2: Professional Ethics

Candidates practice the ethical principles of their profession, advocate for intellectual freedom
and privacy, and promote and model digital citizenship and responsibility. Candidates educate
the school community on the ethical use of information and ideas.
Standard 5.2 of the American Association of School Librarians addresses intellectual
freedom and digital citizenship. As students are growing up in our ever changing digital age, it
is important for the Library Media Specialist (LMS) to promote skills which will help students
be successful 21st Century learners. One key element is the promotion of digital citizenship.
Digital citizenship is the skills, uses and ethics of information online. This includes being a good
citizen in the digital world, as well as demonstrating a positive digital footprint. With the
emergence of cyber-bullying and the need for students to be safe online, it is imperative that the
LMS teach and model these positive skills for not just students but also teachers and staff. It is
also important to protect the intellectual freedom of everyone who comes into your library. This
includes the rights of all students to select and decide which books they want to check out from
the library. Library media specialists also need protect the privacy of students and teachers by
not sharing with others what has been checked out by them from the library.

The evidence I selected for this standard is an ethics paper on Intellectual Freedom and a
5th grade library lesson on plagiarism. The ethics paper is aligned with Standard 5.2 because it
advocates Intellectual Freedom and privacy. The 5th grade library lesson on plagiarism is aligned
with Standard 5.2 because it is used to educate the school community on the ethical use of
information and ideas.
From the ethics paper on Intellectual Freedom, I learned of many resources available to
library media specialists to promote and model digital citizenship and responsibility. By

becoming an advocate for Intellectual Freedom and by educating students about plagiarism, I am
giving students the right of unrestricted access to all information and ideas regardless of the
medium of communication. According to the article Intellectual freedom online (2010),
Intellectual freedom is the right of any person to hold any belief on any subject and to express
such beliefs or ideas in the way he or she believes appropriate. Intellectual freedom is at the
core of the library philosophy. This idea is demonstrated by the ethics paper. Before the 5th grade
lesson on plagiarism, I found 2/3s of the students did not know what plagiarism was. After
completing the lesson, all students were able to define plagiarism and how to avoid plagiarizing
on assignments. According to Reynolds (2008), model strategies for locating, accessing, and
evaluating information within and beyond the library media center. This is clearly demonstrated
by the plagiarism lesson.
As I continue my career as a School Library Media Specialist, I will always promote
intellectual freedom and privacy for my patrons. I will make sure students understand the
importance of citing sources when completing classroom projects, presentations and papers. I
will also continue to teach teachers and students how to use the Internet ethically and
responsibly. The Library is an open sanctuary. It is devoted to individual intellectual inquiry
and contemplation. Its function is to provide free access to ideas and information. It is a haven of
privacy, a source of both cultural and intellectual sustenance for the individual reader. Since it is
thus committed to free and open inquiry on a personal basis, the Library must remain open, with
access to it always guaranteed.Robert Vosper (1913-1994) librarian, teacher, author, and
former President of the American Library Association.

AASL. (2010, November 1). Intellectual Freedom Online AASL Blog. Retrieved from
http://www.aasl.ala.org/aaslblog/?p=1262

Reynolds, S. (2008). Best Practices for School Library Media Programs. Retrieved from
http://doug-johnson.squarespace.com/blue-skunk-blog/2008/5/4/best-practices-forschool-library-media-programs.html

Evidence
Ethics Paper on Intellectual Freedom
5th Grade Plagiarism Lesson

Standard 5.3: Personnel, Funding, and Facilities

Candidates apply best practices related to planning, budgeting, and evaluating human,
information, and physical resources. Candidates organize library facilities to enhance the use of
information resources and services and to ensure equitable access to all resources for all users.
Candidates develop, implement, and evaluate policies and procedures that support teaching and
learning in school libraries.
Standard 5.3 of the American Association of School Librarians addresses personnel,
funding and the library facilities. As a Library Media Specialist (LMS) there are many roles that
need to be fulfilled to have a functioning Library Media Center. The LMS must budget
materials for purchasing, ensure the materials are appropriate and needed in the library. The
LMS must supervise any staff that work or volunteer in the library. The LMS must also ensure
that everyone has equal access to materials as well as provide an environment that promotes
learning in the library and the ability to conduct research. This requires the LMS to be organized
and work effectively with all stakeholders in the school.

The evidence I selected for this standard is the School Library Media Center budget and a
case study on gifts and donations to the library.

The School Library Media Center budget is

aligned with Standard 5.3 because it clearly shows best practices related to planning and
budgeting. The case study is aligned with Standard 5.3 because it demonstrates how the library
media specialist develops, implements and evaluates policies that support teaching and learning
in the school library.
By creating the budget, I learned that $12.14 was allocated for each student. According
to Michael B. Eisenberg (2008), there should be $25 allocated for each student. Due to budget
cuts, we are far below this average. The library media specialist is responsible for the purchase
of all library books, periodicals, supplies and library cataloging software. Taking into account the

evidence that school library media programs do have a positive effect on student achievement
and a schools overall effectiveness, the funding and expenditures for the school library media
center are directly related to student achievement. Therefore the school library media
administrator makes important decisions on the use of those budgeted monies. Creating a budget
and knowing how much can be spent on each student is essential. Long range planning with the
principal ensures that the next years budget will be sufficient for needed materials. According to
Weil (2014), planning for information literacy program includes the best practice of planning and
budgeting cycles. By creating the case study, I learned appropriate procedures for handling
donated book to the library. By creating a case study on gifts and donations, I am able to clearly
reflect contributions and the expected benefits of any stakeholders which, according to the ALA
(2012), demonstrates best practices.
The role of a LMS is complex. As a future LMS, it is important to take into account all
the different roles that I will have to take. First, as a teacher, I need to ensure my library has a
physical space to conduct direct instruction and access to materials as needed. To be able to use
information, it has to be organized logically. In addition to being a guide to information, the
school library media specialist must be able to navigate a great deal of policies and procedures to
carry out the operations of the media center. As a instructional partner, I need to have a space to
collaborate with other teachers and provide access to computers and digital tools. Finally, as an
administrator, I need to budget for materials for my library program to ensure the needs of all
stakeholders are met.

ALA. (2012, May 23). Best Practices - ACRLwiki. Retrieved October 19, 2014, from
http://wikis.ala.org/acrl/index.php/Best_Practices
Weil, E. (2014). Today's Media and Knowledge Specialists | Scholastic.com. Retrieved from
http://www.scholastic.com/browse/article.jsp?id=3748779

Evidence

Budget
Case Study

Standard 5.4: Strategic Planning and Assessment

Candidates communicate and collaborate with students, teachers, administrators, and community
members to develop a library program that aligns resources, services, and standards with the
school's mission. Candidates make effective use of data and information to assess how the library
program addresses the needs of their diverse communities.
Standard 5.3 of the American Association of School Librarians addresses creating an
effective library program. As a Library Media Specialist (LMS), it is essential to align the
library program with the mission and vision of the school. The resources and materials in the
library must align with the needs of the students and align with the curricular needs of teachers.
In order to align resources, the LMS should be aware of all school data available. This data can
include standardized test scores, benchmark scores, and any individual education plans (IEP)
information available. By effectively using data, the LMS can be and advocate for the library
program and ensure that the needs of the community are being met.
The evidence I selected for this standard is the librarys mission statement and a library
collection development comparison. The librarys mission is aligned with Standard 5.4 because
it communicates with students, teachers, administrators, and community members a library
program that is aligned with the schools mission. The library collection development
comparison is aligned with Standard 5.4 because it allows the librarian to collaborate with
teachers, administrators and community members to develop a library program that aligns with
the schools mission.
When creating the librarys mission statement, I learned what I wanted to achieve within
my library program. Additionally, I learned that it is important that the mission is communicated
to all stakeholders and that it includes language that reflects national, state and local standards.
According to SERC (2014), in high-performing schools, administrators, teachers, students, and

parents share and commit to clearly articulated and understood common goals based on the
fundamental belief that all students can learn and improve their performance. This is
demonstrated by aligning the school and library missions.

By creating the collection development comparison, I learned that other schools had
committees to review resources. Within my school, we have no such committee and it is up to
the library media specialist to review all resources. There were some similarities among library
media collections, but the profile provided by this analysis will ensure that the specific needs of
each school are addressed. By comparing our library collection development plan to another
school I can be consistent with the mission, goals, and objectives of the library (ALA, 2012).
Each LMS must use data and information from their school in order to develop a collection and
program to meet the needs of each individual school.

It is important as a School Library Media Specialist to align the library resources, lessons,
and activities to support the schools mission and goals. A librarian must also collaborate with
teachers so that support and guidance can be provided to enhance the instruction lessons in the
classroom. When the librarian has an understanding of what is being taught in the classroom,
library lessons can be designed to reinforce and extend the learning. These practices will
ultimately lead to greater student achievement. Also, this strong collaboration will also help
administrators, teachers, parents understand the importance of the school library media center. I
plan to continue to promote my library to teachers, students, parents, and administrators in the
future. The LME program has shown me the importance of a strong collaboration with the
teachers at every grade level. I will always make sure my lessons support instruction and
promote the schools mission.

ALA. (2012, May 23). Best Practices - ACRLwiki. Retrieved October 19, 2014, from
http://wikis.ala.org/acrl/index.php/Best_Practices
Special Education Resource Center. (2014). Best Practices In Education. Retrieved from
http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28

Evidence
Library Mission
Collection Development Comparison