Standard 1: The Learner and Learning
Description
Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development. Candidates promote cultural
competence and respect for inclusiveness. Candidates integrate the National School
Library Standards considering learner development, diversity, and differences while
fostering a positive learning environment. Candidates impact student learning so that
all learners are prepared for college, career, and life.
Elements
1.1: Learner Development
1.2: Learner Diversity
1.3: Learning Differences
1.4: Learning Environments
Project 1:
Multiple Literacies Collaborative Integration Project
The Multiple Literacies Project demonstrates my knowledge of learners and learning through the uses of collaborative planning, instruction in multiple literacies, and inquiry-based learning in alignment with several AASL Standards. Through this unit, which was co-created with Boys Town school librarian Shanna Crosby-Wilson, I intentionally designed activities that would support students’ cognitive, social, and emotional growth (1.1) while also promoting respect for diverse cultural and religious perspectives (1.2).
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Each learning experience, such as the gallery walk or even the final research project, encouraged students to inquire, create, and share their content understanding through critical thinking and multimedia expression, which allowed me to address a range of learning differences (1.3). Additionally, the use of differentiated materials, preselected readings, and hands-on research in both a physical and virtual library setting helped create an engaging, learner-centered environment where all students could explore content meaningfully and collaboratively (1.4).
Project 2:
Information Literacy Project
The Branches of Government Information Literacy Project demonstrates my knowledge of learners and learning by modeling and using the skills of collaborative planning, instruction in multiple literacies, and inquiry-based learning in alignment with several different AASL Standards. Created with the idea of co-teaching with the school librarian, this lesson helps engage ninth-grade civics/government students in exploring the roles and responsibilities of the U.S. president through interactive and engaging activities such as group discussions, multimedia analysis, and independent research.
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By using tools such as Padlet, Google Slides, and the iCivics Executive Command game, students were able to think critically, collaborate with peers, and apply digital literacy skills while developing a deeper understanding of the United States government structure (1.1). In addition, the design of the lesson also helps support diverse learners through using a variety of differentiated materials and activities (1.2, 1.3). Finally, by using both classroom and library resources in both physical and virtual environments, this project helped promote an engaging, equitable space that encouraged active participation, curiosity, and reflection (1.4).