School Library Portfolio
Reflection
This portfolio is designed to demonstrate how I meet the ALA/AASL/CAEP School Librarian Standards.
Through my work at ODU, my understanding and application of these standards has grown greatly. The work samples showcased in my portfolio are evidence of meeting these expectations so that I can be a well-rounded school librarian.
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Standard 1:
The Learner and Learning
"Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development" (ALA/AASL/CAEP, 2019, p. 6).
Standard 1:
The Learner and Learning
"Candidates integrate the National School Library Standards considering learner development, diversity, and differences while fostering a positive learning environment" (ALA/AASL/CAEP, 2019, p. 6).
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My time at ODU helped me curate work samples that demonstrate my ability to create positive, diverse learning environments that use learner development as the ultimate goal. My collaboration unit is a prime example of these skills. Additionally, my grant proposal is another demonstration of these skills. The grant proposal focuses on offering a positive, alternative learning environment for college students in the community with the ultimate goal of increasing graduation rates by accounting for disparities between students.
Standard 1:
The Learner and Learning
"Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development" (ALA/AASL/CAEP, 2019, p. 6).
Standard 2:
Planning for Instruction
"Candidates in school librarian preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction" (ALA/AASL/CAEP, 2019, p. 8).
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Being an ELA teacher, I came into ODU's program with prior knowledge that aided me with this learning standard. However, my time at ODU has helped me learn how to expand this knowledge to applications in the school library setting. Being a librarian transferring from the classroom means that I can better support teachers and students with cross-curricular learning and collaboration. One example of this is the collaboration unit that I helped plan and teach to support a tenth grade ELA teacher's research-based writing unit. Students learned how to use both print and digital library resources to aid in writing their research papers as well as ethical usage of those sources through citations. The lessons were planned around Georgia state standards and used a digital, interactive format to keep students engaged. Pre-assessments, exit tickets, and a post-assessment were used to measure and track student learning.
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Standard 1:
The Learner and Learning
"Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development" (ALA/AASL/CAEP, 2019, p. 6).
Standard 3: Knowledge and
Application of Content
"Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies" (ALA/AASL/CAEP, 2019, p. 10).
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Reading has long been one of my passions, which is why I chose to teach in the ELA classroom and, now, to become a librarian. Instilling love for and engagement in reading is one of the best and most important parts of this profession. This can be seen in my paired text teacher's guide and, one of my most favorite assignments, my graphic novel infographic. Creating the infographic was fun and is an example of the aspect of librarianship that I am most excited about.
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My knowledge of information literacy and technology-enabled learning can be viewed in my libguide focused on differentiating between real and fake information online.
Standard 1:
The Learner and Learning
"Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development" (ALA/AASL/CAEP, 2019, p. 6).
Standard 4: Organization and Access
"Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies" (ALA/AASL/CAEP, 2019, p. 12).
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This standard is likely the one that I grew the most in during my time at ODU. I didn't have much knowledge beforehand in regards collection development, analysis, weeding, and other related duties. Completing assignments like a environmental scan, collection analysis, and collection development plan helped me grow my knowledge in those areas. Creating resources for students' online learning, like my libguide and collaboration unit, helped me develop skills in digital information literacy.
Standard 1:
The Learner and Learning
"Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development" (ALA/AASL/CAEP, 2019, p. 6).
Standard 5:
Leadership, Advocacy, and Professional Responsibility
References
ALA / AASL / CAEP. (2019). ALA / AASL / CAEP school librarian preparation standards.
"Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking" (ALA/AASL/CAEP, 2019, p. 14).
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My collection development plan is an example of advocacy for student learning. Using the school's goals for student advancement to select new materials for the school library demonstrates leadership, collaboration, and advocacy. Likewise, my collaboration unit demonstrates these skills as well. These work samples were created by using student learning as the ultimate goal. My grant proposal demonstrates advocacy for the community as well. My conference presentation and accompanying speaking notes are an example of my ability to collaborate with the greater library community and use professional leadership and networking skills.
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