Standard 4: Organization and Access
Description
Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.
Elements
4.1: Access
4.2: Information Resources
4.3: Evidence-Based Decision Making
Project 1:
Selection Policy Project
The Selection Policy Project most closely aligns with AASL Standard 4: Organization and Access. This project demonstrates my ability to develop and manage policies that ensure equitable, ethical, and organized access to library resources. This project outlines a selection policy usable for Boys Town Schools that highlights the importance of inclusivity, intellectual freedom, and diversity of perspectives. This ensures all students have access to materials that reflect their identities and broaden their understanding of the world (4.1).
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Additionally, through the creation of a clearly defined selection, evaluation, and weeding criteria, I also used professional review tools and standards such as Junior Library Guild and Common Sense Media to guide resource management decisions and to help maintain a balanced, high-quality library collection (4.2). Lastly, the use of procedures for donations and the reconsideration of challenged materials helps showcase my understanding and the importance of transparency and legal responsibility in policy creation (4.3).
Project 2:
Action Research Project
The Action Research Project aligns most closely and supports AASL Standard 4: Organization and Access. This project showcases my ability to evaluate, organize, and manage library collections to ensure equitable access to diverse perspectives and voices. Through the use of the AASL School Library Evaluation Checklist and Boys Town circulation data, I was able to identify a lack of representation among authors within the Boys Town Middle School library collection and developed a strategic plan to address this issue (4.1).​
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​Additionally, by using tools such as Diverse BookFinder, I able to use evidence-based methods to guide the selection of new materials and ensure the inclusion of culturally relevant and high-quality resources (4.2). Lastly, by creating the implementation plan of ordering new titles, creating a “Diverse Voices” showcase, and re-administering student and staff surveys at the year's end also shows the need of continuous process of evaluation and improvement (4.3).
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